The Relationship of Life Stress to Problem Solving: Task Complexity and Individual Differences

1994 ◽  
Vol 12 (3) ◽  
pp. 187-204 ◽  
Author(s):  
Kitty Klein ◽  
Devon Barnes
Keyword(s):  
Individual Differences ◽  
Problem Solving ◽  
Life Stress ◽  
Task Complexity ◽  
Relationship Of ◽  
The Relationship ◽  
Problem Solving Task

The Relationship between Group Size and Performance on a Microcomputer Problem-Solving Task for Learning Handicapped and Nonhandicapped Students

1987 ◽  
Vol 3 (2) ◽  
pp. 171-187 ◽  
Author(s):  
Joan Lieber ◽  
Melvyn I. Semmel
Keyword(s):  
Problem Solving ◽  
Group Size ◽  
Task Engagement ◽  
Mathematics Problem Solving ◽  
Working Together ◽  
And Performance ◽  
Study Participants ◽  
Relationship Of ◽  
The Relationship ◽  
Problem Solving Task

Microcomputers are a powerful resource. Yet, in order for teachers to use this technology effectively, they need information about how specific variables might affect the performance of mildly handicapped as well as nonhandicapped learners. This study examines the effect of group size on performance measures, the relationship between group size and task engagement, and the relationship of task engagement to performance for both types of learners. Twenty learning handicapped and twenty nonhandicapped boys from upper elementary grades participated for ten minutes, three times per week for a four-week period on a mathematics problem solving task. Each student worked individually, with a handicapped partner, and with a nonhandicapped partner. Results indicated that it was as effective for students to work with a partner at the computer as it was for them to work alone. This finding occurred although dyads had half as much time at the computer as students working alone. Task engagement was also similar for children working in dyads or individually. Following each computer session a paper and pencil task was administered individually to the study participants. There was no difference in number correct related to group size; yet, at the most difficult task level, learning handicapped children solved more problems correctly following a computer session in which they worked with a partner. It appears that given a software program which requires students to apply mathematics skills to a new situation, it is effective to have two children working together at the computer.

Problem-Solving Appraisal in the Association of Life Stress and Depression: A South African Study

1992 ◽  
Vol 71 (3) ◽  
pp. 855-862 ◽  
Author(s):  
T. Brian Pretorius
Keyword(s):  
Problem Solving ◽  
South African ◽  
Life Stress ◽  
Depression Scale ◽  
Epidemiological Studies ◽  
Problem Solving Skills ◽  
Stress Buffering ◽  
Black South African ◽  
Relationship Of ◽  
The Relationship

This study focuses on the role that appraisal of problem-solving skills plays in the relationship of stress to distress. 450 black South African university students completed the Life Experiences Survey, the Problem Solving Inventory, and the Centre for Epidemiological Studies Depression Scale. Multiple regression analysis indicated a direct effect for problem-solving appraisal on depression, but no support could be found for the stress-buffering effects of problem-solving appraisal.

Discourses of Boundary Crossing

2021 ◽  
pp. 36-55
Author(s):  
Julie Thompson Klein
Keyword(s):  
Problem Solving ◽  
Semantic Web ◽  
Theoretical Orientation ◽  
Organizational Structures ◽  
Boundary Crossing ◽  
Theoretical Frameworks ◽  
Disciplinary Boundaries ◽  
Similarities And Differences ◽  
Relationship Of ◽  
The Relationship

Typologies classify activities into similarities and differences in a semantic web of purposes, contexts, practices, organizational structures, and theoretical frameworks. Huutoniemi and Rafols (2017) contended multiple claims tend to paralyze debate on definition. Yet, Frédéric Darbellay (2015) identified two major lines of argument in current discourse about interdisciplinarity: an epistemological, theoretical orientation that transcends disciplinary boundaries and a pragmatic, participative orientation to problem solving. The epistemic approach is philosophical, raising questions about the nature of knowledge amplified by ontological questions about the nature of reality. In contrast, problem solving is oriented to instrumental needs. This chapter compares discourses of philosophy and problem solving while adding a third imperative of critique. After acknowledging differences, it then takes into account their intersections. The chapter closes by asking whose knowledge counts, weighing the relationship of generalizations and individual cases, and reflecting on how discourse shapes definition.

scholarly journals Informal, Inquisitorial, and Accurate: An Empirical Look at a Problem-Solving Housing Court

2017 ◽  
Vol 42 (04) ◽  
pp. 1058-1090 ◽  
Author(s):  
Jessica K. Steinberg
Keyword(s):  
Problem Solving ◽  
Low Income ◽  
Informal Justice ◽  
The Social ◽  
Decision Making Processes ◽  
Substantive Justice ◽  
Code Violations ◽  
Relationship Of ◽  
Improved Accuracy ◽  
The Relationship

Substantive justice is often seen as elusive in courts dominated by low-income individuals. Complex court rules, coupled with pervasive lack of counsel, can make it difficult for the traditional adversary process to identify and redress legitimate grievances. This article takes on the social problem of substandard housing and examines whether inquisitorial procedure has the potential to produce accurate outcomes in a tribunal dominated by the unrepresented. Relying on in-court observations of nearly 300 hearings, and a longitudinal review of nearly seventy-five cases, this article surfaces the regularized procedures utilized by a purported “problem-solving” housing court, and theorizes that the inquisitorial features of judicially controlled investigation and enforcement may motivate landlords to repair substantiated housing code violations. This article adds nuance to our understanding of informal justice by identifying the hidden procedural formalisms that may guide alternative decision-making processes. Furthermore, it evaluates the relationship of one iteration of experimental formalism to substantive justice, and suggests that inquisitorial procedures may be correlated with improved accuracy in case outcomes.

Mode of Symbolic Representation and Cognitive Style

1992 ◽  
Vol 11 (3) ◽  
pp. 271-277 ◽  
Author(s):  
Scott G. Isaksen ◽  
K. Brian Dorval ◽  
Geir Kaufmann
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Problem Solving ◽  
Cognitive Style ◽  
Symbolic Representation ◽  
General Level ◽  
Modes Of Representation ◽  
Level Of Use ◽  
Specific Prediction ◽  
The Relationship

The relationship between imagery and creativity was examined using a prediction from the theories of symbolic representation developed by Morris and Hampson [1, 2] and Kaufmann [3–6]. One-hundred and fifty-four college students completed the Kirton Adaption-Innovation Inventory on preferred styles of problem solving and Paivio's Individual Differences Questionnaire on preferred mode of symbolic representation. At a general level, results were in the expected direction for both theories by showing a significant relationship between innovative problem-solving preference and general level of use of conscious modes of symbolic representation. However, results also supported the more specific prediction from Kaufmann's theory that subjects with an innovative preference would have a relatively stronger preference for imaginal over verbal modes of representation.

Life Stress and Performance Impairment: The Role of Off-Task Thinking

1995 ◽  
Vol 39 (13) ◽  
pp. 873-877
Author(s):  
Kitty Klein
Keyword(s):  
Life Stress ◽  
Poor Performance ◽  
Personality Variables ◽  
Mediating Role ◽  
Effective Strategies ◽  
Performance Impairment ◽  
Verbal Problem ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship

In previous research (Baradell & Klein, 1993; Klein & Barnes, 1994) self-focused attention has moderated the relationship of life stress and verbal problem solving. Stressed individuals highly aware of internal bodily changes made the most errors and used the least effective strategies. How life stress affects information processing on such tasks has not been investigated. In theories (e. g. Humphreys & Revelle, 1984; Eysenck, 1992) that relate personality variables to cognitive processes, off-task thinking is presumed to mediate the relationship between individual differences and performance. In the present study, 35 students who varied in life stress and self-focus solved complex verbal analogies. The results indicated that high levels of stress and self-focus were related to off-task thinking and that off-task thinking was negatively related to performance. However, regression analyses did not support a mediating role for off-task thinking. Rather, off-task thinking may result from poor performance, rather than vice-versa as is assumed in current models.

scholarly journals Diversity of Learners: A Study about how Individual Differences Affect the L2 Learning Process

2021 ◽  
Vol 3 (12) ◽  
pp. 01-07
Author(s):  
John Ramil A. Valle ◽  
Ramil G. Ilustre ◽  
Donna May R. Figuracion ◽  
Larme M. Cabahug ◽  
Rosario R. Paningbatan ◽  
...  
Keyword(s):  
Individual Differences ◽  
Literature Review ◽  
Language Learning ◽  
Learning Process ◽  
Journal Article ◽  
Journal Articles ◽  
L2 Learning ◽  
Definition Of ◽  
Relationship Of ◽  
The Relationship

Individual differences are considered one of the main factors in language learning. This article begins by presenting the definition of individual differences and identifying the possible individual differences that may affect the L2 learning process are. Based on the literature review, shows that there are eight (8) major individual differences to be found as salient features in the L2 learning process. A brief overview of these eight (8) individual differences is provided, supported by the literature review of 20 journal articles. This journal article used grounded theory design as a method in identifying the relationship of the following individual differences in the L2 learning process. According to the results, although there is a growth in the study of individual differences that affects the L2 learning process, there is still much work to be done and much more investigation is required.

Sign in / Sign up

Export Citation Format

Share Document