ENGAGING NEW PROBLEM SOLVING TASK FOR CHILDREN

2021 ◽  
Author(s):  
Valeska Berg ◽  
Mark McMahon ◽  
Michael Garrett ◽  
Shane L. Rogers
Keyword(s):  
Problem Solving ◽  
Problem Solving Task

Scientific Problem Solving in a Virtual Laboratory: A Comparison Between Individuals and Pairs

2008 ◽  
Vol 67 (2) ◽  
pp. 71-83 ◽  
Author(s):  
Yolanda A. Métrailler ◽  
Ester Reijnen ◽  
Cornelia Kneser ◽  
Klaus Opwis
Keyword(s):  
Visual Search ◽  
Problem Solving ◽  
Process Data ◽  
Scientific Problem ◽  
Domain Specific ◽  
Scientific Problem Solving ◽  
Before And After ◽  
Verbal Data ◽  
Psychological Knowledge ◽  
Problem Solving Task

This study compared individuals with pairs in a scientific problem-solving task. Participants interacted with a virtual psychological laboratory called Virtue to reason about a visual search theory. To this end, they created hypotheses, designed experiments, and analyzed and interpreted the results of their experiments in order to discover which of five possible factors affected the visual search process. Before and after their interaction with Virtue, participants took a test measuring theoretical and methodological knowledge. In addition, process data reflecting participants’ experimental activities and verbal data were collected. The results showed a significant but equal increase in knowledge for both groups. We found differences between individuals and pairs in the evaluation of hypotheses in the process data, and in descriptive and explanatory statements in the verbal data. Interacting with Virtue helped all students improve their domain-specific and domain-general psychological knowledge.

Moving to Solution

2013 ◽  
Vol 60 (6) ◽  
pp. 403-409 ◽  
Author(s):  
K. Werner ◽  
M. Raab
Keyword(s):  
Problem Solving ◽  
Embodied Cognition ◽  
Cognitive Functions ◽  
Problem Space ◽  
Arm Swing ◽  
String Problem ◽  
Problem Solving Process ◽  
Problem Solving Task ◽  
Bodily Movements

Embodied cognition theories suggest a link between bodily movements and cognitive functions. Given such a link, it is assumed that movement influences the two main stages of problem solving: creating a problem space and creating solutions. This study explores how specific the link between bodily movements and the problem-solving process is. Seventy-two participants were tested with variations of the two-string problem (Experiment 1) and the water-jar problem (Experiment 2), allowing for two possible solutions. In Experiment 1 participants were primed with arm-swing movements (swing group) and step movements on a chair (step group). In Experiment 2 participants sat in front of three jars with glass marbles and had to sort these marbles from the outer jars to the middle one (plus group) or vice versa (minus group). Results showed more swing-like solutions in the swing group and more step-like solutions in the step group, and more addition solutions in the plus group and more subtraction solutions in the minus group. This specificity of the connection between movement and problem-solving task will allow further experiments to investigate how bodily movements influence the stages of problem solving.

Faith in intuition is related to strategy, not intuition in a problem solving task

2005 ◽  
Author(s):  
Rolf Reber ◽  
Marie-Antoinette Ruch-Monachon ◽  
Walter J. Perrig
Keyword(s):  
Problem Solving ◽  
Problem Solving Task

Relationships between Learning Styles and Performance on Problem-Solving Tasks

1986 ◽  
Vol 59 (3) ◽  
pp. 1135-1138 ◽  
Author(s):  
Penny Armstrong ◽  
Ernest McDaniel
Keyword(s):  
College Students ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Choice Point ◽  
Relevant Information ◽  
And Performance ◽  
Problem Solving Task

A computerized problem-solving task was employed to study the relationships among problem-solving behaviors and learning styles. College students made choices to find their way home in a simulated “lost in the woods” task and wrote their. reasons at each choice point. Time to read relevant information and time to make decisions were measured by the computer clock. These variables were correlated with learning style variables from Schmeck's (1977) questionnaire. The findings indicated that subjects who perceived themselves as competent learners take more time on the problem-solving task, use more information and make fewer wrong choices.

scholarly journals Multilevel poetry translation as a problem-solving task

2018 ◽  
Vol 9 (2) ◽  
pp. 139-147 ◽  
Author(s):  
Pedro Atã ◽  
Joao Queiroz
Keyword(s):  
Problem Solving ◽  
Multilevel System ◽  
Multilevel Systems ◽  
Poetry Translation ◽  
Different Levels ◽  
Problem Solving Task

Abstract Poems are treated by translators as hierarchical multilevel systems. Here we propose the notion of “multilevel poetry translation” to characterize such cases of poetry translation in terms of selection and rebuilding of a multilevel system of constraints across languages. Different levels of a poem correspond to different sets of components that asymmetrically constrain each other (e. g., grammar, lexicon, syntactic construction, prosody, rhythm, typography, etc.). This perspective allows a poem to be approached as a thinking-tool: an “experimental lab” which submits language to unusual conditions and provides a scenario to observe the emergence of new patterns of semiotic behaviour as a result. We describe this operation as a problem-solving task, and exemplify with Augusto de Campos’ Portuguese translation of John Donne’s poem “The Expiration.”

Age, Cooperative vs Lecture Training, and Group Composition: Some Preliminary Findings of Effects on Performance

1995 ◽  
Vol 77 (1) ◽  
pp. 267-274 ◽  
Author(s):  
Yvonne Sell ◽  
Theresa J. B. Kline
Keyword(s):  
Problem Solving ◽  
Group Composition ◽  
Age Groups ◽  
Traditional Lecture ◽  
Undergraduate Women ◽  
Older Subjects ◽  
Mixed Age ◽  
Problem Solving Task

18 younger (under 25 years) and 18 older (over 39 years) undergraduate women were trained in problem-solving by either a cooperative or traditional lecture technique and in age-consistent, i.e., younger or older participants only, or mixed age, i.e., younger and older participants, groups. Analysis indicated that older subjects did not score as well on the problem-solving task (48.9 vs 43.9) where lower scores indicate better performance, particularly in mixed-age groups (58.2 vs 44.3); older subjects completed the task more quickly (349 sec. vs 466 sec), age-consistent groups completed the task equally quickly regardless of training; and age-inconsistent groups completed the task more quickly when cooperatively trained (183 sec. vs 390 sec).

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