The Influence of Personality Composition in Applied Piano Groups

1977 ◽  
Vol 25 (3) ◽  
pp. 171-183 ◽  
Author(s):  
Valerie Suchor
Keyword(s):  
Problem Solving ◽  
Group Process ◽  
Student Perception ◽  
Process Data ◽  
Student Groups ◽  
Verbal Activity ◽  
Group Type ◽  
Teacher Flexibility ◽  
And Performance ◽  
Problem Solving Process

A one-session study of six four-student groups investigated problem-solving and performance in piano as influenced by a judging-perceiving personality preference of the Myers-Briggs Type Indicator. Three group types were formed from the freshman music majors of nonkeyboard concentration: predominately judging, predominately perceiving, and equally mixed. The task involved both the harmonization and performance of the melody. Groups were scored on two factors of performance: aesthetic-expressive and accurate. Group process was evaluated by dividing the sessions into time segments and encoding verbal activity into six problem-solving behaviors. As a measure of student perception, each student completed a questionnaire. No difference was found in performance results; however, each group type developed its own problem-solving process. Significant differences were found in the amount of total verbal activity, specific verbal behavior, and student perception of group process. Data suggest the importance of teacher flexibility in developing an optimal problem-solving process.

Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Liska Yanti Pane ◽  
Kamid Kamid ◽  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Qualitative Method ◽  
Logical Thinking ◽  
Think Aloud ◽  
Process Data ◽  
Thinking Process ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.

Differences between Active and Inactive Quality Circles in Attendance and Performance

1993 ◽  
Vol 22 (4) ◽  
pp. 579-590 ◽  
Author(s):  
Thomas Li-Ping Tang ◽  
Peggy Smith Tollison ◽  
Harold D. Whiteside
Keyword(s):  
Discriminant Analysis ◽  
Problem Solving ◽  
Small Groups ◽  
Archival Data ◽  
Quality Circle ◽  
Quality Circles ◽  
Attendance Rate ◽  
And Performance ◽  
Problem Solving Process

Based on the archival data of a quality circle (QC) program in a three-year period, the differences between active QCs (n = 32) and inactive QCs (n = 12) on QC members' participation and QCs' performance were examined using a discriminant analysis. The results showed that active QCs had lower rate of problem-solving failure, higher attendance rate at QC meetings, and higher net savings of QC projects than inactive QCs. The results were discussed in terms of the problem-solving process of small groups.

scholarly journals A Continuous-Time Dynamic Choice Measurement Model for Problem-Solving Process Data

Psychometrika ◽  
2020 ◽  
Author(s):  
Yunxiao Chen
Keyword(s):  
Problem Solving ◽  
Continuous Time ◽  
Measurement Model ◽  
Complex Data ◽  
Process Data ◽  
Dynamic Choice ◽  
Time Dynamic ◽  
Log File ◽  
Problem Solving Process ◽  
Problem Solving Competency

AbstractProblem solving has been recognized as a central skill that today’s students need to thrive and shape their world. As a result, the measurement of problem-solving competency has received much attention in education in recent years. A popular tool for the measurement of problem solving is simulated interactive tasks, which require students to uncover some of the information needed to solve the problem through interactions with a computer-simulated environment. A computer log file records a student’s problem-solving process in details, including his/her actions and the time stamps of these actions. It thus provides rich information for the measurement of students’ problem-solving competency. On the other hand, extracting useful information from log files is a challenging task, due to its complex data structure. In this paper, we show how log file process data can be viewed as a marked point process, based on which we propose a continuous-time dynamic choice model. The proposed model can serve as a measurement model for scaling students along the latent traits of problem-solving competency and action speed, based on data from one or multiple tasks. A real data example is given based on data from Program for International Student Assessment 2012.

scholarly journals Interactive computer based assessment tasks: How problem-solving process data can inform instruction

2010 ◽  
Vol 26 (5) ◽  
Author(s):  
Nathan Zoanetti
Keyword(s):  
Problem Solving ◽  
A Priori ◽  
Individual Student ◽  
Process Data ◽  
Evidence Map ◽  
Traditional Assessment ◽  
Targeted Instruction ◽  
Computer Based ◽  
Problem Solving Process ◽  
Key Steps

<span>This article presents key steps in the design and analysis of a computer based problem-solving assessment featuring interactive tasks. The purpose of the assessment is to support targeted instruction for students by diagnosing strengths and weaknesses at different stages of problem-solving. The first focus of this article is the task piloting methodology, which demonstrates the relationship between process data and a priori documented problem-solving behaviours. This work culminated in the design of a </span><em>Microsoft Excel</em><span> template for data transcription named a </span><em>Temporal Evidence Map</em><span>. The second focus of this article is to illustrate how evidence from process data can be accumulated to produce and report instructionally useful information not available through traditional assessment approaches. This is demonstrated through the production of reports profiling individual student outcomes against important aspects of problem solving.</span>

Heterogeneous vs. Homogeneous Groups

2012 ◽  
Vol 3 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Theodore E. Davis
Keyword(s):  
Problem Solving ◽  
Group Process ◽  
Gender Diversity ◽  
Homogeneous Groups ◽  
Business Courses ◽  
Heterogeneous Groups ◽  
Academic Grades ◽  
And Performance ◽  
And Gender ◽  
Racially Mixed

The primary purpose of this study is to investigate the influence of racial and gender diversity on group process and problem solving in an academic setting. The importance of this dynamic is its value in preparing students for the workplace. The supposition is if a group is homogeneous, commitment and performance is improved. Data for the study was collected from upper-level undergraduate male and female students, registered in two sixteen week business courses taught by one instructor, at a large university in a metropolitan city in the northeastern United States. There were five racially mixed groups of seven members in each of the four sections of the two courses. During this period, group members met frequently for class projects, including a series of case analyses. Only balanced heterogeneous groups significantly enhanced their groups’ performance on complicated problem-solving tasks over time. They exceeded the performance of all homogeneous groups, except that of the black American female homogeneous groups. Ultimately, the academic grades of the balanced heterogeneous groups as well as their individual members were in the upper half of all grades issued.

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.

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