scholarly journals Basic Concepts in Group Problem Solving

2011 ◽  
Author(s):  
Patrick R. Laughlin
Keyword(s):  
Problem Solving ◽  
Group Process ◽  
Group Structure ◽  
Conceptual System ◽  
Group Problem ◽  
Group Problem Solving ◽  
Group Response ◽  
Group Members ◽  
Group B ◽  
Group Product

This introductory chapter provides an overview of group problem solving. Group problem solving involves complementary, divisible, optimizing, intellective tasks for which a demonstrably correct answer exists within a conceptual system. Group problem solving may be analyzed in terms of four basic constructs: group task, group structure, group process, and group product. The group task is what the group is attempting to do. Group structure is the organization of the group, including (a) roles, the different positions within the group, (b) norms, the expected beliefs and behaviors for the group members, and (c) member characteristics, the demographic, physical, and psychological attributes of each group member. Group process is how the group members interact with and influence one another. Finally, group product is the collective group response or output. The correspondence of the product to the objective of the group defines success or failure and determines the rewards or punishments for the group members.

Conclusions

2011 ◽  
Author(s):  
Patrick R. Laughlin
Keyword(s):  
Problem Solving ◽  
Correct Answer ◽  
Conceptual System ◽  
Group Problem ◽  
Group Problem Solving ◽  
Prospective Group ◽  
Group Response ◽  
Underlying Basis ◽  
Group Members ◽  
Necessary And Sufficient

This concluding chapter proposes generalizations that emerge from theory and research on group problem solving and a brief retrospective and prospective. Group tasks are ordered on a continuum anchored by intellective and judgmental tasks. Intellective tasks have a demonstrably correct solution within a mathematical, logical, scientific, or verbal conceptual system. Judgmental tasks are evaluative, behavioral, or aesthetic judgments for which no generally accepted demonstrably correct answer exists. The underlying basis of the intellective-judgmental continuum is a continuum of demonstrability. The proportion of group members that is necessary and sufficient for a group response is inversely proportional to the demonstrability of the proposed response.

The Relationship Between Group Process Training and Group Problem Solving

1973 ◽  
Vol 24 (1) ◽  
pp. 20-42 ◽  
Author(s):  
Mary L. Pankowski ◽  
Wayne L. Schroeder ◽  
Irwin Jahns
Keyword(s):  
Problem Solving ◽  
Group Process ◽  
Group Problem ◽  
Group Problem Solving ◽  
The Relationship

scholarly journals Grading Hampers Cooperative Information Sharing in Group Problem Solving

2015 ◽  
Vol 46 (3) ◽  
pp. 121-131 ◽  
Author(s):  
Anne-Sophie Hayek ◽  
Claudia Toma ◽  
Dominique Oberlé ◽  
Fabrizio Butera
Keyword(s):  
Problem Solving ◽  
Information Sharing ◽  
Group Work ◽  
Cooperative Work ◽  
Individual Contribution ◽  
Group Problem ◽  
Cooperative Problem Solving ◽  
Group Problem Solving ◽  
Shared Information ◽  
Group Members

We hypothesized that individual grading in group work, a widespread practice, hampers information sharing in cooperative problem solving. Experiment 1 showed that a condition in which members’ individual contribution was expected to be visible and graded, as in most graded work, led to less pooling of relevant, unshared information and more pooling of less-relevant, shared information than two control conditions where individual contribution was not graded, but either visible or not. Experiment 2 conceptually replicated this effect: Group members primed with grades pooled less of their unshared information, but more of their shared information, compared to group members primed with neutral concepts. Thus, grading can hinder cooperative work and impair information sharing in groups.

Memory and Group Problem Solving

2011 ◽  
Author(s):  
Patrick R. Laughlin
Keyword(s):  
Problem Solving ◽  
Common Knowledge ◽  
Group Problem ◽  
Group Memory ◽  
Group Problem Solving ◽  
Group Judgment ◽  
Group Members ◽  
The Common ◽  
The Impact ◽  
Average Individual

This chapter explores research on group memory, which is important in itself and is also frequently a necessary preliminary process for further group problem solving. Research on group recognition memory indicates that group memory is better than the memory of the average individual. Assigning different information to be learned by different group members is more effective than having all members learn all information. Meanwhile, research on shared versus unshared information indicates that groups are more likely to make correct decisions when they believe they are solving a problem rather than making a judgment. Lastly, research on the common knowledge effect demonstrates that the more group members who know an item of information before discussion, the greater the impact of that information on both group judgment and group choice. This indicates the importance of supportive group memory on tasks that have correct answers which are difficult to demonstrate.

Effect of Training in Components of Complex Problems on Group Problem-Solving Efficiency under Constrained Communication

1968 ◽  
Vol 23 (2) ◽  
pp. 651-657 ◽  
Author(s):  
Theodore M. Schwartz ◽  
George C. Philippatos
Keyword(s):  
Problem Solving ◽  
Single Trial ◽  
Group Problem ◽  
Group Problem Solving ◽  
Complex Problems ◽  
Group Members

270 Ss participated in a three-member group problem-solving game in which group members attempted to develop a system whereby their combined contributions would equal an announced numerical target in a single trial. Targets were designated Fixed or Moving in two distinct treatments. Communication between group members was constrained. The target numbers were grouped into 4 sets in an ascending order of difficulty. Results indicated that training in the component parts of complex problems failed to increase significantly Ss' ability to develop problem-solving systems.

scholarly journals Group-to-Individual Problem-Solving Transfer

2011 ◽  
Author(s):  
Patrick R. Laughlin
Keyword(s):  
Problem Solving ◽  
Model Fitting ◽  
Group Versus ◽  
Cooperative Group ◽  
General Group ◽  
Group Problem Solving ◽  
Group Response ◽  
The Social ◽  
Third Stage ◽  
Group Members

This chapter examines group-to-individual problem-solving transfer, the effect of experience in cooperative group problem solving on subsequent individual problem solving by the group members. Both specific and general group-to-individual transfer may be assessed in a three-stage IGI versus III design. In the IGI experimental condition participants solve problems as individuals (I), then as groups (G), and then as individuals (I). In the III control condition the participants solve the same problems three times as individuals. Group-to-individual transfer is demonstrated by better third-stage performance for individuals in the IGI condition than in the III condition. This IGI versus III design also allows assessment of group versus individual problem solving on the second administration, and also model-fitting analyses of the social combination processes by which the groups map known distributions of correct and incorrect members on the first administration to a correct or incorrect group response.

Effects of Assigned Group Consensus Requirement on Group Problem Solving and Group Members' Learning

1991 ◽  
Vol 54 (1) ◽  
pp. 25 ◽  
Author(s):  
Mark F. Stasson ◽  
Tatsuya Kameda ◽  
Craig D. Parks ◽  
Suzi K. Zimmerman ◽  
James H. Davis
Keyword(s):  
Problem Solving ◽  
Group Consensus ◽  
Group Problem ◽  
Group Problem Solving ◽  
Group Members
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