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).

Autobiographical Memory Specificity Predicts Social Problem-Solving Ability in Old and Young Adults

2007 ◽  
Vol 60 (9) ◽  
pp. 1275-1288 ◽  
Author(s):  
Amanda Beaman ◽  
Dolores Pushkar ◽  
Sarah Etezadi ◽  
Dorothea Bye ◽  
Michael Conway
Keyword(s):  
Problem Solving ◽  
Autobiographical Memory ◽  
Social Problem ◽  
Age Groups ◽  
Social Problem Solving ◽  
Cued Recall ◽  
Younger Adults ◽  
Memory Specificity ◽  
Age Related ◽  
Problem Solving Task

Based on recent research with young, depressed adults, age-related cognitive declines and decreased autobiographical specificity were hypothesized to predict poorer social problem-solving ability in older than in younger healthy adults. Priming autobiographical memory (ABM) was hypothesized to improve social problem-solving performance for older adults. Subsequent to cognitive tests, old and young participants’ specific ABMs were tested using a cued recall task, followed by a social problem-solving task. The order of the tasks was counterbalanced to test for a priming effect. Autobiographical specificity was related to cognitive ability and predicted social problem-solving ability for both age groups. However, priming of ABM did not improve social problem-solving ability for older or younger adults. This study provides support for the hypothesis that autobiographical memory serves a directive function across the life-span.

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

Applanation Tonometry for Assessment of Left Ventricular Systolic Load

2019 ◽  
Vol 12 (2) ◽  
pp. 94-99
Author(s):  
Rene D. Mileva-Popova ◽  
Nina Y. Belova
Keyword(s):  
Arterial Stiffness ◽  
Augmentation Index ◽  
Age Groups ◽  
Systolic Pressure ◽  
Left Ventricular ◽  
Applanation Tonometry ◽  
Non Invasive ◽  
Pressure Area ◽  
Older Subjects ◽  
And Gender

Summary Vascular-ventricular coupling is a major determinant of left ventricular load. The aim of our study was to assess non- invasively left ventricular load and its dependency on central hemodynamics. Sixty-five healthy and gender-matched individuals were divided in two groups according to their age: 20y/o and 50y/o. Applanation tonometry was performed using the Sphygmocor device. Central pressures and pulse wave analysis indices were computed. Central systolic (120±3 vs. 98±2 mm Hg) and pulse pressures (43±3 vs. 29±1 mm Hg) as well as the augmentation index (AIx75) (23±3 vs. 6±2%) were significantly higher in the 50y/o group (p<0.01). These parameters are relevant markers of arterial stiffness and evidenced the development of central arterial morphological and functional alterations in the older subjects. The time-tension index (TTI) computed from the systolic pressure area was significantly higher in the 50y/o subjects as compared to the 20y/o group (2378±66 vs. 1954±73 mmHg×s, p<0.01). Moreover, we have shown the presence of significant correlation between TTI and AIx75 (p<0.01) in both age groups. This finding confirmed the contribution of arterial stiffness for the impaired vascular-ventricular coupling. In conclusion, applanation tonometry might be utilized for non-invasive evaluation of the left ventricular load, which is an important parameter of cardiovascular risk.

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.

Sign in / Sign up

Export Citation Format

Share Document