Measuring The Effectiveness Of The Couple Communication 1 Program On Improving The Problem-Solving Skills Of Married Couples In Therapy

1998 ◽  
Author(s):  
Don BARTLEY
2011 ◽  
Vol 16 (4) ◽  
pp. 288-294 ◽  
Author(s):  
Melanie Peter-Wight ◽  
Mike Martin

Little is known about older spousal dyads’ collaborative problem solving. Although typically collaborating dyads perform worse than nominal dyads in other dyadic cognition tasks, we assumed that older couples might profit from collaboration in a highly demanding problem-solving task requiring the sequential and complementary use of spatial memory and reasoning abilities. In this paper, we examine whether older couples profit from the dyadic situation on a computer-based problem-solving task that can most likely be optimally solved when dyads manage to distribute responsibilities between the spatial memory demands and the reasoning demands of the task. In 50 married couples consisting of N = 100 older individuals (M = 67.3 years, SD = 4.9), we tested the hypothesis that compared to their own individual performance, compared to repeated individual performance of a control group (N = 41, M = 66.0 years, SD = 3.8), and compared to nominal pairs (same 100 participants as in the experimental group), older couples would show the best performance on the task. The comparison of individual versus dyadic problem-solving performance demonstrates that dyads consisting of old spouses outperform old individuals as well as nominal pairs on the problem-solving task. Our results suggest that older familiar dyads are expert collaborators whose collaborative expertise might be able to overcome individual deficits in problem-solving skills through dyadic cognition.


2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.


1999 ◽  
Vol 13 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Sherryl H. Goodman ◽  
Bill Barfoot ◽  
Alice A. Frye ◽  
Andrea M. Belli

2013 ◽  
Author(s):  
William S. Shaw ◽  
Michael Feuerstein ◽  
Virginia I. Miller ◽  
Patricia M. Wood

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  


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