Effects of Cooperative, Competitive, and Individualistic Conditions on Children’s Problem-solving Performance

1980 ◽  
Vol 17 (1) ◽  
pp. 83-93 ◽  
Author(s):  
David W. Johnson ◽  
Linda Skon ◽  
Roger Johnson
Keyword(s):  
Problem Solving ◽  
Spatial Reasoning ◽  
First Grade ◽  
The Other ◽  
High Ability ◽  
Competitive Condition ◽  
Verbal Problem ◽  
Males And Females ◽  
High Ability Students ◽  
Problem Solving Task

The effects of interpersonal cooperation, competition, and individualistic efforts were compared on a categorization and retrieval, a spatial-reasoning, and a verbal problem-solving task. Forty-five first-grade children were randomly assigned to conditions stratified on the basis of sex and ability, so that an approximately equal percentage of males and females and high, medium, and low ability children were included in each condition. The results indicate that on all three tasks students in the cooperative condition achieved higher than did those in the individualistic condition, and on two of the three tasks students in the cooperative condition achieved higher than did those in the competitive condition. There were no significant differences between the competitive and individualistic condition. Students in the cooperative condition used higher quality strategies on the three tasks than did those in the other two conditions, and they perceived higher levels of peer support and encouragement for learning. High ability students in the cooperative condition generally achieved higher than did the high ability students in the competitive and individualistic conditions.

Locus of Control, Expectational Set, and Problem Solving

1989 ◽  
Vol 68 (2) ◽  
pp. 383-388 ◽  
Author(s):  
Arlene B. Wildstein ◽  
Dennis N. Thompson
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Fifth Graders ◽  
Inductive Reasoning ◽  
Instrument Analysis ◽  
Verbal Problem ◽  
Problem Solving Task ◽  
Experimentally Induced

The purpose of this study was to investigate whether experimentally induced expectational sets of success or failure differentially affect the performance of internal and external scorers. Another purpose was to determine the relation between locus of control and verbal and figural measures of inductive reasoning. Subjects were 144 fifth graders who were administered the children's Nowicki-Strickland instrument. Analysis indicated that the external scorers' mean was significantly lower than that of internal scorers on a verbal problem-solving task. Experimenter's instructions did not differentially affect performance on the two types of tasks and did not differentially affect the two groups of scorers.

Mental Images and the Cognitive Development of the Congenitally Blind

1981 ◽  
Vol 75 (7) ◽  
pp. 281-285 ◽  
Author(s):  
Amanda Hall
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Spatial Reasoning ◽  
Cognitive Tasks ◽  
Review Of The Literature ◽  
Mental Images ◽  
Modes Of Representation ◽  
Congenitally Blind ◽  
Verbal Problem

This review of the literature examines studies of the use of mental images by the blind in such cognitive tasks as verbal problem solving and spatial reasoning. It proposes that because mental images available to them are not adequate for certain cognitive tasks, the congenitally blind may rely on different modes of representation to compensate for their limited perception of and experience with the environment.

scholarly journals An approach to human–machine collaboration in innovation

2017 ◽  
Vol 32 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Tony McCaffrey ◽  
Lee Spector
Keyword(s):  
Problem Solving ◽  
The Other ◽  
Solvable Problem ◽  
Simple Observation ◽  
Mathematical Arguments ◽  
Innovative Solution ◽  
Verbal Problem ◽  
Definition Of ◽  
Computably Enumerable

AbstractIf a solvable problem is currently unsolved, then something important to a solution is most likely being overlooked. From this simple observation we derive the obscure features hypothesis: every innovative solution is built upon at least one commonly overlooked or new (i.e., obscure) feature of the problem. By using a new definition of a feature as an effect of an interaction, we are able to accomplish five things. First, we are able to determine where features come from and how to search for new ones. Second, we are able to construct mathematical arguments that the set of features of an object is not computably enumerable. Third, we are able to characterize innovative problem solving as looking for a series of interactions that produce the desired effects (i.e., the goal). Fourth, we are able to construct a precise problem-solving grammar that is both human and machine friendly. Fifth, we are able to devise a visual and verbal problem-solving representation that both humans and computers can contribute to as they help counteract each other's problem-solving weaknesses. We show how computers can counter some of the known cognitive obstacles to innovation that humans have. We also briefly discuss ways in which humans can return the favor. We conclude that a promising process for innovative problem solving is a human–computer collaboration in which each partner assists the other in unearthing the obscure features of a problem.

scholarly journals Metacognitive Listening Strategies Used by Saudi EFL Medical Students

2017 ◽  
Vol 10 (2) ◽  
pp. 114
Author(s):  
Eid Alhaisoni
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Metacognitive Awareness ◽  
The Other ◽  
Personal Knowledge ◽  
Other Hand ◽  
Males And Females ◽  
Mental Translation ◽  
Listening Strategies ◽  
Knowledge Strategies

The present study investigated the metacognitive listening strategies among Saudi EFL medical students. The participants were 104 males and females, randomly selected to fill in the Metacognitive Awareness Listening Questionnaire (MALQ), developed and validated Vandergrift Goh, Mareschal, and Tafaghodtari (2006). The results revealed that participants use problem-solving and direct attention strategies more frequently than other metacognitive listening strategies. On the other hand, mental translation and personal knowledge strategies were reported to be the least used strategies. The pedagogical implications of these findings are discussed.

scholarly journals Profil Antisipasi Siswa SMA Dalam Memecahkan Masalah Integral

2015 ◽  
Vol 6 (1) ◽  
pp. 21 ◽  
Author(s):  
Erfan Yudianto
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Integral Formula ◽  
High Ability ◽  
Math Skills ◽  
School Students ◽  
Network Concept ◽  
High Ability Students

<p align="justify">Penelitian ini dilatarbelakangi oleh sulitnya siswa dalam menyelesaikan masalah integral khusunya luas daerah. Banyak siswa hanya menyelesaikan masalah integral hanya berdasarkan rumus yang sudah disediakan. Siswa jarang mengaitkan konsep-konsep yang saling terkait, dalam hal ini konsep integral subpokokbahasan luas daerah.Tujuan penelitian ini untuk mendeskripsikan Profil antisipasi siswa SMA dalam memecahkan masalah integral. Hasil penelitian ini dapat dimanfaatkan oleh guru untuk membantu siswa mengaitkan konsep-konsep yang belum terkait.  Penelitian ini menggunakan metode tes dan wawancara. Tes berupa  tes kemampuan matematika yang diberikan kepada siswa, sehingga diperoleh siswa berkemampuan tinggi dan wawancara diberikan kepada siswa yang bersangkutan untuk menggali dan melihat jaringan konsep yang dimiliki siswa dalam menyelesaikan masalah integral. Subjek dalam penelitian ini termasuk dalam antisipasi terinternasilsasi dikarenakan siswa secara spontan menerapkan rumus integral tanpa menganalisis soal yang diberikan.</p><p align="justify">This research is motivated by the difficulty of students in solving integral problems especially the area. Many students just completed the integral problems just based on a formula that has been provided. Students rarely associate the concepts are interrelated, in this case the integral concept of the area. The purpose of this study was to describe the profile anticipation of high school students in problem solving integrals. The results could be used by teachers to help students link the concepts are not related. This study uses tests and interviews. <em>The t</em><em>ests such as math skills test given to students, in order to obtain a high ability students and interviews given to the student to explore and see the network concept of the students in problem solving integrals. Subjects in this study are included in anticipation terinternasilsasi because students spontaneously apply the integral formula without analyzing the questions that were given</em></p>

scholarly journals ANALYSIS OF THE PROBLEM OF SOLVING THE PROBLEM IN COMPLETING THE PROBLEM OF THE STORY BASED ON THE STEPS OF THE PATTERN IN COMPARATIVE MATERIAL

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Mindo Hotmaida Sinambela
Keyword(s):  
Problem Solving ◽  
High Ability ◽  
Story Problems ◽  
High Ability Student ◽  
Interview Methods ◽  
Mathematical Problems ◽  
Almost All ◽  
High Ability Students ◽  
Ability Student ◽  
Low Ability

Each student has different abilities in problem solving, especially in story problems. Haji (1994: 13) suggests that questions that can be used to determine students' abilities in the field of mathematics study can take the form of story problems. The purpose of this research is to describe the ability of students to solve mathematical problems in solving comparative story problems based on Polya's steps. This research is a descriptive study using a qualitative approach. Three (3) subjects were taken from students of class VIIA at SMP Negeri 1 Wamena consisting of one high ability student, one medium ability student, and one low ability student. Retrieval of data taken by the test and interview methods. The test used was in the form of a description test of three (3) questions. Based on the research results obtained: the ability to solve mathematical problems in High Ability Students (SKT) can do all the problem solving comparative story problems based on Polya steps, while the Medium Ability Students (SKS) there are two questions that have not fully taken Polya's steps specifically implementing the completion plan and check again. For Low Ability Students (SKR) almost all the questions given cannot be solved using Polya steps.Keywords: Problem solving, Polya steps, comparison problems.

To Share or Not to Share — How Is the Question!

2007 ◽  
Vol 14 (2) ◽  
pp. 88-95
Author(s):  
Pamela A. Hagen ◽  
Terra Hooyberg ◽  
Paul Marsden ◽  
Jana Simonski ◽  
Gary Yuen
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Secondary School ◽  
First Grade ◽  
Ninth Grade ◽  
Diverse Range ◽  
Grade Levels ◽  
Problem Solving Task

Can a rich problem-solving task challenge a diverse range of students? How would students across various grade levels, from elementary school to secondary school, respond to the same task? These were the questions five different teachers in different schools wanted to explore in their respective classes, ranging from first grade through ninth grade.

Intellectual Ability and Performance on a Non-Verbal Problem-Solving Task

1972 ◽  
Vol 35 (2) ◽  
pp. 427-434
Author(s):  
W. D. Chiles ◽  
Roger C. Smith
Keyword(s):  
Problem Solving ◽  
Intellectual Ability ◽  
Mental Ability ◽  
Ability Test ◽  
Turn On ◽  
Correct Sequence ◽  
Student Volunteers ◽  
Verbal Problem ◽  
And Performance ◽  
Problem Solving Task

A study was conducted in which performance on a non-verbal problem-solving task was correlated with the Otis Quick-scoring Mental Ability Test and the Raven Progressive Matrices Test. The problem-solving task, called “code-lock,” required Ss to determine the correct sequence in which to push 5 buttons in order to turn on a light. Measures of how quickly S responded and how many errors were made on each problem were taken from 45 college student volunteers. Results indicated substantial correlations (.50 to .60) between time measures on the code-lock task and the Otis but very limited relationships between the Raven and each code-lock measure.

Children's Problem Solving in Relation to Perceptual Habit

1977 ◽  
Vol 44 (3) ◽  
pp. 883-888
Author(s):  
Victor G. Cicirelli
Keyword(s):  
Problem Solving ◽  
First Grade ◽  
Reading Habits ◽  
Left Corner ◽  
Problem Solving Task

The left-to-right and top-to-bottom perceptual scanning habits established in reading were hypothesized to transfer to a problem-solving task, lessening effectiveness of problem solving where the habitual response did not coincide with the demands of the problem. Responses of 120 first-grade children to seven problems were studied; the child was asked to press bulbs in a 5 × 5 array to determine which of two or more alternative patterns was “correct.” The majority of initial bulb presses were in positions predicted from reading habits (upper left corner, middle of the top row, or middle of the left column of the array). Those subjects initially pressing one of the predicted bulbs scored significantly more poorly than subjects initially pressing other bulbs on those problems where the upper left bulbs did not contain information relevant to the solution of the problem.

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