scholarly journals A New Look at Infant Problem-Solving: Using DeepLabCut to Investigate Exploratory Problem-Solving Approaches

2021 ◽  
Vol 12 ◽  
Author(s):  
Hannah Solby ◽  
Mia Radovanovic ◽  
Jessica A. Sommerville
Keyword(s):  
Problem Solving ◽  
Developmental Psychology ◽  
Maximum Force ◽  
Archival Data ◽  
Past Work ◽  
Task Success ◽  
Adult Model ◽  
Problem Solvers ◽  
Firsthand Experience ◽  
New Look

When confronted with novel problems, problem-solvers must decide whether to copy a modeled solution or to explore their own unique solutions. While past work has established that infants can learn to solve problems both through their own exploration and through imitation, little work has explored the factors that influence which of these approaches infants select to solve a given problem. Moreover, past work has treated imitation and exploration as qualitatively distinct, although these two possibilities may exist along a continuum. Here, we apply a program novel to developmental psychology (DeepLabCut) to archival data (Lucca et al., 2020) to investigate the influence of the effort and success of an adult’s modeled solution, and infants’ firsthand experience with failure, on infants’ imitative versus exploratory problem-solving approaches. Our results reveal that tendencies toward exploration are relatively immune to the information from the adult model, but that exploration generally increased in response to firsthand experience with failure. In addition, we found that increases in maximum force and decreases in trying time were associated with greater exploration, and that exploration subsequently predicted problem-solving success on a new iteration of the task. Thus, our results demonstrate that infants increase exploration in response to failure and that exploration may operate in a larger motivational framework with force, trying time, and expectations of task success.

Systems thinking, a consilience of values and logic

2005 ◽  
Vol 24 (4) ◽  
pp. 259-274
Author(s):  
Sameer Kumar ◽  
Thomas Ressler ◽  
Mark Ahrens
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Systems Thinking ◽  
Qualitative Reasoning ◽  
Colleges And Universities ◽  
Decision Makers ◽  
Modern World ◽  
Problem Solving Process ◽  
Problem Solvers

This article is an appeal to incorporate qualitative reasoning into quantitative topics and courses, especially those devoted to decision-making offered in colleges and universities. Students, many of whom join professional workforce, must become more systems thinkers and decision-makers than merely problem-solvers. This will entail discussion of systems thinking, not just reaching “the answer”. Managers will need to formally and forcefully discuss objectives and values at each stage of the problem-solving process – at the start, during the problem-solving stage, and at the interpretation of the results stage – in order to move from problem solving to decision-making. The authors suggest some methods for doing this, and provide examples of why doing so is so important for decision-makers in the modern world.

Good problem solvers? Leveraging knowledge sharing mechanisms and management support

2019 ◽  
Vol 23 (6) ◽  
pp. 1017-1038 ◽  
Author(s):  
Ambra Galeazzo ◽  
Andrea Furlan
Keyword(s):  
Transformational Leadership ◽  
Problem Solving ◽  
Knowledge Sharing ◽  
Hierarchical Linear Modeling ◽  
Shop Floor ◽  
Management Support ◽  
Linear Modeling ◽  
Content Type ◽  
Problem Solvers ◽  
Good Problem

Purpose Organizational learning relies on problem-solving as a way to generate new knowledge. Good problem solvers should adopt a problem-solving orientation (PSO) that analyzes the causes of problems to arrive at an effective solution. The purpose of this paper is to investigate this relevant, though underexplored, topic by examining two important antecedents of PSO: knowledge sharing mechanisms and transformational leaders’ support. Design/methodology/approach Hierarchical linear modeling analyses were performed on a sample of 131 workers in 12 plants. A questionnaire was designed to collect data from shop-floor employees. Knowledge sharing was measured using the mechanisms of participative practices and standardized practices. Management support was assessed based on the extent to which supervisors engaged in transformational leadership. Findings Knowledge sharing mechanisms are an antecedent of PSO behavior, but management support measured in terms of transformational leadership is not. However, transformational leadership affects the use of knowledge sharing mechanisms that, in turn, is positively related to PSO behavior. Practical implications The research provides practical guidance for practitioners to understand how to manage knowledge in the workplace to promote employees’ PSO behaviors. Originality/value Though problem-solving activities are intrinsic in any working context, PSO is still very much underrepresented and scarcely understood in knowledge management studies. This study fills this gap by investigating the antecedents of PSO behavior.

scholarly journals Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Procedural Knowledge ◽  
Mental Image ◽  
Research Subjects ◽  
Maximum Score ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Thinking Process ◽  
Problem Solvers ◽  
Holistic Rubric

Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.

Effectiveness of a Problem-Solving Training Program

1995 ◽  
Vol 76 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Johan W. Wege ◽  
André T. Möller
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Undergraduate Students ◽  
Internal Control ◽  
Self Efficacy ◽  
Group Analysis ◽  
External Control ◽  
Problem Solving Skills ◽  
Control Orientation ◽  
Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

scholarly journals Mathematics teachers’ knowledge for teaching problem solving

2015 ◽  
Vol 3 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Olive Chapman
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematical Problem ◽  
Research Literature ◽  
Mathematical Problem Solving ◽  
Knowledge For Teaching ◽  
General Ability ◽  
Mathematics Knowledge ◽  
Teaching Problem ◽  
Problem Solvers

In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.

scholarly journals The Effect of Problem Solving Course on Pre-Service Teachers’ Beliefs about Problem Solving in School Mathematics and Themselves as Problem Solvers

2018 ◽  
Vol 12 (2) ◽  
pp. 141-159
Author(s):  
Ljerka Jukić Matić
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Teaching Practice ◽  
School Mathematics ◽  
Small Scale ◽  
Heuristic Strategies ◽  
Teachers Beliefs ◽  
Before And After ◽  
Problem Solvers ◽  
Positive Effect

Problem solving in schools begins with mathematics teachers. The degree to which mathematics teachers are prepared to teach for, about and through problem solving influences on their implementation of problem solving in school. We conducted a small scale study where we examined the effect of implementation of heuristic strategies and Polya’s steps in mathematics method course. We assessed pre-service teachers’ knowledge and attitudes about them as problem solvers before and after the course. Moreover we assessed their beliefs of problem solving in school mathematics. Those beliefs were assessed in two occasions: right after the course and after finished teaching practice. Although students’ knowledge on problem solving was improved, the results of students’ beliefs show that it is important that pre-service teachers, and consequently in-service teachers, are constantly reminded on the positive effect of constructivist and inquiry-based approach on teaching mathematics.

Are Good Problem-Solvers Also Creative?

1969 ◽  
Vol 24 (1) ◽  
pp. 139-146 ◽  
Author(s):  
Norman R. F. Maier ◽  
Junie C. Janzen
Keyword(s):  
Sex Differences ◽  
Problem Solving ◽  
Junior College ◽  
Subjective Measure ◽  
College Sample ◽  
Increasing Trend ◽  
Measure Problem ◽  
Problem Solvers ◽  
The University ◽  
Objective Type

The purpose of this experiment was to determine whether Ss, superior in solving difficult problems having objectively correct solutions, also achieve solutions rated “creative” or superior for a problem with several possible answers. To avoid the issue of sex differences, only female Ss were used (96 from a university and 55 from a junior college). Four difficult objective-type problems were used to measure problem-solving ability and the “Changing Work Procedure” (CWP) problem was used for the subjective measure. The case produces 3 types of solutions. One type, called Integrative, was regarded as “creative” and “superior” in previous studies. The results showed a significantly better performance on all problems for the university than the junior college sample. Ss who reached the Integrative solution solved significantly more of the objective problems, and an increasing trend for Integrative solutions with increasing success on objective problems was evident for both populations. It is concluded that superior problem solvers also generate solutions that are rated as creative when several solutions to a given problem are possible.

Problem- solving

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
Problem Solving ◽  
Algebraic Equation ◽  
Practical Advice ◽  
Learning And Teaching ◽  
Seminal Work ◽  
Daily Experiences ◽  
The Many ◽  
Problem Solvers

Teachers are expert problem- solvers. Whether it is figuring out how to get shoelaces untangled or how to solve a thorny algebraic equation, teachers are industrious. Does anyone teach us how to solve problems? Maybe not. Our daily experiences and our diligent efforts to “figure it out” seem to be the most potent problem- solving skill builders. For some of us, problems make us eager; we treat problem- solving as a mystery, almost a game. Others approach problems like obstacles, deterrents to efficiency in learning and teaching. Asking for help can be one solution. Yet, as Curwin and Mendler advise in their seminal work describing discipline with dignity, be savvy about whom you ask for help: “Along with calming our­selves when angry, we need to be good at figuring out how to solve problems we have or that others try to give us. If we let other people give us their solutions, then they have power over us . . . . Each of us has the power to make our own decisions, and we need to decide who we will allow to influence us and who we won’t” (Curwin & Mendler, 1997, p. 94). The two authors also provide a succinct, six- step solution for problem- solving. The clear, practical advice may help those who struggle with this issue, at whatever age, in whatever setting. Techniques for Solving Problems: The Six- Step Solution 1. Stop and calm down. Pay attention to the signs that your body gives you when it feels tense. 2. Think. Consider your options. Think about the many different actions you can choose to take. 3. Decide. Choose a goal: what do you want to happen? Think about the consequences: what will happen if you actually do what you are thinking? 4. Choose a second solution, in case the first solution doesn’t work. Always have a backup plan ready. 5. Act. Carry out your decision. 6. Evaluate. Did you reach your goal? If the same problem occurs again, what will you do? Are there any people (par­ents, friends, teachers) who might help you as you figure out the best solution?

Can humans form hierarchically embedded mental representations?

1998 ◽  
Vol 21 (5) ◽  
pp. 687-688
Author(s):  
Denise Dellarosa Cummins
Keyword(s):  
Artificial Intelligence ◽  
Problem Solving ◽  
Developmental Psychology ◽  
Mental Representations ◽  
Domain Specificity ◽  
Human Reasoning ◽  
Goal Structure ◽  
Action Sequences ◽  
Intelligent Behavior

Certain recurring themes have emerged from research on intelligent behavior from literatures as diverse as developmental psychology, artificial intelligence, human reasoning and problem solving, and primatology. These themes include the importance of sensitivity to goal structure rather than action sequences in intelligent learning, the capacity to construct and manipulate hierarchically embedded mental representations, and a troubling domain specificity in the manifestation of each.

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