scholarly journals The effect of problem size on representation in deductive problem solving

1974 ◽  
Vol 2 (4) ◽  
pp. 683-686 ◽  
Author(s):  
John M. Polich ◽  
Steven H. Schwartz
Keyword(s):  
Author(s):  
Jill M. Clough ◽  
James R. Buck

A study of people solving facility layout problems was made to estimate the effects of problem features on the quality of solutions obtained by novice and experienced subjects. An empirical experiment was conducted. Three features of these problems which were systematically varied in this study were: 1. Problem size, 2. Fraction of strong inter-departmental relationships, and 3. Fraction of departments requiring a non-standard amount of floor space. Both quantitative and subjective layout evaluations were made. It was found that layout quality was not affected by feature 3 for any values of the other features, using either evaluation method, and with either novice or experienced subjects. However, feature 2 proved to be significant for all experimental conditions, both evaluation methods, and with both subject groups. Feature 1 was a significant feature in some situations, but was not significant in others. Some differences in problem solving approaches were observed. There was a significant relationship between the design of higher quality layouts by experienced subjects and the use of a Relationship Diagram. Reducing the problem size and/or percentage of strong inter-departmental relationships in a problem may make a higher quality layout easier to achieve.


2017 ◽  
Vol 29 (1) ◽  
pp. 114-124 ◽  
Author(s):  
Nadja Tschentscher ◽  
Olaf Hauk

Abstract problem-solving relies on a sequence of cognitive steps involving phases of task encoding, the structuring of solution steps, and their execution. On the neural level, metabolic neuroimaging studies have associated a frontal-parietal network with various aspects of executive control during numerical and nonnumerical problem-solving. We used EEG–MEG to assess whether frontal cortex contributes specifically to the early structuring of multiple solution steps. Basic multiplication (“3 × 4” vs. “3 × 24”) was compared with an arithmetic sequence rule (“first add the two digits, then multiply the sum with the smaller digit”) on two complexity levels. This allowed dissociating demands of early solution step structuring from early task encoding demands. Structuring demands were high for conditions that required multiple steps, that is, complex multiplication and the two arithmetic sequence conditions, but low for easy multiplication that mostly relied on direct memory retrieval. Increased right frontal activation in time windows between 300 and 450 msec was observed only for conditions that required multiple solution steps. General task encoding demands, operationalized by problem size (one-digit vs. two-digit numbers), did not predict these early frontal effects. In contrast, parietal effects occurred as a function of problem size irrespectively of structuring demands in early phases of task encoding between 100 and 300 msec. We here propose that frontal cortex subserves domain-general processes of problem-solving, such as the structuring of multiple solution steps, whereas parietal cortex supports number-specific early encoding processes that vary as a function of problem size.


PLoS ONE ◽  
2015 ◽  
Vol 10 (3) ◽  
pp. e0120665 ◽  
Author(s):  
Bruno Rütsche ◽  
Tobias U. Hauser ◽  
Lutz Jäncke ◽  
Roland H. Grabner

2021 ◽  
Author(s):  
Clemens Brunner ◽  
Nikolaus A Koren ◽  
Judith Scheucher ◽  
Jochen A. Mosbacher ◽  
Bert De Smedt ◽  
...  

Numerous studies have identified neurophysiological correlates of performing arithmetic in adults. For example, oscillatory electroencephalographic (EEG) patterns associated with retrieval and procedural strategies are well established. Whereas fact retrieval has been linked to enhanced left-hemispheric theta ERS (event-related synchronization), procedural strategies are accompanied by increased bilateral alpha ERD (event-related desynchronization). It is currently not clear if these findings generalize to children.Our study is the first to investigate oscillatory EEG activity related to strategy use and arithmetic operations in children. We assessed ERD/ERS correlates of 31 children in fourth grade (aged between nine and ten years) during arithmetic problem solving. We presented multiplication and subtraction problems, which children solved with fact retrieval or via a procedure. Based on both problem size and verbal strategy reports, we analyzed these problem types separately for each operation.We found similar strategy-related patterns to those reported in previous studies with adults. That is, retrieval problems elicited stronger left-hemispheric theta ERS and weaker alpha ERD as compared to procedural problems. Interestingly, we observed differences between multiplications and subtractions within retrieval problems. Although there were no response time and accuracy differences, retrieved multiplications were accompanied by larger theta ERS than retrieved subtractions. This finding could indicate that retrieval of multiplication and subtraction facts are distinct processes, and/or that multiplications are more frequently retrieved than subtractions in this age group.


1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.


1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.


1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.


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