Response to Critique of Meta-Analysis

1992 ◽  
Vol 23 (3) ◽  
pp. 284-289
Author(s):  
Ray Hembree
Keyword(s):  
Problem Solving ◽  
Meta Analysis ◽  
Theoretical Framework ◽  
Research Integration

Criticisms by Goldin (1992) of my report on problem solving (Hembree. 1992) relate to five areas structured as follows: (a) general skepticism regarding research integration by meta-analysis, (b) lack of a theoretical framework, (c) perceived violations of meta-analytic assumptions, (d) perceptions of questionable study conclusions, and (e) possible misuses of findings. This structure seems highly appropriate; I have retained it in my response. Following those specifics, I shall offer general views on the value of Goldin's critique.

scholarly journals Brief Psychotherapy for Depression: A Systematic Review and Meta-Analysis

2012 ◽  
Vol 43 (2) ◽  
pp. 129-151 ◽  
Author(s):  
Jason A. Nieuwsma ◽  
Ranak B. Trivedi ◽  
Jennifer McDuffie ◽  
Ian Kronish ◽  
Dinesh Benjamin ◽  
...  
Keyword(s):  
Systematic Review ◽  
Problem Solving ◽  
Cognitive Behavioral Therapy ◽  
Systematic Reviews ◽  
Behavioral Therapy ◽  
Meta Analysis ◽  
Cognitive Behavioral ◽  
Evidence Based ◽  
Brief Psychotherapy ◽  
Problem Solving Therapy

Objective: Because evidence-based psychotherapies of 12 to 20 sessions can be perceived as too lengthy and time intensive for the treatment of depression in primary care, a number of studies have examined abbreviated psychotherapy protocols. The purpose of this study was to conduct a systematic review and meta-analysis to determine the efficacy of brief psychotherapy (i.e., < 8 sessions) for depression. Methods: We used combined literature searches in PubMed, EMBASE, PsycINFO, and an Internet-accessible database of clinical trials of psychotherapy to conduct two systematic searches: one for existing systematic reviews and another for randomized controlled trials (RCTs). Included studies examined evidence-based psychotherapy(s) of eight or fewer sessions, focused on adults with depression, contained an acceptable control condition, were published in English, and used validated measures of depressive symptoms. Results: We retained 2 systematic reviews and 15 RCTs evaluating cognitive behavioral therapy, problem-solving therapy, and mindfulness-based cognitive therapy. The systematic reviews found brief psychotherapies to be more efficacious than control, with effect sizes ranging from −0.33 to −0.25. Our meta-analysis found six to eight sessions of cognitive behavioral therapy to be more efficacious than control (ES −0.42, 95% CI −0.74 to −0.10, I2 = 56%). A sensitivity analysis controlled for statistical heterogeneity but showed smaller treatment effects (ES −0.24, 95% CI −0.42 to −0.06, I2 = 0%). Conclusions: Depression can be efficaciously treated with six to eight sessions of psychotherapy, particularly cognitive behavioral therapy and problem-solving therapy. Access to non-pharmacologic treatments for depression could be improved by training healthcare providers to deliver brief psychotherapies.

scholarly journals A contextualização no ensino de matemática: concepções e práticas Contextualizationin the teaching of mathematics: conceptions and practices

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Ana Queli Reis ◽  
Cátia Maria Nehring
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Public Policies ◽  
Teaching Of Mathematics

Resumo Este artigo objetiva apresentar um panorama sobre a contextualização através de uma meta análise de pesquisas que tratam deste conceito. Consideramos pesquisas que abordam a contextualização a partir de sua proposição pelas políticas públicas, através de documentos, livros didáticos e avaliações, bem como as concepções e práticas desenvolvidas por professores e pesquisadores da educação matemática. As análises evidenciam um distanciamento entre o que é compreendido epistemologicamente e a prática em sala de aula. A fragilidade de entendimentos sobre o que é contextualização tem limitado o ensino à resolução de problemas e aplicação, simplificando conceitos no processo de ensino e aprendizagem por não enfatizarem o processo de abstração decorrente da contextualização. Abstract This paper aims to present an overview of the contextualization through a meta-analysis of researches, which deal with this concept. We consider researches that address the contextualization from its proposition by public policies through documents, textbooks and assessments, as well as the conceptions and practices developed by teachers and researchers of mathematics education. The analyses have shown a gap between what is epistemologically understood and practice in the classroom. The weakness in understanding what is contextualization has limited teaching to problem solving and application, simplifying concepts in the process of teaching and learning due to not emphasizing the abstraction process arising from the contextualization.

Systematic review and exploratory meta-analysis of the efficacy, safety, and biological effects of psychostimulants and atomoxetine in patients with schizophrenia or schizoaffective disorder

CNS Spectrums ◽  
2018 ◽  
Vol 24 (5) ◽  
pp. 479-495 ◽  
Author(s):  
Marco Solmi ◽  
Michele Fornaro ◽  
Kuniyoshi Toyoshima ◽  
Andrè F. Carvalho ◽  
Cristiano A. Köhler ◽  
...  
Keyword(s):  
Systematic Review ◽  
Problem Solving ◽  
Executive Functions ◽  
Negative Symptoms ◽  
Biological Effects ◽  
Meta Analysis ◽  
Cortical Activation ◽  
Therapeutic Effects ◽  
Double Blind ◽  
Relapse Prediction

ObjectiveOur aim was to summarize the efficacy and safety of atomoxetine, amphetamines, and methylphenidate in schizophrenia.MethodsWe undertook a systematic review, searching PubMed/Scopus/Clinicaltrials.gov for double-blind, randomized, placebo-controlled studies of psychostimulants or atomoxetine in schizophrenia published up to 1 January 2017. A meta-analysis of outcomes reported in two or more studies is presented.ResultsWe included 22 studies investigating therapeutic effects of stimulants (k=14) or measuring symptomatic worsening/relapse prediction after stimulant challenge (k=6). Six studies of these two groups plus one additional study investigated biological effects of psychostimulants or atomoxetine. No effect resulted from interventional studies on weight loss (k=1), smoking cessation (k=1), and positive symptoms (k=12), and no improvement was reported with atomoxetine (k=3) for negative symptoms, with equivocal findings for negative (k=6) and mood symptoms (k=2) with amphetamines. Attention, processing speed, working memory, problem solving, and executive functions, among others, showed from no to some improvement with atomoxetine (k=3) or amphetamines (k=6). Meta-analysis did not confirm any effect of stimulants in any symptom domain, including negative symptoms, apart from atomoxetine improving problem solving (k=2, standardized mean difference (SMD)=0.73, 95% CI=0.10–1.36,p=0.02, I2=0%), and trending toward significant improvement in executive functions with amphetamines (k=2, SMD=0.80, 95% CI=−1.68 to +0.08,p=0.08, I2=66%). In challenge studies, amphetamines (k=1) did not worsen symptoms, and methylphenidate (k=5) consistently worsened or predicted relapse. Biological effects of atomoxetine (k=1) and amphetamines (k=1) were cortical activation, without change in β-endorphin (k=1), improved response to antipsychotics after amphetamine challenge (k=2), and an increase of growth hormone–mediated psychosis with methylphenidate (k=2). No major side effects were reported (k=6).ConclusionsNo efficacy for stimulants or atomoxetine on negative symptoms is proven. Atomoxetine or amphetamines may improve cognitive symptoms, while methylphenidate should be avoided in patients with schizophrenia. Insufficient evidence is available to draw firm conclusions.

scholarly journals When Problem Solving Followed by Instruction Works: Evidence for Productive Failure

2021 ◽  
pp. 003465432110191
Author(s):  
Tanmay Sinha ◽  
Manu Kapur
Keyword(s):  
Problem Solving ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Productive Failure ◽  
Ps I ◽  
Initial Learning ◽  
Younger Age ◽  
Quasi Experimental ◽  
General Skills ◽  
Passionate Debate

When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate about the design of initial learning, we report evidence from a meta-analysis of 53 studies with 166 comparisons that compared PS-I with I-PS design. Our results showed a significant, moderate effect in favor of PS-I (Hedge’s g 0.36 [95% confidence interval 0.20; 0.51]). The effects were even stronger (Hedge’s g ranging between 0.37 and 0.58) when PS-I was implemented with high fidelity to the principles of Productive Failure (PF), a subset variant of PS-I design. Students’ grade level, intervention time span, and its (quasi-)experimental nature contributed to the efficacy of PS-I over I-PS designs. Contrasting trends were, however, observed for younger age learners (second to fifth graders) and for the learning of domain-general skills, for which effect sizes favored I-PS. Overall, an estimation of true effect sizes after accounting for publication bias suggested a strong effect size favoring PS-I (Hedge’s g 0.87).

Critical Consciousness and Empowerment Issues in Undergraduate Classrooms

2021 ◽  
pp. 1231-1239
Author(s):  
Sarah M. Alajlan ◽  
Obaidalah H. Aljohani
Keyword(s):  
Saudi Arabia ◽  
Critical Thinking ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Critical Consciousness ◽  
Theoretical Framework ◽  
Quantitative Approach ◽  
Critical Skills ◽  
Self Administered Questionnaire

It is important to practice critical skills in the classroom in order to empower learners and to have a critical consciousness, such as critical thinking, dialogue, and problem solving. In the present study, undergraduate students' perceptions (by gender) of the practice of critical consciousness in the classroom at Taif University, Saudi Arabia is investigated. Freire's conceptualization of critical consciousness is used as the study's theoretical framework. That conceptualization is focused on critical thinking, dialogue, and problem-solving. A quantitative approach is utilized with a self-administered questionnaire in collecting data from the respondents. The results of this study indicated that Saudi undergraduate students' perspective was positive about the practice of the three elements of critical consciousness. Furthermore, there were statistically significant differences at α = 0.05 among undergraduate students' perspective on the practice of critical consciousness, including dialogue, critical thinking, and the total practice based on their gender. The direction of the differences was a benefit for females.

Critical Consciousness and Empowerment Issues in Undergraduate Classrooms

2019 ◽  
Vol 10 (2) ◽  
pp. 17-24
Author(s):  
Sarah M. Alajlan ◽  
Obaidalah H. Aljohani
Keyword(s):  
Saudi Arabia ◽  
Critical Thinking ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Critical Consciousness ◽  
Theoretical Framework ◽  
Quantitative Approach ◽  
Critical Skills ◽  
Self Administered Questionnaire

It is important to practice critical skills in the classroom in order to empower learners and to have a critical consciousness, such as critical thinking, dialogue, and problem solving. In the present study, undergraduate students' perceptions (by gender) of the practice of critical consciousness in the classroom at Taif University, Saudi Arabia is investigated. Freire's conceptualization of critical consciousness is used as the study's theoretical framework. That conceptualization is focused on critical thinking, dialogue, and problem-solving. A quantitative approach is utilized with a self-administered questionnaire in collecting data from the respondents. The results of this study indicated that Saudi undergraduate students' perspective was positive about the practice of the three elements of critical consciousness. Furthermore, there were statistically significant differences at α = 0.05 among undergraduate students' perspective on the practice of critical consciousness, including dialogue, critical thinking, and the total practice based on their gender. The direction of the differences was a benefit for females.

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