Effects of interpersonal problem-solving training with chronic aftercare patients on problem-solving component skills and effectiveness of solutions.
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Adult↗
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Results for “PROBLEM SOLVING”
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Randomized controlled trial of a family problem-solving intervention.
Adaptive problem solving contributes to individual and family health and development. In this article, the effect of the cooperative family learning approach (CFLA) on group family problem solving and on cooperative parenting communication is described. A pretest or posttest experimental design was used. Participant families were recruited from Head Start programs and exhibited two or more risk factors. Participant preschool children were screened to have two or more developmental delays. Direct behavioral observation measures were used to determine group family problem solving and cooperative parenting communication outcomes. Few group family problem-solving behaviors were coded, and they displayed little variability. However, intervention parents increased the length of time they played and extended the cooperative parent-child interactions. The evidence shows that CFLA has the potential to enhance parental-modeling of cooperative behavior while engaged in play activities with preschoolers. Direct measurement of group family problem solving was difficult. Solutions are suggested.
Adaptation, Psychological↗
Effective family problem solving.
Effective family problem solving was studied in 97 families of elementary-school-aged children, with 2 definite-solution tasks--tower building (TWB) and 20 questions (TQ), and 1 indefinite-solution task--plan-something-together (PST). Incentive (for cooperation or competition) and task independence (members worked solo or jointly) were manipulated during TWB and TQ, yielding 4 counterbalanced conditions per task per family. On TQ, solo performance exceeded joint performance; on TWB, competition impaired joint performance. Families effective at problem solving in all conditions of both definite-solution tasks tried more problem-solving strategies during TWB and deliberated longer and reached more satisfactory agreements during PST. Family problem-solving effectiveness was moderately predicted by 2 parents' participation in the study. Parental education, parental occupational prestige, and membership in the family of an academically and socially competent child were weaker predictors. The results indicate that definitions of effective family problem solving that are based on directly observed measures of group interaction are more valid than definitions that rely primarily on family characteristics.
Achievement↗
Solving complex perceptual discrimination problems: techniques for the development of problem-solving strategies.
Techniques for developing problem-solving strategies in handicapped children when they are faced with complex perceptual discriminations were investigated. Specifically, the effectiveness of feedback, modeling, and self-instruction were compared with each other and a control condition on a specially designed matching-to-sample task. The task was designed so that the distinctive features of the stimuli could be identified for instructional purposes. The results indicated that only the self-instruction technique facilitated performance on the posttest. In addition, these skills generalized to a new set of forms but not to the Matching Familiar Figures test. These findings were further related to the development of observational skills.
Adolescent↗
Simulation of initial medical problem-solving: a test for the assessment of medical problem-solving.
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Education, Medical↗
The influence of positive affect on clinical problem solving.
This study investigated the influence of positive affect, induced by report of success on an anagram task, on medical decision making among third-year medical students. The subjects were asked to decide which one of six hypothetical patients, each of whom had a solitary pulmonary nodule, was most likely to have lung cancer. They were asked to verbalize their clinical reasoning as they solved the problem. The positive-affect and control groups did not differ in the tendency to make a correct choice, but subjects in the positive-affect condition were significantly earlier in identifying their choices. These subjects were also significantly more likely to go beyond the assigned task, expressing interesting in the cases of the other patients and trying to think about their diagnosis, even though that task was not assigned. The positive-affect subjects also showed evidence of configural or integrative consideration of the material to a reliably greater extent than did control subjects, and there was significantly less evidence of confusion or disorganization in their protocols than in those of controls. These findings are compatible with earlier work suggesting a different organizational process and greater efficiency in decision making among people in whom positive affect had been induced, and with recent work suggesting that positive affect facilitates flexibility and integration in problem solving. They also indicate that these effects may apply to the problem-solving strategies of professionals in clinical problem-solving situations.
Affect↗
Problem solving skills versus problem based learning.
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Education↗
Life versus disease in difficult diabetes care: conflicting perspectives disempower patients and professionals in problem solving.
Conflicts in problem solving are known from diabetes research on patients with good glycemic control but have rarely been studied in the care of patients with poor glycemic control. Equally, the different perspectives of health care providers and patients have not been a focus in previous studies. The authors studied the interactions between health care providers and 11 diabetes patients with poor glycemic control in a grounded theory study at a Danish university hospital. Keeping Life and Disease Apart was identified as a core category. It involved a pattern of conflicts both between and within patients and health professionals, which disempowered them in problem solving. Three approaches to problem solving were identified: A compliance-expecting approach kept the pattern unchanged, a failure-expecting approach deadlocked the pattern, and a mutuality-expecting approach appeared to neutralize the conflict.
Adolescent↗
Nurses' perceptions of their problem-solving ability.
A problem-solving approach to nursing practice has been advocated in the nursing literature for some time. However, the extent to which nurses perceive themselves as capable problem solvers or improve their problem-solving ability during their nursing education is not generally known. The purpose of this study was to determine the relationship between nurses' perceptions of their problem-solving ability and their course of study. The Problem-Solving Inventory (PSI) was developed by Heppner and colleagues (1982) to assess attitudes towards and perceptions of problem-solving behaviour. The instrument provides a global appraisal of oneself as a problem solver and assesses perceptions of problem-solving ability. In this study, data were collected from 67 pre and post-registration nursing students in two phases; during their course and on completion of their course. Data from each phase were compared to identify changes in perception of problem-solving behaviour over time. While there was no overall improvement in perceptions of problem-solving ability by phase 2, confidence in problem solving had improved significantly (P less than 0.01). There were improvements according to age, experience, and course being undertaken for the likelihood of approaching rather than avoiding problems, and having personal control over problem solving.
Adult↗
Problem solving treatment for depression. Does the paper really prove that problem solving treatment is helpful?
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Clinical Trials as Topic↗
Problem solving and transfer.
Problem solving is an important yet elusive educational goal. This article briefly reviews the research on the components of problem solving and two mechanisms for fostering the transfer of problem-solving strategies--low-road transfer and high-road transfer. The interactions between these two mechanisms and two types of content (domain-specific knowledge and higher order thinking) are then discussed. Exploratory research on one of the interactions (low-road transfer of higher-order thinking) is summarized, with a particular focus on the performance of students with disabilities. Finally, some implications for curriculum and instruction are outlined.
Child↗
Reduction of redundant neural network activation during the performance of a task: a functional model applied to problem-solving strategies.
Problem-solving is explained by various paradigms. For example, epistemological paradigms state that, when the task is novel, and pursued of one's free will, problem-solving occurs in discontinuous, discernable phases. It is then also a microdevelopmental process, i.e. involves the construction of knowledge through qualitatively different stages of thought. Quantitative methods are used to focus on the redundancy of function as well as the concept of selective activation of the brains's neural network during the performance of a task. In this model, the following are identified: (a) performance circuits: (i) NP, no performance; (ii) LP, low performance; (iii) MP, medium performance; (iv) HP, high performance; and (v) VHR, very high performance; (b) task performance groups: (i) NOU, no outline used; (serves as a control); (ii) OU, outline used; (iii) MOU, modified outline used; (iv) QMOU, qualitatively and quantitatively modified outline used. An example of a distribution that one obtains is (for the efficiency of activation of the HP): QMOU:MOU:OU. NOU is in the ratio of: 400:100:50:5 (out of 10(3) trials). The subject is hence educated as to the mechanism of various strategies that he may use in everyday problem-solving.
Brain↗
From beyond to within their grasp: the rudiments of analogical problem solving in 10- and 13-month-olds.
Four experiments were conducted to assess infants ability to solve isomorphic problems and to explore the nature of early representations. Ten- and 13-month-olds attempted to solve problems that required combining 2 subgoals to bring a toy (goal object) within reach. A problem-series paradigm was used in which 3 tasks differing in surface features but sharing common goal structures and similar solutions were presented. The results indicate that 13-month-olds transferred a modeled solution strategy across isomorphic problems, whereas 10-month-olds did so only after experiencing either multiple source problems or high perceptual similarity between problems. Comprehension of the relations between solution actions and outcome, and between tools and target object, appeared critical to transfer. The results suggest that 1-year-olds can construct relatively abstract and flexible mental representations and that analogical problem solving may be 1 of the major accomplishments during the 1st year of life.
Age Factors↗
Problem solving styles of school nurses.
School nurses are challenged on a daily basis to solve complex problems and generate creative solutions to meet the health needs of children. This study focused on how school nurses go about solving problems in the delivery of school health services. The results showed that school nurses' problem-solving style allows them to act as "bridgers" within the educational environment and to promote collaboration among many types of school personnel.
Humans↗
Everyday problem solving in older adults: observational assessment and cognitive correlates.
Older adults' ability to solve practical problems in 3 domains of daily living was assessed using a new measure of everyday problem solving, the Observed Tasks of Daily Living (OTDL). Findings showed that the OTDL formed internally consistent scales representing 3 distinct factors of everyday problem solving. Moreover, the OTDL showed convergent validity with related scales of a paper-and-pencil test. Older adults' performance on the OTDL was significantly correlated with their scores on measures of basic mental abilities. Path analysis showed that age affected older adults' performance on the OTDL directly and indirectly via cognitive abilities. Participants' education and health affected their everyday competence indirectly through cognitive abilities. The effects of perceptual speed and memory span were mediated by fluid and crystallized intelligence.
Activities of Daily Living↗
Effects of emotion-related surface similarity in analogical problem solving.
In analogical problem solving, a source problem with a known solution is used to solve a target problem. The present study deals with one possible condition influencing the search for possible source problems (i.e., with similarities between source and target problems in the emotional connotation of the problem cover stories). Subjects were given six source problems-distractors as well as target-relevant problems-that were varied with respect to the emotional valence of the cover stories. Then one group of subjects (n = 32) was given a pleasant target problem, while the other group (n = 31) received an unpleasant target problem. Except for emotional valence the two target problems were identical. Subjects preferred those target-relevant source problems that were emotionally congruent with the target problem. The findings are interpreted within network theories of long-term memory, introducing emotional markers or emotion-concept nodes to represent the emotional connotation of the represented units. By controlling subjects' mood change after reading the (un)pleasant target-problem cover story, it could be ruled out that the observed results were due to a mood congruity effect of the type described by Bower (1981).
Adult↗
Effects of solving related proofs on memory and transfer in geometry problem solving.
Three experiments investigate the relationship between memory and problem solving in the domain of geometry theorem proving. In Experiment 1, Ss memories for an original problem-solving episode were interfered with retroactively by solving a 2nd problem that had the same diagram, but no memory effects were observed that depended on the second problem's logical similarity to the original. Results suggest that the diagram is the basis for geometry problem-solving memories. Experiments 2 and 3 investigated problem-solving memories in use by examining Ss transfer to a 3rd (test) problem. As with the memory results, transfer was reduced when the 1st two problems had the same diagram relative to when they had 2 different diagrams. Transfer was reduced most in the condition with the greatest proportion of memory-interfering steps. Results suggest that the structure and quality of problem-solving memories affect problem-solving transfer.
Adult↗