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PubMed2003

Identifying barriers to recovery from work related upper extremity disorders: use of a collaborative problem solving technique.

Improving health and work outcomes for individuals with work related upper extremity disorders (WRUEDs) may require a broad assessment of potential return to work barriers by engaging workers in collaborative problem solving. In this study, half of all nurse case managers from a large workers' compensation system were randomly selected and invited to participate in a randomized, controlled trial of an integrated case management (ICM) approach for WRUEDs. The focus of ICM was problem solving skills training and workplace accommodation. Volunteer nurses attended a 2 day ICM training workshop including instruction in a 6 step process to engage clients in problem solving to overcome barriers to recovery. A chart review of WRUED case management reports (n = 70) during the following 2 years was conducted to extract case managers' reports of barriers to recovery and return to work. Case managers documented from 0 to 21 barriers per case (M = 6.24, SD = 4.02) within 5 domains: signs and symptoms (36%), work environment (27%), medical care (13%), functional limitations (12%), and coping (12%). Compared with case managers who did not receive the training (n = 67), workshop participants identified more barriers related to signs and symptoms, work environment, functional limitations, and coping (p < .05), but not to medical care. Problem solving skills training may help focus case management services on the most salient recovery factors affecting return to work.

Cooperative Behavior↗

PubMed2003

Mathematics word problem solving for deaf students: a survey of practices in grades 6-12.

One hundred and thirty-three mathematics teachers of deaf students from grades 6-12 responded to a survey on mathematics word problem-solving practices. Half the respondents were teachers from center schools and the other half from mainstream programs. The latter group represented both integrated and self-contained classes. The findings clearly show that regardless of instructional setting, deaf students are not being sufficiently engaged in cognitively challenging word problem situations. Overall, teachers were found to focus more on practice exercises than on true problem-solving situations. They also emphasize problem features, possibly related to concerns about language and reading skills of their students, rather than analytical and thinking strategies. Consistent with these emphases, teachers gave more instructional attention to concrete visualizing strategies than to analytical strategies. Based on the results of this study, it appears that in two of the three types of educational settings, the majority of instructors teaching mathematics and word problem solving to deaf students lack adequate preparation and certification in mathematics to teach these skills. The responses of the certified mathematics teachers support the notion that preparation and certification in mathematics makes a difference in the kinds of word problem-solving challenges provided to deaf students.

Journal Article↗

PubMed1995

Age differences in problem-solving style: the role of emotional salience.

Qualitative differences in problem-solving style for situations varying in emotional salience were examined among adolescents, young, middle-aged, and older adults. Participants wrote essays on how each of 15 problem situations should be resolved. There were minimal age differences for problem-focused strategies, with all age groups using this strategy the most. Age differences for problem-solving strategy were highly dependent on the degree to which the situation was emotionally salient. All individuals were more likely to use an avoidant-denial strategy in low emotionally salient situations and passive-dependent and cognitive-analysis strategies in high emotionally salient situations. However, older adults used both passive-dependent and avoidant-denial strategies more than younger age groups. Problem-focused strategies were used least in high emotionally salient situations. Implications of findings are discussed from an adult developmental perspective.

Adolescent↗

PubMed2006

Planning and problem solving: from neuropsychology to functional neuroimaging.

This article provides an overview of recent research on human planning and problem solving. As an introduction, these two cognitive domains will be described and discussed from the perspective of experimental and cognitive psychology. The following sections will focus on the role of the prefrontal cortex in planning and problem solving and on disorders of these functions in patients with frontal-lobe lesions. Specific emphasis will be placed on the Tower of London task, a well established and widely used neuropsychological test of planning ability. We will present an overview of recent behavioural and neuroimaging studies that have employed the Tower of London task to draw specific conclusions about the likely neural and cognitive basis of planning function. Finally, we turn to a number of new directions and recent studies exploring different aspects of planning and problem solving and their association to related cognitive dimensions.

Cognition↗

PubMed2002

Credibility of problem-solving therapy and medication for the treatment of depression among primary care patients.

BACKGROUND: Patient beliefs in the effectiveness of treatment may have an important influence on treatment outcome. MATERIAL/METHODS: Associations between patient beliefs in the credibility of treatment and outcome were explored in a randomised controlled trial of major depression in primary care (n=155). The four treatments were antidepressant medication given by research general practitioner, problem solving treatment given by research general practitioner or research practice nurse over 12 weeks or a combination of problem solving treatment and antidepressant medication. Patients' belief in the credibility of treatment was assessed using a brief Credibility Scale, that was completed following randomisation and after treatment. Depression outcome was measured at 6, 12 and 52 weeks using the Hamilton Rating Scale for depression, and the Beck depression inventory. RESULTS: Pre-treatment, medication treatment was associated with a higher certainty of recovery than was problem-solving treatment from the nurse (p=0.018). Post-treatment, medication and combination treatment were seen as more logical than problem-solving treatment from the nurse (p<0.03). Post-treatment medication had higher certainty of recovery and was more highly recommended to a friend. Linear regression demonstrated that the depression outcome measures were not associated with either pre- or post-treatment credibility. CONCLUSIONS: Patients found all four treatments highly credible following their initial explanation. There was a significant difference both pre- and post-treatment in favour of patients finding treatment involving medication more credible than problem-solving from a nurse. Pre- and post-treatment scores of credibility were not associated with outcome.

Adolescent↗

PubMed2001

Clinical problem solving (CPS) as a teaching strategy: a 'dual teacher' approach.

A desire to take a 'problem-solving' approach to clinical teaching, combined with a lack of resources for a 'standard' problem-based learning (PBL) approach prompted the authors to develop a new teaching strategy that builds on the ideas of others and which they call clinical-problem solving (CPS). In this paper, they describe the CPS approach, its perceived strengths and weaknesses, and their experience with it to date. They believe that CPS provides a dynamic learning environment and one that can be adapted to a variety of settings. Perhaps its greatest attribute is its ability to provide a problem-solving approach to learning while requiring far fewer resources than PBL. For example, course material that would have required 300 hours of tutor time in PBL now requires 18 hours of teacher time. CPS also saves on student time and classroom space. The authors consider it to be complementary to, rather than a substitute for, PBL.

Journal Article↗

PubMed2002

Cognitive flexibility across the sleep-wake cycle: REM-sleep enhancement of anagram problem solving.

Flexible or 'fluid' cognitive processes are regarded as fundamental to problem solving and creative ability, requiring a specific neurophysiological milieu. REM-sleep dreaming is associated with creative processes and abstract reasoning with increased strength of weak associations in cognitive networks. REM sleep is also mediated by a distinctive neurophysiological profile, different to that of wake and NREM sleep. This study compared the performance of 16 subjects on a test of cognitive flexibility using anagram word puzzles following REM and NREM awakenings across the night, and waking performances during the day. REM awakenings provided a significant 32% advantage in the number of anagrams solved compared with NREM awakenings and was equal to that of wake time trials. Correlations of individual performance profiles suggest that REM sleep may offer a different mode of problem solving compared with wake and NREM. When early and late REM and NREM awakening data were separated, a dissociation was evident, with NREM task performance becoming more REM-like later in the night, while REM performance remained constant. These data suggest that the neurophysiology of REM sleep represents a brain state more amenable to flexible cognitive processing than NREM and different from that in wake, and may offer insights into the neurocognitive properties of REM-sleep dreaming.

Adolescent↗

PubMed1983

The Nominal Group Technique for planning and problem solving.

The Nominal Group Technique is a useful planning and problem-solving process that should be part of every biocommunications manager's repertoire of group managerial skills. The NGT process is designed for those situations where individual judgments must be tapped and combined to arrive at decisions which cannot be calculated by one person. It is a problem-solving or idea-generating strategy that involves silent generation of ideas which are then recorded and ranked by the group.

Communication↗

PubMed1992

Deficits of problem-solving ability in patients with focal brain damage: neuropsychological investigation of prediction and hypothesis behavior.

Deficits of problem-solving ability in focal brain-damaged patients, with special reference to frontal lobe dysfunction, were investigated by two neuropsychological tests: Temporal rule induction test and Hypothesis-testing measure. Subjects consisted of 84 chronic brain-damaged patients (31 with anterior cerebral lesions and 53 with posterior lesions). The study's aim was to investigate the effects of frontal lobe damage on two aspects of inductive reasoning, prediction and hypothesis behavior. When prediction was examined by Temporal rule induction test, patients with anterior lesions showed deficits in predicting a rule, even in the memory-aid condition in which memory factors were excluded. The poor results on Temporal rule induction test in frontal patients did not appear to be related to deficits in temporal integration, which is generally interpreted as frontal dysfunction. Rule induction may be impaired by frontal damage whenever complicated information-processing is required, even when temporal succession is not involved. Second, two stages of hypothesis behavior, hypothesis-formation and hypothesis-testing, were evaluated. Patients with anterior lesions showed impairment in hypothesis-formation. Their decreased fluency in hypothesis production affected the hypothesis-testing process. However, frontal patients committed fewer errors, most of which were perseverative (lose-stay errors) on hypothesis-testing. Patients with posterior lesions revealed other characteristic errors, such as inconsistent responses and divergent-type errors (improper lose-shift errors). The hemispheric site of the lesion affected only the ability to maintain a hypothesis (win-shift errors). The results illustrated the differences in problem-solving deficits in these two groups of patients. Disturbed prediction of future events, decreased hypothesis fluency, and abnormal lose-stay behavior in patients with frontal lobe damage may be crucial factors in coping with daily problem-solving situations.

Brain Damage, Chronic↗

PubMed2003

Project Genesis: assessing the efficacy of problem-solving therapy for distressed adult cancer patients.

The efficacy of problem-solving therapy (PST) to reduce psychological distress was assessed among a sample of 132 adult cancer patients. A second condition provided PST for both the patient and a significant other. At posttreatment, all participants receiving PST fared significantly better than waiting list control patients. Further, improvements in problem solving were found to correlate significantly with improvements in psychological distress and overall quality of life. No differences in symptom reduction were identified between the 2 treatment protocols. At a 6-month follow-up, however, patients who received PST along with their significant other reported lower levels of psychological distress as compared with members of the PST-alone condition on approximately half of the outcome measures. These effects were further maintained 1-year posttreatment.

Adaptation, Psychological↗

PubMed1992

Interpersonal problem-solving in male and female alcoholics.

This study compared the performance of alcoholics (18 male, 16 female) with community controls (15 male, 12 female) on the Adaptive Skills Battery (ASB), a test of interpersonal problem-solving. The ASB consists of 30 situations. Fifteen situations require subjects' typical responses and 15, their optimal responses. Male and female alcoholics were inferior to controls in their typical responses [F(1,57) = 45.22, p = 0.0001], but did not differ on the optimal responses (F less than 1). Further analyses indicated that decreased feelings of self-efficacy could not account for the alcoholic deficit. Females were superior to males in the optimal response condition [(F(1,56) = 9.90, p = 0.003]. No significant group x sex interactions were obtained. Performance on the ASB was not correlated with performance on traditional measures of problem-solving. Post-hoc correlational analyses revealed differential patterns between depression scores and performance for alcoholics and controls. These data suggest that (1) female and male alcoholics exhibit similar interpersonal problem-solving deficits, (2) alcoholic self-efficacy expectancies cannot account for the impairment, (3) the ASB appears to assess aspects of problem-solving not typically examined, and (4) the role of depression in alcoholic performance deserves continued empirical evaluation.

Adult↗

PubMed2001

[Success in problem solving as a condition for acquisition of control knowledge in system control].

In an experiment the hypothesis was examined wether successful problem solving facilitates the acquisition of control knowledge in system control. Subjects had to control a complex dynamic system. Success in problem solving was manipulated by imparting structural knowledge. Structural knowledge was assessed by presenting a "pair-task" and by analysing transfer effects in system control. Control knowledge was diagnosed by a recognition task. Subjects taught in structural knowledge learned more about the system and performed better. Effects of instruction on control knowledge did not occur. The results suggest assuming a "look-up table" which stores successful problem solving episodes as well as unsuccessful situations (Berry & Broadbent, 1988).

Adult↗

PubMed1977

Problem-solving rigidity of children on perceptual tasks as a function of parental authoritarianism.

The effect of parental authoritarianism on the rigid problem-solving behavior of 25 10- to 12-year-old children was examined. Children were tested on three perceptually ambiguous tasks in an experimentally induced ego-involving situation. Authoritarianism in one parent was associated with authoritarianism in the other. Children's greater difficulty on all three tasks was associated with higher parental authoritarianism; opposite sex correlations betweens sons' and mothers' and between daughters' and fathers' scores are stronger than same sex correlations. Children were consistent across all three tasks on rigid problem-solving behavior. It is suggested that rigid problem-solving behavior may mediate the transmission of authoritarianism from parent to child.

Anxiety↗

PubMed2006

Perceptual contributions to problem solving: Chunk decomposition of Chinese characters.

Chunk decomposition is the decomposing of familiar patterns into their component elements so that they can be regrouped in another meaningful manner. Such a regrouping is sometimes critically required in problem solving because during initial encoding the problem elements become automatically grouped into familiar chunks and this may prohibit finding a novel or efficient solution to problems [G. Knoblich, S. Ohlsson, H. Haider, D. Rhenius, Constraint relaxation and chunk decomposition in insight problem solving, J. Exp. Psychol. Learn. Mem. Cogn. 25 (1999) 1534-1556]. In order to elucidate the brain mechanisms underlying the process of chunk decomposition, we developed a task that uses Chinese character as materials. Chinese characters are ideal examples of perceptual chunks. They are composed of radicals, which in turn, are composed of strokes. Because radicals are meaningful chunks themselves but strokes are not meaningful in isolation, it is much easier to separate a character by its radicals than to separate a character by its strokes. By comparing the stroke-level decomposition and the radical-level decomposition, we observed activities in occipital, frontal, and parietal lobes. Most importantly, during the moment of chunk decomposition, we found the early visual cortex showed a tendency of negative activation whereas the higher visual cortex showed a tendency of positive activation. This suggests that in order to successfully decompose a chunk, the higher visual areas must at least partly be 'disconnected' from the input provided by early visual processing in order to allow simple features to be rearranged into a different perceptual chunk. We conclude that early perceptual processes can crucially affect thinking and problem solving.

Adult↗

PubMed1995

Proof construction: adolescent development from inductive to deductive problem-solving strategies.

Inductive and deductive approaches to the construction of problem-solving proofs were examined using a task that requires the discovery of a geometrical figure hidden behind a series of covers. It was proposed that during adolescence, with the acquisition of a formal reasoning competence (as measured by Overton's [1990] version of Wason's selection task), there would be a transition from inductive to deductive proof construction strategies. One hundred adolescents were assessed on both the problem-solving proof task and the reasoning competence is associated with taking a deductive approach to proof construction. Formal reasoners tend to construct a proof based on the use of a falsification strategy as demonstrated by their search for disconfirming instances. A nonformal level of competence on the other hand is associated with inductive approaches. In this situation nonformal subjects tend to employ a verification strategy as demonstrated by the generation of redundant information. Results support the hypothesis that there is a cognitive developmental progression from an inductive approach to the construction of proofs to a deductive approach.

Adolescent↗

PubMed2003

Cognitive flexibility and adaptability to environmental changes in dynamic complex problem-solving tasks.

People who show good performance in dynamic complex problem-solving tasks can also make errors. Theories of human error fail to fully explain when and why good performers err. Some theories would predict that these errors are to some extent the consequence of the difficulties that people have in adapting to new and unexpected environmental conditions. However, such theories cannot explain why some new conditions lead to error, while others do not. There are also some theories that defend the notion that good performers are more cognitively flexible and better able to adapt to new environmental conditions. However, the fact is that they sometimes make errors when they face those new conditions. This paper describes one experiment and a research methodology designed to test the hypothesis that when people use a problem-solving strategy, their performance is only affected by those conditions which are relevant to that particular strategy. This hypothesis is derived from theories that explain human performance based on the interaction between cognitive mechanisms and environment.

Adaptation, Psychological↗

PubMed1989

Parental problem-solving skills, stress, and dietary compliance in phenylketonuria.

Parents of 30 children with phenylketonuria (PKU) who were classified as being in good dietary control (compliant, measured as within the medically acceptable range of blood phenylalanine levels of 2-10 mg) or poor dietary control (noncompliant, measured as either below or above medically acceptable 2-10 mg blood phenylalanine levels) engaged in verbal and written problem-solving situations under conditions of both high and low time-pressure induced stress. Overall, compliant parents gave higher quality verbal and written problem-solving solutions than noncompliant parents. Stress reduced the quality of problem solving in both compliant and noncompliant parents, but even under high stress, compliant parents demonstrated better problem-solving abilities than noncompliant parents. The potential importance of these findings for preventive intervention in PKU families is discussed.

Adolescent↗

PubMed1993

Early introduction to medical problem-solving.

This is a descriptive report of a course unit designed to introduce concepts of medical problem-solving during the first month of an undergraduate MD curriculum. The unit is also used to provide an introduction to the dynamics of cooperative small group learning. The value of the unit was endorsed by the subjective opinions of faculty tutors and students, who recognized the relevance of the unit to the clinical practice of doctors. An end-of-course examination demonstrated that some novice medical problem-solvers have difficulty with recursive hypothesis testing and tend to use linear strategies. This type of learning experience has the potential to identify students who may have subsequent difficulty in clinical reasoning tasks in the curriculum. Medical problem-solving itself is the primary focus of problem-based learning in the unit. Experience with this unit suggests that concepts of medical problem-solving can be introduced into the curriculum at a very early stage, without a prerequisite for substantial knowledge of medical sciences.

Alberta↗