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Results for “Problem Solving”

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PubMed1999

Relationship between perceived problem-solving and career maturity: implications for minority and disadvantaged premedical students.

This study examined the relationship between career maturity of minority and disadvantaged premedical students and their self-appraised problem-solving. 83 students enrolled in a special program took the Medical Career Development Inventory and the Problem-solving Inventory one week apart. Pearson product-moment correlations and a stepwise multiple regression analysis indicated a significant relationship between scores for the students' appraisal of their problem-solving and their career maturity. Implications for intervention strategies for the present population are discussed.

Adult↗

PubMed1988

Verbal and nonverbal abstracting--problem-solving abilities and familial alcoholism in female alcoholics.

Women alcoholics (N = 54) had significantly worse performance on clusters of verbal and nonverbal abstracting - problem-solving tasks than peer nonalcoholic controls (N = 48). On the nonverbal cluster, alcoholic women with an alcoholic parent or sibling (FH+) performed significantly poorer than peer alcoholics without such a family history (FH-) and nonalcoholic FH+ and FH- groups. On the verbal cluster, FH+ alcoholics performed significantly worse than the nonalcoholic groups. FH- alcoholics did not differ significantly from the nonalcoholic groups on either of the clusters. There were no differences between FH+ and FH- nonalcoholics on the two types of tasks. The results suggest that female alcoholics have a generalized deficit on cognitive tasks involving abstracting and problem-solving, and that these deficits tend to be more pronounced in alcoholic women with a positive family history of alcohol abuse. Whether these deficits are due to a premorbid lowering of abstracting - problem-solving abilities in the FH+ individuals who subsequently become alcoholics, or are the result of a selective vulnerability of these cognitive processes to the effects of alcohol abuse in such subjects, or some combination of these factors, remains to be investigated.

Adult↗

PubMed1991

Mathematical problem solving by analogy.

We report the results of 2 experiments and a verbal protocol study examining the component processes of solving mathematical word problems by analogy. College students first studied a problem and its solution, which provided a potential source for analogical transfer. Then they attempted to solve several analogous problems. For some problems, subjects received one of a variety of hints designed to reduce or eliminate the difficulty of some of the major processes hypothesized to be involved in analogical transfer. Our studies yielded 4 major findings. First, the process of mapping the features of the source and target problems and the process of adapting the source solution procedure for use in solving the target problem were clearly distinguished: (a) Successful mapping was found to be insufficient for successful transfer and (b) adaptation was found to be a major source of transfer difficulty. Second, we obtained direct evidence that schema induction is a natural consequence of analogical transfer. The schema was found to co-exist with the problems from which it was induced, and both the schema and the individual problems facilitated later transfer. Third, for our multiple-solution problems, the relation between analogical transfer and solution accuracy was mediated by the degree of time pressure exerted for the test problems. Finally, mathematical expertise was a significant predictor of analogical transfer, but general analogical reasoning ability was not. The implications of the results for models of analogical transfer and for instruction were considered.

Adult↗

PubMed1986

Solving problems through staff participation in focus groups.

Use of a survey and employee focus groups to solve problems in a hospital pharmacy department is described. All pharmacy staff members were asked to identify perceived problems; 33% completed the written questionnaire. Managers clarified the survey comments and ranked problems for priority, using nominal group technique. Focus groups were formed to address appropriate problems; for each focus group supervisors selected two pharmacists and two technicians who volunteered or were nominated by peers. A pharmacy resident was the facilitator for each group. Meeting weekly for one hour, each group defined problems, set priorities, gathered ideas, analyzed possible solutions, and proposed a solution to the pharmacy supervisors. One group proposed guidelines for staff scheduling and seven-days-on, seven-days-off rotations for night pharmacists; the other proposed a structure for technician training in the department and a required orientation and training schedule for all employees. This process required more staff time than unilateral management decisions would have, but the solutions were acceptable to all levels of staff members. The focus group process was effective in identifying and solving problems at this hospital. Routine resurveys will be conducted and new focus groups will be formed to address problems that would benefit from analysis and consensus by employees.

Florida↗

PubMed1977

Therapeutic effects of problem-solving training and play-reading groups.

Twenty-five adult patients of a private psychiatric hospital participated in small groups that convened for eight sessions in order to increase skills in interpersonal problem solving. The groups repeatedly went through the steps of (a) bringing up a problem; (b) clarifying it; (c) proposing solutions; and(d) weighing the solutions. A control grop of 29 patients did not receive problem-solving training. A "placebo" sample of 21 Ss also met in small groups, but their task was to read comedies together. The results obtained through a series of analyses of covariance showed that the experimental condition was more successful than the other two in improving people's impulse control, self-esteem and feeling of competence. The play-reading condition was found to be as helpful as the problem-solving groups in reducing depression and general psychopathology. Control patients showed significantly less improvement than did patients in the other conditions.

Adult↗

PubMed2006

Cost-effectiveness of referral for generic care or problem-solving treatment from community mental health nurses, compared with usual general practitioner care for common mental disorders: Randomised controlled trial.

BACKGROUND: UK general practitioners (GPs) refer patients with common mental disorders to community mental health nurses. AIMS: To determine the effectiveness and cost-effectiveness of this practice. METHOD: Randomised trial with three arms: usual GP care, generic mental health nurse care, and care from nurses trained in problem-solving treatment; 98 GPs in 62 practices referred 247 adult patients with new episodes of anxiety, depression and life difficulties, to 37 nurses. RESULTS: There were 212 (86%) and 190 (77%) patients followed up at 8 and 26 weeks respectively. No significant differences between groups were found in effectiveness at either point. Mean differences in Clinical Interview Schedule - Revised scores at 26 weeks compared with GP care were -1.4 (95% CI -5.5 to 2.8) for generic nurse care, and 1.1 (-2.9 to 5.1) for nurse problem-solving. Satisfaction was significantly higher in both nurse-treated groups. Mean extra costs per patient were 283 pound (95% CI154-411) for generic nurse care, and 315 pound (183-481) for nurse problem-solving treatment. CONCLUSIONS: GPs should not refer unselected patients with common mental disorders to specialist nurses. Problem-solving should be reserved for patients who have not responded to initial GP care.

Adolescent↗

PubMed2005

Distinct modes of ruminative self-focus: impact of abstract versus concrete rumination on problem solving in depression.

One account for the negative effects of rumination on social problem solving (SPS) is the symptom-focus hypothesis, which proposes that focus on symptoms amplifies the vicious cycle between depressed mood and negative cognition. The authors tested a contrasting account, the reduced concreteness hypothesis, which postulates that the abstract thinking typical of rumination impairs SPS. In 40 depressed patients and 40 never-depressed controls, SPS was assessed before and after versions of symptom-focused rumination known to differentially induce abstract versus concrete self-focus (E. Watkins & J. D. Teasdale, 2001). As predicted by reduced concreteness theory, relative to abstract self-focus, concrete self-focus improved SPS in depressed patients, suggesting that the particular mode of symptom-focus, rather than symptom-focus per se, determines the effects of rumination on problem solving.

Adult↗

PubMed2004

Task characteristics and performance in interpersonal cognitive problem solving.

The authors examined the extent to which performance on interpersonal cognitive problem-solving (ICPS) tasks is affected by whether the goals within the dilemmas to be addressed are sex typed. Fifty children, aged 7-8 years old, were tested for the core ICPS skills of Alternative Solutions Thinking (AST) and Consequential Thinking (CT) on a series of 8 social problem-solving tasks, 4 having goals characteristically more attractive to boys and 4 with goals more attractive to girls. A 2 x 2 MANOVA was used to compare the performances of boys and girls on each set of sex-typed tasks with the 3 dependent variables of liking for the tasks, number of alternative solutions suggested, and the number of consequences anticipated. As expected, liking for the tasks was higher if the activities were characteristically associated with the participant's own gender (p < .001), although the different tasks did not produce any significant gender differences in the numbers of AST or CT suggestions they prompted. Gender differences in children's peer relationships were considered, and the implications of these results for the format of ICPS interventions are noted.

Child↗

PubMed2005

Effects of web-based psychoeducation on self-efficacy, problem solving behavior, stress responses and job satisfaction among workers: a controlled clinical trial.

This study examined effects of web-based psychoeducation on self-efficacy, problem solving behavior, stress responses and job satisfaction. The program was based on social cognitive theory and was primarily aimed at increasing knowledge of stress, self-efficacy, and the use of problem solving behavior. A total of 225 employees were invited to participate in the study. Participants were assigned to an intervention (n=112) or waiting list control group (n=113). Those in the intervention group were asked to access the website and to complete learning within 1 month. To investigate the intervention effect, the change score in the outcome variable was calculated by subtracting the score at pre-intervention from that at post-intervention (1 week after completion of the learning period). Then, the difference in the scores between groups was examined using analyses of covariance (ANCOVA) with the pre-intervention score as the covariate. We detected a marginally significant difference between groups in changes in job satisfaction from pre- to post-intervention (p=0.081). Participants in the intervention group showed an increase in job satisfaction score, while those in the waiting list control group showed a decrease in it. No significant differences were detected between groups in the other indicators (p>.10). We detected significant or marginally significant intervention effects on self-efficacy, problem solving behavior, stress responses, and job satisfaction among males and younger individuals, and those who had initially higher job strain and higher interest in managing stress. Further research is required with longer time periods (controlled follow-up) and a broader sample to fully determine the intervention effect.

Adult↗

PubMed1997

Mother-child problem solving: continuity through the early childhood years.

Maternal ratings of child temperament and observed maternal behaviors in the home were collected when children were 18 months old. Both variables were examined as predictors of mothers' problem-solving behaviors with their toddlers at 30 months and the children's independent problem solving at 5 years. Maternal instructional behavior in the home at 18 months and maternal ratings of temperament at 18 months predicted maternal behaviors when the children were 30 months old and child performance in a cognitive problem-solving task. Maternal cognitive assistance during the 18- and 30-month tasks also predicted child cognitive task performance in the laboratory at 5 years of age. These same maternal behaviors were related to the child's performance on the Wechsler Preschool and Primary Scale of Intelligence (D. Wechsler, 1967) at age 5, and lack of maternal assistance was related to teacher ratings of learning problems at age 5.

Child, Preschool↗

PubMed1996

Effects of focal brain lesions on visual problem-solving.

In this study, the relative contributions of different brain regions to visual problem-solving were explored using a new test of divergent thinking. Seventy-three patients with focal brain lesions and 20 normal control subjects performed a set of matchstick problems, similar to those described by Guilford [15] as a measure of adaptive flexibility. For each problem, subjects were to demonstrate as many ways as possible of removing a particular number of sticks from a two-dimensional geometric design to achieve a specified resultant shape. Patients with left temporal-occipital, right temporal-occipital, or left frontal lesions displayed no significant difficulty. Evidence of general deficiencies in the ability to manipulate this visual material was seen in patients with parietal and/or central-area lesions (right worse than left). In contrast, patients with right frontal-lobe damage demonstrated a selective impairment in the ability to shift strategy. The results confirm the importance of the right suprasylvian region in the ability to process and act on visual information. They also provide evidence of the specific role played by the right frontal lobe, and particularly the ventral region, in permitting a flexible approach to visual problem-solving.

Adolescent↗

PubMed1989

Problem solving: a common thread in quality assurance programs.

This paper discusses the key role that the problem solving process plays in most quality assurance programs. In this discussion, problem solving is represented as a four step process. The use of each of the four steps in health care quality assurance is examined.

Data Collection↗

PubMed1990

Neuropsychological heterogeneity in schizophrenia: a consideration of abstraction and problem-solving abilities.

The study examines heterogeneity in abstraction and problem-solving abilities among schizophrenic patients through a cluster analysis of scores from the Halstead Category Test, the Tactual Performance Test, Part B of the Trail Making Test and the Wisconsin Card Sorting Test obtained from 136 male schizophrenic inpatients. Extensive heterogeneity was noted among the five clusters extracted, marked by differences in both level and pattern of performance. Efforts were made to find associations between cluster membership and age, education, general intelligence, neurological comorbidity, and medication status. Such associations were noted in all cases, but the role of medication was viewed as equivocal. It was concluded that (i) there is extensive heterogeneity in both pattern and level of performance of schizophrenics on tests of abstraction and problem solving; and (ii) Some, but not all of this heterogeneity is associated with variations in age, education, general intelligence, and neurological comorbidity.

Journal Article↗

PubMed1989

Visuospatial problem solving, conceptual reasoning and sorting behaviour in multiple sclerosis out-patients.

Visuospatial problem solving, conceptual reasoning and shifting of set were studied in out-patients with definite and probable MS. The sample of MS patients was homogeneous with respect to 2 important dimensions. All were out-patients, leading a normal although handicap-restricted social life. Furthermore, in all patients relapse or obvious instability of the disease were absent for at least a month. On Raven's Progressive Matrices, the Category test and the Wisconsin Modified Card Sorting test, no significant differences were found between the group of MS patients and a control group of healthy volunteers. However, 18% of MS patients and 4% of controls were rated as performing slightly below the expected levels of cognition. Stepwise regression analysis failed to reveal effects of illness variables, and no difference between patients with definite and probable MS could be detected. Clearly, most socially integrated MS patients in stable disease stages are capable of normal visuospatial problem solving, abstract reasoning and shifting of set.

Adolescent↗

PubMed1996

Problem solving in health services organizations.

Health services organization managers at all levels are constantly confronted with problems. Conditions encountered that initiate the need for problem solving are opportunity, threat, crisis, deviation, and improvement. A general problem-solving model presenting an orderly process by which managers can approach this important task is described. An example of the model applied to the current strategic climate is presented.

Decision Making, Organizational↗

PubMed1987

Gender comparisons of preschoolers' behavior and resource utilization in group problem solving.

We tested the hypothesis that 4 - 5-year-old girls and boys in same-sex problem-solving groups would perform equally well when the group task required various cooperative and self-serving behaviors to obtain a resource. The hypothesis that girls and boys would employ different behaviors to obtain the resource was also tested. 20 same-sex, same-age groups of 4 children each (10 groups of girls and 10 groups of boys) were videotaped while solving a problem involving a cartoon movie as a resource. 1 child could view the movie provided 2 other children helped, 1 to turn a crank and 1 to push a light button; the fourth child was relegated to a bystander position. Results revealed that girls and boys were equally effective in achieving viewing time; gender variance in viewing time was significantly greater for girls than for boys; girls and boys did not differ in total behavioral output, but girls tended to use more verbal behavior than boys and boys engaged in significantly more physical behavior than girls; affect in boy groups was more positive than in girl groups; girls who achieved the most viewing time within their group differed behaviorally from girls who achieved the least viewing time, but did not differ behaviorally from boys; boys who achieved the most viewing time did not differ behaviorally from boys who achieved the least viewing time.

Affect↗

PubMed2004

Task performance and metacognitive experiences in problem-solving.

The effects of task performance on metacognitive experiences and relations between task performance and metacognitive experiences in problem-solving were examined with 69 Japanese undergraduate students. The task was a puzzle called the cross breaker, consisting of seven pieces, and several figures were constructed by using those seven pieces. Eight types of metacognitive experiences, before and after performing the task, were rated. Participants were classified into Success and Failure groups based on their task performance. Use of all but two metacognitive experiences differed between the groups. There were medium to high positive and negative correlations for metacognitive experiences with performance after the puzzle task, whereas metacognitive experiences before the task generally had no significant correlations with performance. Despite small N, participants' metacognitive experiences seemed to reflect their actual performance, suggesting that people obtain information from their performance and use it to revise their metacognitive experiences. Furthermore, metacognitive experiences may help people solve similar problems in the future.

Achievement↗

PubMed1994

Life stress, social support, and problem-solving skills predictive of depressive symptoms, hopelessness, and suicide ideation in an Asian student population: a test of a model.

The present study tested both a stress-problem-solving model and a stress-social support model in the etiology of depressive symptoms, hopelessness, and suicide ideation for a group of Asian international students in the United States. Problem-solving skills and social support were hypothesized as two mediators between life stress and depressive symptoms, hopelessness, and suicide ideation. The results from a series of stepwise regression analyses and a path analysis support the hypotheses, indicating that these models generalized to a sample of Asian international students. The roles of social support and problem-solving skills in depressive symptoms and hopelessness are discussed. The results also suggest that hopelessness may serve as a cognitive factor directly affecting depressive symptoms and indirectly affecting suicide ideation.

Adolescent↗