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PubMed2005

Is problem solving dependent on language?

There has been a long-standing debate in the fields of philosophy and cognitive science surrounding the relationship of language to cognition, but the exact nature of this relationship is still unclear (Sokolov, 1968/1972). In the current study, we explored the role of language in one aspect of cognition, namely problem solving, by administering the Wisconsin Card Sorting Test (WCST) to stroke patients with varying degrees of language impairment (Experiment 1) and to normal participants under conditions of articulatory suppression (Experiment 2). In Experiment 1, there was a significant correlation between performance on the WCST and language measures such as comprehension and naming. Demonstrating the specificity of this result, we also found a significant relationship between language performance and another test of problem solving, the Raven's Colored Progressive Matrices, but no relationship between language and a test of visuospatial functioning. In Experiment 2, normal participants were significantly impaired on the WCST under conditions of articulatory suppression, relative to a baseline condition. Together, these findings suggest that language plays a role in complex problem solving, possibly through covert language processes.

Adult↗
PubMed1998

An innovative problem-solving assessment for groups of first-year medical undergraduates--Think Tanks.

A problem-solving assessment has been devised and used for groups of first-year medical students at Southampton University. Five cohorts of approximately 160 students have taken the assessment since 1990. The assessment was part of a Locomotor system course that integrated biological and behavioural sciences and clinical specialties. The course also included lectures, practicals and tutorials and occupied the first 7 weeks of the last (10-week) term. Other assessments of the course involved essay writing and a spotter-type practical. For the problem-solving assessment, groups of about six students ('Think Tanks') received a problem which they had to investigate during the course. The students had some choice in the problem they were to study. The problems were designed, by staff, to cover aspects of movement in the context of health and disease. A staff advisor was assigned to each Think Tank group to provide general support. The results of the investigations of each Think Tank were displayed at the end of the course in the form of a poster aimed at informing their peers. Three members of staff gave each Think Tank group a communal oral examination and the performance of the group was given a grade. Each member of the group, normally, was allowed to add this grade to their marks for the whole year.

Education, Medical, Undergraduate↗
PubMed2000

Worrying about chronic pain: vigilance to threat and misdirected problem solving.

Worry is reviewed to inform a cognitive-behavioural understanding of chronic pain. How worry comes to dominate is discussed as 'vigilance' and why worry comes to dominate is discussed as 'problem solving'. These two aspects are applied to worrying about chronic pain. Chronic pain is re-presented as chronic vigilance to threat that may lead to a perservation of attempts at solving the problem of achieving escape from pain. Attempts will be frustrated by the insolubility of the problem of chronic pain. The clinical and theoretical implications of this application are discussed.

Anxiety↗
PubMed1988

Modeling the process of problem-solving by associative networks capable of improving the performance.

In this paper a model of neural network underlying arithmetic problem-solving is described. Memory models of procedural memory, semantic memory, and working memory, which are necessary to represent the process of the problem-solving, are constructed within a framework of a model of associative processor, HASP, proposed by one of the authors (Hirai 1983). Performance of the model has been simulated on a digital computer. By memorizing primitive knowledge of addition of two digits such as 6 + 8 = 14 in the semantic memory and procedural knowledge for the control of the process of adding in the procedural memory, the model can perform addition of multiple numbers with multiple digits. By making explicit serial associations between consecutive procedural steps, the performance of the model can be improved, because a current procedural step primes the next one. In addition, if a preceding procedural step is a subset of the next one, merging between the two steps occurs. The performance can be improved about 20% by these priming and merging. By memorizing incorrect procedures, the model can generate four kinds of bugs of addition which were observed in children's performance.

Computer Simulation↗
PubMed1990

Problem solving by reference to rules or previous episodes: the effects of organized training, analogical models, and subsequent complexity of experience.

Subjects learned a microcomputer drawing package under different conditions of training organization and practice complexity. Training instructions were presented in either a random or an organized order, and with or without an analogical model of the software package. Practice trial varied in visual and logical complexity. Performance on paper-and-pencil and problem-solving tests was better following the model than following the no-model condition when practice trials were logically complex; the reverse was true when they were logically simple. Performance on the test of problem solving was also better following organized training than following randomly ordered training when practice trials were visually complex; the reverse was true following visually simple practice. We propose that the subjects performed the tasks by engaging in either episode-based or rule-based processing, and that performance was optimized when the processing used at encoding and retrieval was the same. The acquisition of skill in solving real problems is explained as procedural compilation.

Adolescent↗
PubMed2004

Schema induction in problem solving: a multidimensional analysis.

The present research examined the processes of schema formation in problem solving. In 4 experiments, participants experienced a series of tasks analogous to A. S. Luchins' (1942) water jar problems before attempting to solve isomorphic target problems. Juxtaposing illustrative source instances varying in procedural features along multiple dimensions promoted the construction of a general schema that facilitated solving an isomorphic problem requiring a novel procedure. Exposure to less variant problems led to faster initial learning, but narrower and fixed schemas (mental set), whereas exposure to variant procedures led to slower initial learning, but broader and more flexible schemas. The findings support the dimensional specificity hypothesis: Generalization along 1 dimension facilitates transfer to a target problem differing from the source problems in that dimension.

Humans↗
PubMed1994

Creative problem-solving techniques: relevance to doctors in management?

Recent NHS reforms have had a profound impact on the role of clinicians in the field of management. Traditionally this has been a role eschewed by clinicians, but the evolution of the clinical directorate model has now encouraged senior members of the medical profession to address more positively managerial and management issues. If clinicians are to embrace enthusiastically the management role, it is clear that their awareness of the range of techniques available to them is raised to its maximum potential. In this respect, explores the relevance of some more radical creative problem-solving techniques within a practical environment. The concentration is on two specific techniques which were put to trial in real working situations. However, in addition to the techniques addressed, there are a range of alternative problem-solving techniques which may be more appropriate. Having piloted the two creative problem-solving techniques described, the practical conclusions were that their application had developed better team working and spirit, enhanced the quality of patient care delivered by the team and improved productivity and outcomes.

Aged↗
PubMed1993

Sustaining collaborative problem solving: strategies from a study in six Asian countries.

This paper presents findings from seven case studies of collaborative problem solving. The cases represent models of large-scale collaborative effort to improve the social, economic or health status of residents in poor communities. In these examples a variety of organizations worked together: government, business, voluntary agencies, community groups and people's organizations. A range of strategies was evident as these entities tried to sustain their collaboration. Strategies identified included those deployed collectively, those used by an individual organization to maintain its ability to participate and those used to persuade or pressure needed collaborators to become involved or stay the course. Specific strategies employed and descriptions of their use are presented and comprise a compelling profile of how collaborative problem solving functions.

Asia↗
PubMed1989

Some phenomena of medical students' diagnostic problem-solving.

This paper introduces a perspective on medical problem-solving that derives from recent studies of content-related learning. Results from a study of fourth-year medical students' approaches to understanding a data base of significant facts about a patient (a problem synthesis) are presented. By analysing data collected in interviews, we obtain categories of description that portray the qualitatively different ways in which the information in diagnostic problems is handled by these students. Two major categories describe the variability in approach: 'ordering' and 'structuring'. The latter category contains elements that most clinical teachers would regard as desirable; the former represents a less satisfactory approach. We provisionally identify two diagnostic strategies within each of these categories. The perspective has implications for improving instruction and assessment.

Clinical Clerkship↗
PubMedDate not supplied

Problem solving using soft systems methodology.

This article outlines a method of problem solving which considers holistic solutions to complex problems. Soft systems methodology allows people involved in the problem situation to have control over the decision-making process.

Humans↗
PubMed1992

The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities.

This study investigated the effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of six middle school students with learning disabilities. Conditions of the multiple baseline, across-subjects design included baseline, two levels of treatment, setting and temporal generalization, and retraining. For Treatment 1, subjects received either cognitive or metacognitive strategy instruction. Treatment 2 consisted of instruction in the complementary component of the instructional program so that all subjects eventually received both cognitive and metacognitive strategy instruction. This design allowed a componential analysis of the content as well as sequence of instruction. Generally, subjects improved their mathematical problem solving as measured by performance on one-, two-, and three-step word problems. Discussion focused on effectiveness of treatment, acquisition and application of strategic knowledge, error pattern analysis, and the need to tailor instruction to the learner's individual characteristics.

Adolescent↗
PubMed1987

Attention and social problem solving as correlates of aggression in preschool males.

This study examined the relationship between two cognitive processing variables--attention and social problem solving--and aggression in preschool-age boys. The 43 participants were administered two selective attention tasks that assess children's tendency to focus on aggressive versus cooperative social situations, the Preschool Interpersonal Problem Solving Test developed by Shure and Spivack, and the information and block design subtests of the Wechsler Preschool and Primary Scale of Intelligence. Aggressive behavior was measured by teacher ratings and observational data. Results indicated that, in contrast to their nonaggressive peers, aggressive preschool boys tend to focus their attention on aggressive social interactions in their environment. They also provide aggressive solutions to hypothetical interpersonal conflict situations more often than their less aggressive peers. Intelligence does not appear to play a mediating role in these relationships. Implications of these results for understanding and remediating aggressive behavior in young boys are discussed.

Aggression↗
PubMed2000

Strategic use of familiarity in display-based problem solving.

The authors report 4 experiments that investigated the role of recognition memory and plausibility in a display-based problem-solving task (computer menu search). It was found that both the familiarity of options and their plausibility played a role in determining choices when the correct options could not be recollected. The use of familiarity was adaptive: Participants relied less on familiarity when it was a less valid guide to correct choices. The implications of these findings for theories of problem solving and learning are discussed.

Adolescent↗
PubMedDate not supplied

The relationship between social skill and family problem-solving following very severe closed head injury.

This study examined the relationship between level of social skill and family problem-solving behaviour in a group of 18, community dwelling, very severe closed head injury (CHI) patients who had suffered their injury at least 18 months previously, and who were still in contact with rehabilitation services. The main findings of this study were a positive relationship between CHI patients' level of social skill and their rate of positive effect, and an inverse relationship between the CHI patients' level of social skill and the rate of facilitative behaviour displayed by relatives during problem-solving interactions. It is suggested that socially unskilled CHI patients may be more demanding to interact with, and that this may cause a significant burden for their relatives.

Adult↗
PubMed1993

[Problem solving of the clinical case-method type for the development of clinical thinking. The illustrative problem of galactosemia].

Problem-solving case approach is an effective method for teaching clinical concepts. This method makes medical students be aware of the significance of Biochemistry for the clinical practice. The students are stimulated to study basic biochemical principles. The complete text of a problem case on galactosemia is presented. This case, usually given to the students during the final seminar on carbohydrate metabolism reflects a real situation, in which the student feels responsible to make decisions. He has to make the diagnosis and prescribe a treatment. The student's actions are assessed and commented. The students took a great interest in that problem case and that shows that it is possible and necessary even in the second preclinical year to joint the theoretical principles with the future clinical practice.

Bulgaria↗
PubMed2002

The relationship between problem solving and inhibitory control: cotton-top tamarin (Saguinus oedipus) performance on a reversed contingency task.

To explore the relationship between problem solving and inhibitory control, the authors present 4 experiments on cotton-top tamarins (Saguinus oedipus) using a reverse-reward contingency task. In Experiment 1, 1 group of tamarins was given a choice between a small and a large quantity of food. Whichever quantity the tamarins reached for first, they received the alternative. The tamarins consistently picked the larger quantity, thereby receiving the smaller. A 2nd group of tamarins was given the same task, except that if they reached for the larger quantity of food, they received nothing. The tamarins continued to pick the larger quantity, even though this resulted in no food. In addition, most of the tamarins continued to pick the larger quantity even when the food payoff for choosing the smaller quantity was increased (Experiment 2) or when the visual salience of the food was reduced (Experiment 3). Experiment 4 was based on the finding that chimpanzees (Pan troglodytes) that have been trained on the concept of number can solve the reversed contingency task if the food is replaced by Arabic numerals. With the help of a color association, and a higher cost incurred by picking the color associated with 3 food items, the tamarins learned to pick the color associated with 1 food item. These results are compared with those obtained from studies of other primate species, highlighting the importance of comparative studies of problem solving that use comparable methods.

Animal Feed↗