SEARCH · PubMed Health

Results for “Problem Solving”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 631 records · Page 35Linked to original sources

PubMed2002

Apraxia, mechanical problem solving and semantic knowledge: contributions to object usage in corticobasal degeneration.

To investigate the nature of the apraxia in corticobasal degeneration (CBD) five patients with CBD and five matched controls were compared on tests of: i) meaningless and symbolic gesture production, ii) a battery of semantic tasks based on 20 everyday items (involving naming and picture-picture matching according to semantic attributes, matching gestures-to-objects, object usage from name and with the real object) and iii) a novel tool test of mechanical problem solving. All five patients showed severe impairment in the production of meaningless and symbolic gestures from command, and by imitation, and were also impaired when using real objects. Deficits were not, however, restricted to action production: four were unable to match gestures to objects and all five showed impairment in the selection and usage of novel tools in the mechanical problem solving task. Surprising was the finding of an additional semantic knowledge breakdown in three cases, two of whom were markedly anomic. The apraxia in CBD is, therefore, multifactorial. There is profound breakdown in the organisation and co-ordination of motor programming. In addition, patients show central deficits in action knowledge and mechanical problem solving, which has been linked to parietal lobe pathology. General semantic memory may also be affected in CBD in some cases and this may then contribute to impaired object usage. This combination of more than one deficit relevant for object use may explain why CBD patients are far more disabled by their dyspraxia in everyday life than any other patient group.

Aged↗

PubMed1983

Social problem solving training: a follow-up study of cognitive and behavioral effects.

The long term effects of Spivack and Shures' social problem-solving training were assessed and compared to an attention-placebo control. Thirty-seven preschool age children were involved in this year's long intervention project and six month follow-up. All subjects received 46 sessions of intervention by specially trained assistants. Support was found for the cognitive effectiveness of social problem-solving training with aberrant children at post test in that they gained significantly in their ability to generate alternative solutions to interpersonal problems. This differential effect was not sustained at follow-up. Blind teacher ratings of behavioral adjustment and independent observers' ratings of behavior (using a naturalistic observation scale developed for this study) revealed no significant behavioral training effects at post test or at follow-up. Findings are discussed with the suggestion that behavior change in young children may not be mediated through a strictly cognitive intervention, and may more logically require an integration of behavioral and cognitive techniques.

Behavior Therapy↗

PubMed1990

Development and evaluation of patient-oriented problem-solving materials in pharmacology.

Faculty from six eastern health science schools, from Florida to Nova Scotia, developed a new series of group-learning units during 1983 and 1984 using a recently developed patient-oriented problem-solving approach. The purpose of the units was to teach problem solving by applying the concepts and principles of pharmacology to therapeutic problems, and to find ways to engage students actively in their learning of this material. The development team envisioned that these goals would be met by means of well-crafted teaching units that could be evaluated and, if acceptable, used by academic pharmacologists in their teaching. The units were developed, edited, reviewed by experts, and field-tested with students at the authors' schools; editing and publication were done by the study's sponsor, the Upjohn Company. The results of the field trials (which indicated no need for revisions of the units) showed that the units were well crafted and that the students had higher scores on tests of their knowledge of pharmacology after they had used the units.

Pharmacology↗

PubMedDate not supplied

A new paradigm for explaining and linking knowledge in diagnostic problem solving.

Medical expert systems frequently use causal models to capture knowledge and diagnostic-problem-solving expertise. A significant obstacle confronting these systems is providing informative explanations without prohibitive computational expense. The explanations should allow the user to understand the decisions of the expert system and obtain additional details when needed. A new method, called HyperExplain, has been devised to flexibly link explanations with conclusions generated by a causal reasoning system. This approach creates a patient specific explanatory (PSE) model for the medical expert system that provides decision support from a variety of perspectives. A key feature of this method is the ability to alter the focus of explanations depending upon the problem-solving context and patient manifestations. The method has been implemented in a program that provides diagnostic assistance to physicians in the domain of neurophysiology.

Artificial Intelligence↗

PubMed1997

Coping and problem solving of self-mutilators.

People who self-mutilate have been hypothesized to have deficient skills in coping and problem-solving that leave them vulnerable to the adoption of self-mutilation as a coping strategy. This hypothesis was tested using male incarcerated self-mutilators with comparisons being made with non-multilating, prisoner, and non-prisoner control groups. Examination of the inherent resources which enable an individual to effectively cope with stress demonstrated a depressed score for self-mutilators on the scale measuring self-worth and optimism about life. Assessment of the strategies used to cope with real problems demonstrated that self-mutilators engage in more problem avoidance behaviors. Self-mutilators also recorded less perceived control over problem-solving options. The results are discussed in terms of the effectiveness of self-mutilation as a coping strategy and the need to adopt a multidimensional approach to the investigation of coping.

Adaptation, Psychological↗

PubMed2002

Achievement in chemistry problem-solving as a function of the mobility-fixity dimension.

The present studies explored the relation between students' achievement in chemistry problem-solving and the Mobility-Fixity dimension. Fixity characterizes consistency of function of field-independent subjects in a field-independent fashion, while Mobility provides for variation according to circumstances. The effect of this cognitive variable was examined as a function of the type and the complexity of the problem. Two kinds of problems were used, chemical equilibrium problems with varying mental demand and logical structure, and organic synthesis problems with varying mental demand. The subjects had to carry out different mental tasks, such as manipulation of logical schemata, applying algorithmic procedures, solving nonalgorithmic problems. In all cases, Mobile subjects demonstrated higher achievement than Fixed subjects. The results of this study support the hypothesis that the Mobility-Fixity dimension can serve as a predictor variable of students' performance on chemistry problem-solving.

Adolescent↗

PubMed1989

Problem solving and strategy production in mentally retarded persons.

Three decades of research purportedly show that mentally retarded persons neither spontaneously produce nor generalize problem-solving strategies. These observations are often attributed to deficiencies in superordinate skills and knowledge that control or influence the use of problem-solving strategies. This review shows that mentally retarded persons are often strategic when comprehension of the task requirements is ensured, and that generalization can be obtained when instructional experience with multiple task exemplars is given. Superordinate, representational, and nonvolitional factors are implicated in the production and generalization of strategies by mentally retarded persons.

Concept Formation↗

PubMed1975

The effects of warm-up activities on small group divergent problem-solving with young children.

This study investigated the effects of warm-up activities on divergent production by young children in small group problem-solving settings, hypothesizing that game-like activities designed to develop a psychological set for creative thinking previous to group problem-solving will actually facilitate idea production. One hundred five first-grade children were randomly assigned to four conditions with number and sex equated: three differing warm-up treatments (two task-related and one not) and one condition of no warm-up for 20 minutes previous to a small group administration of an activity from the Torrance Tests of Creative Thinking. Scores obtained for fluency, flexibility, and originality showed significant treatment effects on originality, with flexibility approaching significance, for the two task-related warm-up treatments. It was concluded that these types of activities positively influence a psychological set for divergent production.

Acting Out↗

PubMed1985

Problem solving in undergraduate medical students.

In recent years the systematic development of the skill of clinical reasoning has come to assume a high priority as an explicit aim of medical education. Clinical reasoning, it is contended, is the application of general reasoning and problem-solving skills to the specific knowledge base of medicine. The results presented in this paper constitute a preliminary study designed to investigate the ability of first-year medical undergraduates to solve abstract problems using a simple nonmedical knowledge base. Further studies are being carried out and will continue to extend this into the specific medical knowledge base area. The potential implications for medical education and the development of clinical reasoning are discussed.

Clinical Competence↗

PubMed2002

Improving the skills of health professionals in engaging patients in diabetes-related problem solving.

INTRODUCTION: Despite instruction, many patients do not employ diabetes-related self-management skills recommended by health professionals. One problem suggested by research is that many health professionals do not often use teaching and counseling skills widely considered to be effective. Among these are specific skills that help health professionals conduct adherence-related assessments, brainstorm workable solutions to obstacles, collaborate during long-term follow-up, and provide effective direct instruction. METHODS: "Effective Patient Teaching and Problem Solving" was developed and taught in a block of 24 hours over 3 days to groups of health professionals. Course content emphasized 13 operationally defined skills in four major categories: (A) assessment, (B) brainstorming, (C) collaboration, and (D) direct instruction skills. To evaluate participants' (n = 33) use of the various skills, a standardized patient teaching exercise was videotaped at both the beginning and end of the course. RESULTS: Total mean scores increased significantly (t = 7.7, p < .001) from 1.8 to 2.5 on a scale that ranged from 1 to 5. Skills improved in all four major categories (p < .003). The length of teaching sessions did not change, lasting 13.2 minutes before the course and 13.6 minutes after the intervention. DISCUSSION: Health professionals play a crucial role in patient education but rarely receive training in effective teaching and counseling techniques. The "Effective Patient Teaching and Problem Solving" course improved several kinds of important skills. As standards of diabetes care for improved glycemic control become more widespread, and as health providers attempt not just to teach but also to help patients overcome considerable obstacles to consistent diabetes self-management, a premium will be placed on the ability of health professionals to counsel efficiently and effectively.

Diabetes Mellitus↗

PubMed1998

Problem-solving in relation to abuse by a partner.

The present study investigated the usefulness of the construct of abuse-related problem-solving in relation to the reported experience of abuse by a partner in both clinical and nonclinical samples of women. Data were collected from a clinical sample of 101 women who were receiving treatment at a domestic violence shelter and from a nonclinical sample of 635 female undergraduates attending a medium-sized university. Analysis indicated that women in both samples who possessed good abuse-related problem-solving ability reported experiencing less abuse from their partners. The usefulness of this construct as well as its limitations were noted.

Adaptation, Psychological↗

PubMed1979

Teaching clinical problem solving in preclinical occlusion courses.

The teaching of the basic principles and concepts of occlusion can be enhanced. Preclinical occlusion courses are made relevant to the clinical experience by introducing clinically related problem-solving exercises. These exercises develop a student's clinical problem-solving skill and create an excitement for active learning in the preclinical laboratory. Examples of these exercises are presented.

Clinical Competence↗

PubMed1990

Cognitive-behavioural problem solving in the treatment of patients who repeatedly attempt suicide. A controlled trial.

In a controlled trial, 20 patients at high risk of repeated suicide attempts were randomly allocated to either cognitive-behavioural problem solving or a 'treatment-as-usual' control condition. The group practising problem solving improved significantly more than controls on ratings of depression, hopelessness, suicidal ideation and target problems at the end of treatment and at follow-up of up to one year, and there was evidence of an effect on the rates of repetition over the six months after treatment.

Adolescent↗

PubMed1977

Interpersonal problem solving: a theoretical perspective and methodology for the evaluation of residency education and its' relationship to health care processes and outcomes.

The study conceptualizes and implements an interaction model of interpersonal problem solving in the clinical milieu. This method of representing the interpersonal problem solving process and its relation to patient adherence is shown as an important tool for the evaluation of residency programs.

Evaluation Studies as Topic↗

PubMed1985

Recidivism, perceived problem-solving abilities, MMPI characteristics, and violence: a study of black and white incarcerated male adult offenders.

This study examined recidivism, perceived problem-solving abilities, type of offense, and personality characteristics in an incarcerated male population. Twenty black males and 32 white males were selected systematically from inmate populations. The MMPI, its special scales, and the PSI scales were analyzed; F, L, Re, and Do scales reported significant results. Recidivists scored significantly higher than nonrecidivists on the impulsive scale of the Problem Solving Inventory. Black recidivists generated significantly higher scores on the F scale than did black or white nonrecidivists. The Pd scale reported a significant main effect for type of offense (p less than .05). Offenders incarcerated for violent crimes scored higher on the Pd scale than the nonviolent criminals. This research study demonstrated the utility of the MMPI and the PSI in discriminating between nonviolent and violent criminals.

Adult↗

PubMed1996

The effects of schema-based instruction on the mathematical word-problem-solving performance of students with learning disabilities.

This study examined the effects of a schema-based direct instruction strategy on the word-problem-solving performance of three third- and fourth-grade students (2 girls, 1 boy) with learning disabilities. An adapted multiple-probe-across-students design was used. Results indicated that the intervention was successful in increasing the percentage of correct solutions to word problems for all 3 students. In addition, maintenance of word-problem solving was seen 2 to 3 weeks after the study. Student interviews indicated that the strategy was beneficial. Further research with different students and problem types (e.g., multistep) and an investigation of the long-term effects of the strategy and its use in novel settings appear warranted.

Achievement↗

PubMed1983

Self-regulation and external reinforcement in problem-solving strategies of black adolescents.

Examined the relationships among self-regulatory behaviors, perceptions of social reinforcement from significant persons, and the problem-solving performance of black adolescents (N = 33). The components of self-regulatory processes--self-reinforcement, self-evaluation and self-monitoring--were interrelated highly. Ss' perception of neither positive nor negative social reinforcement was related significantly to problem-solving performance. Discussion centered around the effects of self-responsibility and affective factors in the achievement orientation of minority children.

Achievement↗

PubMed1989

Performance deficits on tests of problem solving in alcoholics: cognitive or motivational impairment?

This study tests the hypothesis that the performance deficits of alcoholics on tests of problem-solving abilities are due to impairment in motivation. The Conceptual Level Analogy Test and the Levine Hypothesis Test were administered to 40 sober middle-aged male alcoholic and 30 nonalcoholic individuals in a 2 x 2 [Group (alcoholic, nonalcoholic) by Monetary Incentive (incentive, no incentive)] between-subjects covariance design. The motivational manipulation was a performance-contingent monetary incentive. On the Levine test alcoholics performed less well than nonalcoholics but there were no incentive effects. On the analogy test, surprisingly, alcoholics did not differ from nonalcoholics in performance (probably due to the feedback necessitated by use of a performance-contingent incentive) although incentive effects were found across groups. However, there were no significant Group by Incentive interactions on either test or on self-report questionnaires of subjective states (e.g., effort expended) experienced during the tests. Thus, no evidence was found to support the impaired motivation hypothesis. The cognitive hypothesis remains as the most credible hypothesis to account for the performance deficits of alcoholics on tests of problem-solving ability.

Adult↗