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PubMed2005

Social cognitive problem-solving in schizophrenia: associations with fluency and verbal memory.

This study assessed the relationship between social functioning and neurocognitive function in individuals with schizophrenia. Social cognitive problem-solving (SCPS) is a significant contributor to social competence and is an aspect of information processing that is involved in the identification and resolution of interpersonal or social problems. We examined 49 schizophrenia patients and 28 healthy controls using the means-ends problem-solving procedure (MEPS) for SCPS, the Rey Auditory Verbal Learning Test (RAVLT), the Wisconsin Card Sorting Test (WCST), and a series of fluency tests for neurocognitive assessment, as well as the Positive and Negative Syndrome Scale (PANSS) and the Global Assessment of Functioning (GAF). Fluency tests can be used to evaluate divergent thinking, and a qualitative analysis was done of the fluency test responses. The results suggest that patients with schizophrenia have a significantly poorer MEPS performance than normal controls. In patients with normal RAVLT scores, MEPS scores were correlated with task-modified responses on the fluency test but not with any of the WCST scores. This suggests that SCPS is related to divergent thinking that requires concept flexibility and/or the conversion of viewpoint in patients with schizophrenia in whom verbal memory function is preserved.

Adult↗

PubMed1999

Global perceptual processing in problem solving: the case of the traveling salesperson.

The traveling salesperson problem (TSP) consists of finding the shortest tour around a set of locations and is an important task in computer science and operations research. In four experiments, the relationship between processes implicated in the recognition of good figures and the identification of TSP solutions was investigated. In Experiment 1, a linear relationship was found between participants' judgments of good figure and the optimality of solutions to TSPs. In Experiment 2, identification performance was shown to be a function of solution optimality and problem orientation. Experiment 3 replicated these findings with a forced-pace method, suggesting that global processing, rather than a local processing strategy involving point-by-point analysis of TSP solutions, is the primary process involved in the derivation of best figures for the presented TSPs. In Experiment 4, the role of global precedence was confirmed using a priming method, in which it was found that short (100 msec) primes facilitated solution identification, relative to no prime or longer primes. Effects of problem type were found in all the experiments, suggesting that local features of some problems may disrupt global processing. The results are discussed in terms of Sanocki's (1993) global-to-local contingency model. We argue that global perceptual processing may contribute more generally to problem solving and that human performance can complement computational TSP methods.

Adult↗

PubMed1992

Clinical problem solving and the biopsychosocial model.

Engel's biopsychosocial model, while unifying the sciences relevant to medicine under general systems theory, is of limited utility in organizing bedside clinical problem solving. The authors consider this issue in light of the structure and goals of the clinical encounter. The biopsychosocial model is a model for organizing the sciences relevant to medicine; however, medical/psychiatric practice poses problems both within and outside the scientific realm. Since the biopsychosocial model cannot account for clinical problems to which the methods of science do not apply, the authors seek to facilitate biopsychosocial problem solving by proposing a clinical decision-making model that complements the biopsychosocial model. Their model directs the clinician's attention to three core aspects of the clinical encounter: problems of knowledge, ethics, and pragmatics. The authors reconsider Engel's case of Mr. Glover to demonstrate the anticipatory emphasis of the model. Other clinical examples are used to demonstrate the difficulties arising from mistaking one kind of aspect of medicine for another. When these three aspects of medicine are respected equally, a biopsychosocial practice is unavoidable.

Decision Making↗

PubMedDate not supplied

Strengthening hospital nursing. How to use problem-solving teams effectively.

Critical to the success of any nursing organization is productivity and healthcare service enhancement. The author discusses one hospital's use of a team-based, problem-solving procedure, which was effectively applied by a team of middle managers from nursing and the laboratory to address the problem of the timely recording of laboratory results onto patient charts. The problem-solving team was able to save the hospital more than $23,000 in labor and materials by following the procedure detailed in the article.

Administrative Personnel↗

PubMed1994

Problem-solving appraisal in suicide ideators and attempters.

The present study expands on previous research proposing a diathesis-stress-hopelessness model of suicidal behavior. The role of problem-solving appraisal within such a conceptual framework and the generalizability of the model across both suicide ideators and attempters are explored. Results support the critical role played by problem-solving appraisal in predicting both hopelessness and suicide ideation.

Adolescent↗

PubMed2002

Problem solving as model refinement: towards a constructivist epistemology.

In recent years the Artificial Intelligence research group at the University of New Mexico have considered several areas of problem solving in interesting and complex domains. These areas have ranged from the low level explorations of a robot tasked to explore, map, and use a new environment to the development of very sophisticated control algorithms for the optimal use of particle beam accelerators. Although the results of our research have been reflected in computer-based problem solvers, such as the robot discovering and mapping out its world, these computational tasks are in many ways similar to expert human performance in similar tasks. In fact, in many important ways our computer-based approach mimics human expert performance in such domains. This paper describes three of these task domains as well as the software algorithms that have achieved competent performances therein. We conclude this paper with some comments on how software models of a domain can elucidate aspects of intellectual performance within that context. Furthermore, we demonstrate how exploratory problem solving along with model refinement algorithms can support a constructivist epistemology.

Artificial Intelligence↗

PubMedDate not supplied

Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability.

This study assessed responsiveness to a 16-week mathematical problem-solving treatment as a function of students' risk for disability. Among 301 third graders, TerraNova scores were used to categorize students as at risk for both reading and mathematics disability (MDR/RDR; 20 control and 12 experimental), at risk for mathematics disability only (MDR-only; 5 and 8), at risk for reading disability only (RDR-only; 12 and 15), or not at risk (NDR; 60 and 69). Interactions among at-risk status, treatment, and time showed that as a function of treatment, MDR/RDR, MDR-only, and RDR-only students improved less than NDR students on computation and labeling, and MDR/RDR students improved less than all other groups on conceptual underpinnings. Exploratory regressions suggested that MDR/RDR students' math deficits or their underlying mechanisms explained a greater proportion of variance in responsiveness to problem-solving treatment than reading deficits or their underlying mechanisms.

Adult↗

PubMed1998

Modern architectures for intelligent systems: reusable ontologies and problem-solving methods.

When interest in intelligent systems for clinical medicine soared in the 1970s, workers in medical informatics became particularly attracted to rule-based systems. Although many successful rule-based applications were constructed, development and maintenance of large rule bases remained quite problematic. In the 1980s, an entire industry dedicated to the marketing of tools for creating rule-based systems rose and fell, as workers in medical informatics began to appreciate deeply why knowledge acquisition and maintenance for such systems are difficult problems. During this time period, investigators began to explore alternative programming abstractions that could be used to develop intelligent systems. The notions of "generic tasks" and of reusable problem-solving methods became extremely influential. By the 1990s, academic centers were experimenting with architectures for intelligent systems based on two classes of reusable components: (1) domain-independent problem-solving methods-standard algorithms for automating stereotypical tasks--and (2) domain ontologies that captured the essential concepts (and relationships among those concepts) in particular application areas. This paper will highlight how intelligent systems for diverse tasks can be efficiently automated using these kinds of building blocks. The creation of domain ontologies and problem-solving methods is the fundamental end product of basic research in medical informatics. Consequently, these concepts need more attention by our scientific community.

Algorithms↗

PubMed1999

Relationship of arithmetic problem solving and reflective-impulsive cognitive styles in third-grade students.

Different individuals approach mathematical problems in a variety of ways, with these different approaches also reflected in over-all cognitive styles. This investigation had two purposes, first, to determine whether good and poor arithmetic problem solvers differ substantially in cognitive style, and second, to determine whether the students, after training in techniques of solving arithmetic problems, improve their performance with no significant change in cognitive style. A total of 98 third graders participated (mean age 8.1 yr.; 50 boys, 48 girls). The Matching Familiar Figure Test was used to classify the students by cognitive style as either Reflective or Impulsive. Students also were given training with different problem-solving exercises for different arithmetic problems. The training program in problem-solving strategies did not improve performance on arithmetic problems for Reflective students; however, Impulsive students' performance did improve after training.

Child↗

PubMedDate not supplied

Effects of guided design and lecture teaching strategies on knowledge recall and on problem-solving performance of student nurses.

The purpose of this study was to compare the effect of guided design and lecture teaching strategies on the clinical problem-solving performance of first quarter student nurses. The guided design treatment (written simulations and small group interaction) was selected especially with a view of developing new approaches to teaching nursing diagnosis. A total of 50 students, enrolled in Fundamentals of Nursing, were randomly assigned to two treatment groups: guided design and lecture. Each group received 10 hours of instruction. Treatment groups remained intact for 6 weeks of clinical practice following instruction. Recall knowledge of the nursing process was measured by an objective examination, and performance in problem solving was measured through the use of a care plan evaluation tool. Data were analyzed using analysis of variance and t-tests. Students taught by guided design scored significantly higher than those taught by lecture in preparing a patient care plan for an actual patient and for a simulated patient. Knowledge of the nursing process as tested by an objective examination was not significantly different for the two treatment groups.

Adult↗

PubMedDate not supplied

Problem solving limitations among cytogenetically expressing fragile X women.

Neurocognitive deficits among fragile X individuals have been reported for both high and low functioning individuals. Recent findings from our research suggest a specific neurocognitive phenotype among fragile X women that is characterized by deficits on tests of frontal lobe functioning. In this paper, we examine in more detail the performance of 10 cytogenetically expressing women and 10 control women on 2 problem solving measures considered sensitive to frontal lobe functions: the Contingency Naming Test and the Tower of Hanoi. The results pertaining to each test suggest that fragile X women, relative to control women, are less able to solve a problem when the difficulty of the problem is increased by requiring simultaneous consideration of additional information. These findings have important implications for remediation strategies designed for affected fragile X individuals.

Adolescent↗

PubMedDate not supplied

Enhancing decision-making effectiveness in problem-solving teams.

Active participation by all group members as well as the generation, presentation, and critical evaluation of a wide range of perspectives and alternatives are hallmarks of effective problem-solving teams. Diverse groups with an odd number of participants (five to seven members are generally best) are manageable and provide an adequate range of perspectives and alternatives. Several problems limit the effectiveness of problem-solving teams. Dysfunctional concurrence or "groupthink" occurs when concurrence seeking in cohesive groups overrides the realistic appraisal of alternative courses of action. Managers initially should withhold their own opinions, assign members the role of critical evaluators, and bring in people from outside the initial group to minimize this problem. Domination by a select few is also a problem because it can squelch the presentation of diverse opinions. Brainstorming and nominal group technique can mitigate this problem. In nominal group technique, a manager guides the group through steps involving brainstorming, recording, and voting on the merits of various alternatives before open discussion is allowed. Decision-making dropouts are group members who withdraw from active participation in the group. Managers can reduce this problem by emphasizing the importance of active participation and by monitoring performance.

Decision Making, Organizational↗

PubMedDate not supplied

Resource exchange theory: a problem-solving tool.

In the creation and operation of work environments, problem solving can be more effective with some theories or models than with others. In this article, the author describes a theory that he has found to be especially useful for his management responsibilities. The Resource Exchange Theory, he says, engenders a unique view of power that is useful in managing a reward system, negotiating, managing conflict, and empowering people.

Communication↗

PubMed1990

Teaching nutrition to medical students: a community-based problem-solving approach.

This paper presents a community-based problem-solving educational programme which aims at teaching medical and other health science students the importance of nutrition and its application. Through community surveys students assess the nutritional status of children under five using different anthropometric methods. They understand the cultural beliefs and customs related to food fads and the reasons for them. They also acquire the skill to educate the community using the information gathered. They use epidemiological methods such as case control study to find associations between malnutrition and other causative factors. Feedback from students has been positive and evaluation of students' knowledge before and after the programme has shown significant improvement.

Community Medicine↗

PubMed1996

Children's analogical problem solving: the effects of superficial, structural, and procedural similarity.

Two experiments with children between 5 and 8 years of age were designed to determine the effects of different types of similarity on analogical problem solving and to explore the cognitive components responsible for these effects. Three dimensions of similarity shared by the source and target problems were manipulated, and children's problem-solving performance was assessed with multiple measures. The results indicate that superficial and structural similarity facilitated the process of drawing analogies. More importantly, the present research demonstrated that procedural similarity influenced the process of applying analogues. The results also indicate that children as young as 5 and 6 years of age are capable of detecting and utilizing similarities in superficial features, structural relations, and procedural operations. Theoretical implications are discussed.

Child↗

PubMed2005

Problem solving deteriorates following mood challenge in formerly depressed patients with a history of suicidal ideation.

The authors divided 34 participants who had a history of depression into 2 groups, those having previous suicidal ideation or behavior (n=19) and those having no such symptoms (n=15), then compared the 2 groups with a group of participants who had no history of depression (n=22). Assessment of interpersonal problem-solving performance using the Means-Ends Problem-Solving (MEPS) task before and after a mood-induction procedure showed that only those formerly depressed people with a history of suicidal ideation shifted in MEPS performance, producing significantly less effective problem solutions following mood challenge, consistent with a differential activation account of vulnerability for recurrence of suicidal ideation and behavior. The deterioration in effectiveness following mood challenge was moderated by lack of specificity in autobiographical memory.

Adult↗

PubMed1987

Interpersonal problem-solving deficits in self-poisoning patients.

Self-poisoning patients (n = 40) were compared with psychiatric patients (n = 40) and nonpatient controls (n = 20) on measures of interpersonal problem-solving skills and locus of control in an effort to determine the importance of these cognitive and personality variables in self-poisoning behavior. The psychiatric and self-poisoning groups showed deficits on measures assessing interpersonal problem solving when compared with nonpatient controls. The self-poisoning group performed below the level of the psychiatric patients on all except one test, on which they performed at the level of the psychiatric group. Locus of control did not differentiate self-poisoning patients from nonpatient controls, and it was concluded that this variable is not an important factor in self-poisoning behavior.

Adolescent↗

PubMed2006

Evaluation of the Clinical Assessment project: a computer-based multimedia tool to assess problem-solving ability in medical students.

OBJECTIVE: The purpose of this work was to describe Clinical Assessment, a computer-based multimedia patient simulation used to assess the problem-solving abilities of medical students and to evaluate its capacity to guide the assignment of course grade. METHODS: This was a multisite reviewer-blinded comparison of course grades, National Board of Medical Examiners pediatric examination score, and Clinical Assessment scores at 3 pediatric clerkship sites of the Harvard Medical School. Participants included 470 students completing their pediatric clerkships. Each student's performance on < or = 4 Clinical Assessment patient case simulations was compared with National Board of Medical Examiners pediatric examination scores and course grades assigned by clerkship directors based on overall ward performance. RESULTS: Data from both the National Board of Medical Examiners pediatric "shelf" examination and the course grade were available for 411 students who completed > or = 1 Clinical Assessment case. There was a strong correlation between Clinical Assessment score and course grade when comparing students receiving honors versus satisfactory category course grades. Students who ordered more expensive or greater numbers of laboratory tests did not achieve greater diagnostic accuracy on Clinical Assessment. Clinical Assessment had a high positive predictive value for course grade: 95% of students scoring > or = 90% on Clinical Assessment achieved an honors category course grade. CONCLUSIONS: Because nearly all of the students who scored very well on Clinical Assessment received honors category course grades, future high scorers on this examination merit consideration for assigning a high course grade. A computer-based multimedia patient simulation assessment tool provides objective information that can complement a student's National Board of Medical Examiners score and course grade and may assist in evaluating clinical problem-solving ability.

Clinical Competence↗