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PubMed2001

Solving problems with group work in problem-based learning: hold on to the philosophy.

INTRODUCTION: Problem-based learning (PBL) has gained a foothold within many schools in higher education as a response to the problems faced within traditional education. DISCUSSION: Working with PBL tutorial groups is assumed to have positive effects on student learning. Several studies provide empirical evidence that PBL stimulates cognitive effects and leads to restructuring of knowledge and enhanced intrinsic interest in the subject matter. However, staff members do not always experience the positive effects of group work which they had hoped for. When confronted with problems in group work, such as students who only maintain an appearance of being actively involved and students who let others do the work, teachers all too often implement solutions which can be characterized as teacher- directed rather than student-directed. Teachers tend to choose solutions which are familiar from their own experience during professional training, i.e. using the teacher-directed model. These solutions are not effective in improving group work and the negative experiences persist. CONCLUSION: It is argued that teachers should hold on to the underlying educational philosophy when solving problems arising from group work in PBL, by choosing actions which are consistent with the student-directed view of education in PBL.

Cognition↗
PubMed1997

Aging and decision making: driving-related problem solving.

We examined age-related effects on decision making in a task environment familiar to most younger and older adults. Participants made route-selection decisions in real time. Participants received information about traffic density and expected speed limits of main and alternative routes, from which they determined the optimality of their present route versus alternative routes. The experiment evaluated the effects of information type, amount of congestion, alternative route speed limit, and age on speed and quality of decision making. Measures of optimal route selection revealed main effects of alternative route speed limit, congestion level, and message type, but there was not a main effect of age, and age did not interact with any variable. In terms of decision speed (but not quality of decision making), older participants were slower, and age interacted with alternative route speed and with message type. The data are interpreted in relation to previous data examining everyday problem solving and aging.

Adolescent↗
PubMedDate not supplied

[Age and analytic-synthetic activity of school-children solving problems with an elementary pattern].

Schoolchildren of 1--10-th grades solved the tasks with one and the same elementary scheme, in which the appearance of the given signal followed one action out of 14 possible ones. When the task was presented in the form of buttons and lamps its solution did not improve with age. Moreover, 4--5-th grades' pupils solved it quicker than the senior ones. When the scheme consisted of symbols the task was solved better with age. Junior schoolchildren solved it much slower than that with buttons and lamps. This difference diminished with age, and senior pupils solved both types of tasks equally. The obtained data result from formation in the ontogenesis of abstract-logic connections with different degree of generalization, reflecting the relations between the stimuli in the experimental environment.

Adolescent↗
PubMed1996

[Pericarditis in chronic inflammatory bowel disease: underlying disease or side effects of therapy? Clinical problem solving].

Pericarditis and myocarditis are rare extraintestinal manifestations of chronic inflammatory bowel disease (ulcerative colitis and Crohn's disease). Pericarditis as a side effect induced by sulfasalazine or 5-aminosalicylic acid, drugs used in the therapy of these diseases, was first described only 7 years ago. In older case reports the relationship between the use of these drugs and pericarditis is unclear. We analyze the reported cases of 68 patients (38 men, 24 women) with ulcerative colitis (n = 45) or Crohn's disease (n = 15) who had one or more episodes of pericarditis or myopericarditis. Pericarditis was not associated with high activity of bowel disease in all cases. In most cases therapy with corticosteroids led to uneventful recovery. In drug induced pericarditis omission of the 5-ASA therapy was sufficient in a few cases. There was one fatal case (with myocarditis). The decision whether pericarditis is a symptom of the underlying disease or a side effect of the drug used for the treatment of the disease is not always easy. We present an analysis (clinical problem solving) of a pertinent observation in a patient with Crohn's disease and pericarditis, showing the dilemma of pericarditis in chronic inflammatory bowel disease and its therapy.

Adult↗
PubMed1989

Attitudes, knowledge, and problem-solving approach of Michigan dietitians about aging.

Dietitians' attitudes and knowledge about aging are important because of the potential influence on quality and quantity of nutrition services provided to older adults. Four instruments were used to survey active members of The American Dietetic Association (ADA) in Michigan. The survey was mailed to 1,408 dietitians; 738 responded (52.4%). The responding dietitians were predominantly under 40, well educated, and female, which was consistent with the 1986 national census of ADA members. The results indicated that dietitians hold positive attitudes toward older adults in most areas. An exception was that a majority of the dietitians perceived older adults as resistant to treatment. Although dietitians' knowledge about aging generally was adequate, the questionnaire revealed that dietitians lacked knowledge in the areas of economic and health status; dietitians answered that older adults have a lower income and are sicker and more institutionalized than is in fact true. These are critical areas of deficiency in knowledge by dietitians, since food and nutrition issues often involve money and health. In the problem-solving section of the study, the dietitians usually focused on one specific environment or area of concern. Neither the full range of all possible environments for older adults nor the diversity of older adults' needs was usually considered. Continuing education as well as comprehensive undergraduate courses on aging would have a positive influence on Michigan dietitians' attitudes and knowledge about aging.

Adult↗
PubMedDate not supplied

The effects of age and environmental familiarity on adults' spatial problem-solving performance: evidence of a hometown advantage.

A coordination of perspectives problem was presented to young, middle-aged, and elderly adults in two spatial settings. In a novel spatial array, elderly adults were less accurate than the other groups under both perspective-taking and mental rotation instructions, and mental rotation was more difficult than perspective-taking for the elderly adults. In contrast, there were no differences between age groups or between perspective-taking and mental rotation when the problem was presented using locations in the subjects' hometown. An explanation based on working memory demands was suggested for these results.

Adult↗
PubMed1983

Improving coping skills of emotionally disturbed boys through television-based social problem solving.

Ten specially selected videotapes, showing children involved in working through problem situations, were shown twice a week for five weeks to boys in special education classes at a residential treatment center, and were followed by discussions led by teachers and aides. Multiple overlapping control groups were used in a pretest, posttest, follow-up design. Results indicated clear gains in emotional control, personality functioning, and prosocial behavior and, at a two-month follow-up, gains in self-reliant learning by boys subject to the experimental condition.

Adolescent↗
PubMed1994

The nature and processes of preverbal learning: implications from nine-month-old infants' discrimination problem solving.

Nine-month-old infants' performance on discrimination-learning problems was investigated in four experiments using the synchronous reinforcement paradigm. These experiments were organized around basic theoretical postulates concerning the relation between attention and learning. In each of the experiments, infants were trained to respond differentially to a particular stimulus feature, with the goal of establishing whether they could learn to respond to a particular stimulus feature under conditions where other stimulus dimensions were present and varying. In the first experiment, 48 infants were trained to fixate visually on a particular feature in a pair of stimuli that varied in color, form, and position dimensions. Contingencies for responding were then shifted either within a dimension (reversal shift) or across dimensions (nonreversal shift). Infants learned to respond to the reinforced feature during initial training; moreover, infants assigned to a reversal shift condition showed a higher level of transfer of learning during the test phase than those assigned to a nonreversal shift condition. The second experiment extended the results of Experiment 1 by testing 48 additional infants under conditions in which the number of varying irrelevant dimensions was increased during the shift phase. Although the difficulty added to this task by this manipulation made transfer more difficult for all infants, results again indicated that transfer of learning was more evident for infants in a reversal shift than a nonreversal shift condition. In the third experiment, 64 infants were trained in a similar manner, except that completely new values were substituted during shift phases on the color and form dimensions. This manipulation was meant to probe whether infants were formulating a dimension response from previous training and to test the predictions of such dimension processing for transfer of learning to a functionally new problem. Infants were reinforced for fixating on a new feature either within the same dimension as during training (intradimension shift) or within the dimension that was not originally trained (extradimension shift). Transfer of learning was clearly superior in the intradimension shift condition. The findings of the first three experiments suggested that, during discrimination-learning problems, infants selected and tested individual stimulus features and dimensions from an array of potential solutions to the problem until discovering the one that was consistently associated with reinforcement.(ABSTRACT TRUNCATED AT 400 WORDS)

Adult↗