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PubMed1976

Problem-solving in science.

Problem-solving is a characteristic activity of scientists, Theoretical problems are formulated as a consequence of scientists' thirst for knowledge, and their solutions take the form of general propositions, termed hypotheses, which are consistent with, and provide provisionally satisfactory explanations of, empirical observations. Practical problems appear as the result of feedback from the extra-scientific world of everyday life, industry and professional practice. Their solutions provide an improved basis for decision-making in terms of existing options or increase the number of options from which a choice may be made. The categories theoretical and practical are not mutually exclusive: practical problems often generate interesting theoretical problems, and the solution of a theoretical problem may entrain the solution of a host of practical problems. All hypotheses are provisional because it is impossible to establish the truth of a generalization by rigorous deduction from any number of particular instances, though a single instance may suffice to refute it. This asymmetry forms the basis of Popper's analysis of scientific methodology. This analysis, though acceptable in the main, is open to criticism in the following respects; (1) it ignores the contribution to scientific progress made by unplanned perceptions; (2) it ignores the contribution of hypotheses which do not generate testable predictions; (3) it does not do justice to the extra-logical component in knowing (Polanyi's tacit dimension); and (4) its treatment of practical problems in inadequate.

Decision Making↗

PubMed1996

Problem-solving style, stress and psychological illness: development of a multifactorial measure.

Problem-solving style has emerged in the literature as an important variable in the development and maintenance of affective disorders. Furthermore, the literature would suggest that it is related to other variables such as attributional style, achievement motivation and control in the mediation of the stress process. Research has been hampered and somewhat clouded by lack of clarity regarding the nature of the construct. It would appear to be a multidimensional construct, yet a suitable multifactorial measure is not available. The current paper reports on two studies (N = 408 and N = 611 respectively) which produced a 24-item six-factor measure. The factors were labelled helplessness, problem-solving control, creative problem-solving style, problem-solving confidence, avoidance style and approach style. The studies produced evidence that the utility of problem-solving style as an explanatory variable is enhanced when it is treated as a multidimensional construct. The factors appear to be differentially predictive of different affective states and clinical disorders. The data also support the 24-item measure as a useful, reliable and valid measure of problem-solving style.

Adolescent↗

PubMed2000

Treating problem-solving deficits on an acute care psychiatric inpatient unit.

Neuropsychological deficits in problem-solving are commonly found in patients with schizophrenia and severe affective disorders. However, in an acute care setting, treatment efforts do not typically target these deficits, even though they can impede recovery. This study aimed to evaluate the effectiveness of short-term problem-solving remediation in acutely ill psychiatric inpatients. Twenty-eight psychiatric inpatients identified as having a verbal problem-solving deficit received 6 h of either verbal problem-solving remediation or placebo instruction. Before and after treatment a nurse rated the patient's psychiatric status and the patient completed verbal and nonverbal problem-solving tests, and a self-report rating of symptoms and ability to cope with symptoms. Both groups of patients improved on the measure of verbal problem solving, but those receiving problem-solving remediation improved significantly more. Both groups made symptomatic improvement, but the patients receiving problem-solving remediation made significantly more improvement on the measure of coping ability and the nurses rated them as more improved, both psychiatrically and with regard to coping skills. Verbal problem-solving deficits are responsive to short-term remediation in an acute care setting, and treatment effects may generalize to improve ability to cope with psychiatric symptoms.

Acute Disease↗

PubMed1981

Age effects in problem solving in relation to irrelevant information, dimensional preference, and feedback.

Forty middle-aged (M age=41.62 years) and forty elderly (M age= 72.22 years) women solved matrix problems that varied according to levels of irrelevant information and dimensional preferences. One-half of the women within each age group received corrective verbal feedback while solving the problems. Increasing levels of irrelevant information affected processing times and accuracy scores for both age groups, but middle-aged were significantly faster and more accurate than elderly. There was also evidence for the effects of dimensional preferences. On multidimensional matrix problems subjects made more errors by processing only a most preferred rather than only a least-preferred stimulus dimension. Feedback improved matrix performance, although its effects on the accuracy scores of the elderly were attenuated by the presence of less preferred dimensions. The findings were discussed in terms of an age-related, selective-attention deficit.

Adult↗

PubMed1997

Problem solving in clinical nursing practice.

Problem solving in clinical nursing practice is the essence of good care delivery. This paper gives an overview of a research study which identified the cognitive problem solving process nurses use while delivering care. The study was conducted in the clinical setting and used a qualitative research methodology of observation, followed by in-depth semi-structured interview. The analysis of the study revealed diagnostic reasoning is the process used by clinicians. Information regarding the differences between novices and experts is offered as topics for discussion throughout the paper, and recommendations for changes to educational processes are made.

Clinical Competence↗

PubMed1985

Problem solving with families in psychiatric emergencies.

The first phase of the interview with families in psychiatric emergencies assesses the emergency and the family system. This is in preparation for the second phase, problem solving. Problem solving can consist of crisis intervention, social systems brokering, and/or therapy consultation. The authors describe a way of thinking about and intervening in family emergencies that maximizes therapist leverage and effectiveness with highly stressed and difficult families. Case examples are used to illustrate both the utility of the approach and the mistakes the authors made when certain tasks were ignored. The effective practice of emergency psychiatry is enhanced by the flexible use of systems and strategic principles.

Adult↗

PubMedDate not supplied

A qualitative study of problem solving and diabetes control in type 2 diabetes self-management.

PURPOSE: The purpose of this study was to explore and compare diabetes-related problem solving in urban African Americans in good and poor diabetes control. METHODS: Two focus groups were conducted, one with participants in good diabetes control and one with participants in poor control. Based on a theoretical model, focus group interview questions were designed to elicit responses about 3 aspects of diabetes-related problem solving: (1) problem-solving orientation, (2) problem-solving process, and (3) transfer of past experience. Transcripts were analyzed using a qualitative data analysis software program, and expert panel members independently reviewed responses and coding. RESULTS: The primary types of problems with diabetes self-management were similar in the good control and poor control groups. Predominant problem-solving themes in the good control group reflected a positive orientation toward diabetes self-management and problem solving, a rational problem-solving process, and a positive transfer of past experience. In contrast, predominant themes in the poor control group revealed a negative orientation, careless and avoidant problem-solving processes, and negative transfer of past learning to new situations. CONCLUSIONS: The problem-solving model may help identify ineffective problem-solving patterns in persons with poor diabetes control. Empirical studies testing the model are warranted.

Black or African American↗

PubMed1995

Interpersonal problem solving and information processing in schizophrenia.

Cognitive models of interpersonal problem solving have been proposed for, but infrequently tested on, samples of schizophrenia subjects. This study undertook to examine the relationships between the receiving, processing, and sending skills that comprise one model of interpersonal problem solving with information processing and social cue perception. Twenty-six patients with a DSM-III-R diagnosis of schizophrenia or schizoaffective disorder completed measures of interpersonal problem solving, social cue perception, visual vigilance, verbal memory, conceptual flexibility, and psychiatric symptoms. Significant and robust relationships were found between sensitivity to social cues and receiving, processing, and sending skills. Only recognition and recall memory, of the various other information-processing measures, were found to be related to any of the three problem-solving skills. Associations between problem solving and cognitive deficits did not seem to be attributable to psychiatric symptoms. Implications of these findings for understanding and remediating the problem-solving deficits of schizophrenia patients are discussed.

Adult↗

PubMed2006

Performance of subjects with and without severe mental illness on a clinical test of problem solving.

Severe mental illness is associated with impairments in executive functions, such as conceptual reasoning, planning, and strategic thinking all of which impact problem solving. The present study examined the utility of a novel assessment tool for problem solving, the Rapid Assessment of Problem Solving Test (RAPS) in persons with severe mental illness. Subjects were 47 outpatients with severe mental illness and an equal number healthy controls matched for age and gender. Results confirmed all hypotheses with respect to how subjects with severe mental illness would perform on the RAPS. Specifically, the severely mentally ill subjects (1) solved fewer problems on the RAPS, (2) when they did solve problems on the test, they did so far less efficiently than their healthy counterparts, and (3) the two groups differed markedly in the types of questions asked on the RAPS. The healthy control subjects tended to take a systematic, organized, but not always optimal approach to solving problems on the RAPS. The subjects with severe mental illness used some of the problem solving strategies of the healthy controls, but their performance was less consistent and tended to deteriorate when the complexity of the problem solving task increased. This was reflected by a high degree of guessing in lieu of asking constraint questions, particularly if a category-limited question was insufficient to continue the problem solving effort.

Adult↗

PubMed2003

A clinical measure for the assessment of problem solving in brain-injured adults.

Rapid Assessment of Problem Solving (RAPS) is a clinical test of verbal problem-solving skills for brain-injured persons. This modification of F. A. Mosher and J. R. Hornsby's (1966) Twenty Questions Test (20Q) reduces the memory demands of the test for brain-injured clients. This article provides background on the 20Q Test and modifications made for RAPS. It describes RAPS materials, administration, and scoring procedures and reports RAPS results for 70 normal participants. Normal participants solved RAPS problems with an average of 5 questions. Questions were predominantly constraint seeking and focused on semantic categories or features. Normal participants also reflected substantial variability in their performance on RAPS. This appeared to be related to 2 metacognitive abilities associated with problem solving, planning, and shifting set. The performance of 3 chronic traumatically brain injured individuals is also described and compared to the normal sample to illustrate clinical applications of RAPS.

Adult↗

PubMed2006

Development and evaluation of a pictorial-based analogical problem-solving programme for people with traumatic brain injury.

BACKGROUND: People with traumatic brain injury (TBI) must often deal with cognitive problems, including social problem-solving. The study reported herein evaluated the effectiveness of a newly developed pictorial-based analogical problem-solving skills training programme. It is hypothesized that the programme can help people with TBI to learn better problem-solving skills through systematic, theoretically driven learning strategies. METHOD: Based on the instrumental enrichment model and the hierarchy of daily problem-solving as suggested by Holloran and Bressler, analogical problem-solving training software was developed. Thirty subjects with TBI then attended a 20-session interactive analogical problem-solving skills training programme. Another 20 subjects with TBI and of similar demographics formed the control group. The outcome measures included session-based quizzes on analogical problem-solving, the Category Test of the Halstead Reitan Test Battery (HRTB) and the Lawton IADL Scale. FINDINGS: The analogical problem-solving training strategies were found to be effective in improving problem-solving skills. The subjects generally demonstrated a selective improvement in their functional and overall problem-solving skills, but not in their basic problem-solving skills. The subjects in the control group showed stable problem-solving skills over a 4-week interval (no statistically significant changes). The findings indicated the therapeutic significance of the training programme. CONCLUSIONS: The results of the study suggested that innovative cognitive rehabilitation programmes can be customized to match the needs of clients with TBI. The applicability and implications of the interactive pictorial-based analogical problem-solving skill-training programme that was used in the study and possibilities for future study in this research area are also discussed.

Adolescent↗

PubMed2002

Remediation of problem-solving skills in schizophrenia: evidence of a persistent effect.

Neuropsychological deficits in problem solving are commonly found in patients with schizophrenia. We have previously presented the results of a study examining the feasibility of utilizing problem-solving teaching techniques developed within educational psychology, for remediating the problem-solving deficits of inpatients with schizophrenia spectrum disorders. These techniques emphasize the importance of intrinsic motivation on therapeutic outcome and promote this through contextualization, personalization and control of learning activities. We present here the results of the follow-up assessment, which found that the gains made by the problem-solving group persisted for 4 weeks after cessation of problem-solving remediation ended. These results provide more evidence of the therapeutic benefit of problem-solving training techniques that promote intrinsic motivation and generic problem-solving strategies.

Adult↗

PubMed1998

The role of conceptual understanding in children's addition problem solving.

The study examined the relationship between children's conceptual understanding and addition problem-solving procedures. Forty-eight 6- to 8-year-olds solved addition problems and, in a 2nd task, were prompted to judge whether a puppet could use the arithmetic properties of one problem to solve the next problem. Relational properties between consecutive problems were manipulated to reflect aspects of additive composition, commutativity, and associativity principles. Conceptual understanding was assessed by the ability to spontaneously use such relational properties in problem solving (Task 1) and to recognize and explain them when prompted (Task 2). Results revealed that conceptual understanding was related to using order-indifferent, decomposition, and retrieval strategies and speed and accuracy in solving unrelated problems. The importance of conceptual understanding for addition development is discussed.

Association Learning↗

PubMed1991

A qualitative and serial analysis of social problem solving in aggressive boys.

Social problem solving skills in 84 elementary school aged boys were assessed to identify those responses most salient in the prediction of ratings of aggressive and socially withdrawn behavior. Aggressive and socially withdrawn boys did not differ from the control group in the number of effective first solutions generated to the hypothetical stories. The control group generated significantly more effective solutions as second alternatives to the stories than did the aggressive or socially withdrawn boys. In addition, the number of effective second responses generated significantly predicted both aggression and social withdrawal after controlling for verbal problem solving. Results are discussed in terms of differences in cognitive processes as well as implications for treatment.

Aggression↗

PubMed1996

[Computer-assisted education in problem-solving in neurology; a randomized educational study].

OBJECTIVE: To determine the effect of computer-based medical teaching (CBMT) as a supplementary method to teach clinical problem-solving during the clerkship in neurology. DESIGN: Randomized controlled blinded study. SETTING: Academic Medical Centre, Amsterdam, the Netherlands. METHOD: 103 Students were assigned at random to a group with access to CBMT and a control group. CBMT consisted of 20 computer-simulated patients with neurological diseases, and was permanently available during five weeks to students in the CBMT group. The ability to recognize and solve neurological problems was assessed with two free-response tests, scored by two blinded observers. RESULTS: The CBMT students scored significantly better on the test related to the CBMT cases (mean score 7.5 on a zero to 10 point scale; control group 6.2; p < 0.001). There was no significant difference on the control test not related to the problems practised with CBMT. CONCLUSION: CBMT can be an effective method for teaching clinical problem-solving, when used as a supplementary teaching facility during a clinical clerkship. The increased ability to solve problems learned by CBMT had no demonstrable effect on the performance with other neurological problems.

Computer-Assisted Instruction↗

PubMed2003

Research in medical problem solving: a review.

This article is a review of problem-solving models that have been studied in the medical domain. These models seek to describe and evaluate the cognitive processes activated in problem solving in the medical domain and to use this knowledge to further evaluate expert-novice differences. The principle models discussed are the hypothetico-deductive, illness scripts, and the probabilistic. After reviewing these problem-solving models, the reasoning strategies identified in medical problem solving will be discussed. These strategies, forward-backward and broad-narrow, are analyzed as indicators of expert versus novice problem solving in the medical domain. Finally, the methods identified for studying medical problem solving-simulated patients, stimulated recall, think-aloud protocol, and the Pathfinder algorithm-will be discussed.

Animals↗

PubMed2007

Problem solving and diabetes self-management: investigation in a large, multiracial sample.

OBJECTIVE: Problem solving is a core aspect of effective diabetes and chronic illness self-management, yet there are relatively few objective evaluations of problem-solving skills, especially in large, multiracial samples. RESEARCH DESIGN AND METHODS: A multiracial sample of 506 adults who have type 2 diabetes were assessed on a variety of patient characteristics, self-management behaviors, and biological and psychosocial measures. They also completed the Diabetes Problem-Solving Interview (DPSI). RESULTS: DPSI scores revealed significant variability across patients in problem-solving skill and were related to a number of comorbid conditions and complications but not to several other demographic factors, including race/ethnicity. Problem solving was also related to self-management behaviors (eating and exercise patterns), biological variables (A1C and lipids), and psychosocial measures (Diabetes Distress Scale) in multivariable analyses controlling for a variety of potential confounding factors. CONCLUSIONS: Diabetes problem solving, as measured by the DPSI, is an important patient skill related to several key diabetes management variables that appears applicable across racial and ethnic groups. Future research is needed to identify the generality versus specificity of diabetes problem solving and practical interventions to enhance problem-solving skills.

Aged↗

PubMedDate not supplied

Evaluating a measure of everyday problem solving for use in African Americans.

Results from previous research on everyday problem solving involving Caucasians suggests that it may be a useful concept in studying cognitive aging in African Americans. The purpose of this investigation was to examine: (1) the factor structure of an everyday problem solving in a sample of African Americans, (2) the internal consistency of everyday-problem solving in a sample of African Americans, and (3) the relationship of problem solving to demographic factors, physical functioning, and measures of fluid ability. The sample included subjects recruited from Baltimore, MD. The sample consisted of 249 community dwelling African-American adults with a mean age of 67.8 years (SD = 8.47). Variables included the Everyday Problem Solving Test (EPT), gender, age, education, physical functioning, and inductive reasoning. Everyday problem solving as a latent construct was confirmed and the split half reliability was high (.89). As in previous research, inductive reasoning and physical functioning were related to everyday problem solving abilities. We also found that certain domains of the EPT are more influenced by demographic factors than others. Our finding suggest that the Everyday Problems Test is appropriate for use with African American samples.

Adult↗