Log in

Relevant bibliographies by topics / Problem-Finding and Problem-Solving Perspective / Journal articles

To see the other types of publications on this topic, follow the link: Problem-Finding and Problem-Solving Perspective.

Journal articles on the topic 'Problem-Finding and Problem-Solving Perspective'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Problem-Finding and Problem-Solving Perspective.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Penn, David L., Will Spaulding, and Debra A. Hope. "Problem Solving from Different Perspectives: An Investigation of Instructional Context on Social Problem-Solving Ability." Journal of Cognitive Psychotherapy 7, no. 1 (1993): 49–61. http://dx.doi.org/10.1891/0889-8391.7.1.49.

Full text

Abstract:

The Means-Ends Problem Solving task (MEPS) was used to assess the effect of instructional set on means-ends thinking. Half of the vignettes were presented from the perspective of a hypothetical individual and half from the subjects’ own personal perspective. Results showed that subjects instructed to respond from the perspective of the hypothetical other produced less socially appropriate responses when their own perspective was presented first. When the order of instructed perspective was reversed (i.e., hypothetical other first), no differences in response quality or quantity were found. This finding supports the use of the MEPS in its traditional form. Results from a second task (alternative solution generation), designed to assess the effect of priming across different social problem solving-tasks, revealed a facilitative priming effect. Individuals generated more solutions to a problem situation when the previous MEPS vignettes had been in the instructed perspective order of Other-Self. Implications of the study’s findings for a two-stage model of problem solving and clinical assessment are discussed.

APA, Harvard, Vancouver, ISO, and other styles

2

Bardwell, Lisa V. "Problem-Framing: A perspective on environmental problem-solving." Environmental Management 15, no. 5 (1991): 603–12. http://dx.doi.org/10.1007/bf02589620.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Minton, Steven, Jaime G. Carbonell, Craig A. Knoblock, Daniel R. Kuokka, Oren Etzioni, and Yolanda Gil. "Explanation-based learning:A problem solving perspective." Artificial Intelligence 40, no. 1-3 (1989): 63–118. http://dx.doi.org/10.1016/0004-3702(89)90047-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Buschman, Larry. "Teaching Problem Solving in Mathematics." Teaching Children Mathematics 10, no. 6 (2004): 302–9. http://dx.doi.org/10.5951/tcm.10.6.0302.

Full text

Abstract:

Teachers face many challenges when attempting to teach problem solving to young children. This article examines these challenges from a classroom teacher's perspective and suggests ways to facilitate reform in mathematics instruction.

APA, Harvard, Vancouver, ISO, and other styles

5

Roth, Wolff-Michael, and Michelle K. McGinn. "Toward a New Perspective on Problem Solving." Canadian Journal of Education / Revue canadienne de l'éducation 22, no. 1 (1997): 18. http://dx.doi.org/10.2307/1585809.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Parrish, Donna L., Martha E. Mather, and Roy A. Stein. "Problem-solving Research for Management: A Perspective." Fisheries 20, no. 10 (1995): 6–12. http://dx.doi.org/10.1577/1548-8446(1995)020<0006:prfmap>2.0.co;2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Kannel, William B. "An Epidemiological Perspective in Hypertension Problem Solving." Cardiology 85, no. 1 (1994): 71–77. http://dx.doi.org/10.1159/000176763.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Cerveny, Robert P., Edward J. Garrity, and G. Lawrence Sanders. "A Problem-Solving Perspective on Systems Development." Journal of Management Information Systems 6, no. 4 (1990): 103–22. http://dx.doi.org/10.1080/07421222.1990.11517874.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Mišurac, Irena, and Maja Cindrić. "Preservice Teacher Perspective on Problem Solving Tasks." Magistra Iadertina 12, no. 2 (2018): 161–78. http://dx.doi.org/10.15291/magistra.1495.

Full text

Abstract:

There is a strong link between teaching activities in teaching mathematics and students’ outcomes. Activities that teachers and students conduct in mathematics are encouraged to specific mathematical competence of students. In the present research, we wanted to establish to what extent the Croatian class teachers know the guidelines of teaching mathematics and their awareness of the importance of performing activities that encourage contemporary mathematical processes. The goal of the research was to establish which activities teachers carry out when teaching mathematics in order to foresee the competences to be developed in their pupils. We have done our research on a sample questionnaire of 400 class teachers that teach mathematics 4 classes a week. To determine which activities were conducted by teachers with students in class mathematics and how often, we defined 26 activities for teachers to determine the intensity of their use on the Likert scale from 1 (never) to 5 (almost always). We selected 15 activities typical of modern teaching of mathematics and 11 activities typical of traditional teaching, which we offered in mixed order in the survey.   In like manner, we worked out 26 competences (15 competences emphasized by contemporary teaching of mathematics and 11 emphasized on traditional teaching), while teachers marked the number of competences they considered to be important for pupils.   In order to test the theoretical assumption on the difference in access to teachers who work in a modern or traditional way, we conducted a process of factor analysis. The factor analysis clearly distinguished the two groups of activities and two groups of competences, and as expected the way to the variables that saturate the first factor consists of contemporary activities/competences and variables that saturate the second factor consists of traditional activities/competences. This confirms our theoretical setting of modern and traditional approach to teaching mathematics.  We noticed that most teachers carried out traditional activities more frequently than the contemporary ones, but that most of them evaluated contemporary competences with better scores than traditional ones.

APA, Harvard, Vancouver, ISO, and other styles

10

Chiappetta, Michael F. "Police and problem solving: A systemic perspective." Journal of Police and Criminal Psychology 9, no. 2 (1993): 37–41. http://dx.doi.org/10.1007/bf02806661.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Jablokow, K. W., A. G. Jablokow, and C. T. Seasock. "IT leadership from a problem solving perspective." Information Technology and Management 11, no. 3 (2010): 107–22. http://dx.doi.org/10.1007/s10799-010-0071-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

D’Ambrosio, Ubiratan. "Problem solving: a personal perspective from Brazil." ZDM 39, no. 5-6 (2007): 515–21. http://dx.doi.org/10.1007/s11858-007-0039-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Hori, Masahiro, Yuichi Nakamura, and Toshiyuki Hama. "Configuring problem-solving methods: a CAKE perspective." Knowledge Acquisition 6, no. 4 (1994): 461–87. http://dx.doi.org/10.1006/knac.1994.1021.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Lubis, Ali Musa. "KONSELING ISLAMI DAN PROBLEM SOLVING." Ri'ayah: Jurnal Sosial dan Keagamaan 1, no. 02 (2016): 110. http://dx.doi.org/10.32332/riayah.v1i02.97.

Full text

Abstract:

Human always face many kinds of problem in their life. Some problems can solve easily, the others are difficult to solve and its causes mental disorders. As a khalifatullah in al-ardl, human has given potency to face the problems in their life. In Islamic counseling study, problem solving is the part of study that may help to answer the problem faced by human. The main study of this paper is related to strategies steps of problem solving in Islamic counseling perspective.

APA, Harvard, Vancouver, ISO, and other styles

15

Kuzle, Ana. "Problem solving as an instructional method: The use of open problems in technology problem solving instruction." Lumat: International Journal of Math, Science and Technology Education 3, no. 1 (2015): 69–86. http://dx.doi.org/10.31129/lumat.v3i1.1052.

Full text

Abstract:

Problem solving is not only an instructional goal, but also an instructional method. As an instructional method it can be used to build new mathematical knowledge, to solve problems that arise in mathematics and in other contexts, to apply and adapt a variety of problem-solving strategies, and to monitor and reflect on the mathematical problem-solving processes. However, depicting complexity of thinking and learning processes in such environments offers challenges to researchers. A possible solution may be through multiple perspective. On one exemplary problem this instructional method will be demonstrated in a technological context including then behaviors, dispositions and knowledge observed as a result of problem solving investigations in a technological context. These are discussed from three different perspectives – students’, lecturer’s and researcher’s offering a rich portrait of a problem solving mathematical activity in a technological context. Implications for mathematics instruction at the secondary and tertiary level will be given at the end of report.

APA, Harvard, Vancouver, ISO, and other styles

16

Song, Hae-Deok. "Motivating Ill-Structured Problem Solving in a Web-Based Peer-Group Learning Environment: A Learning-Goal Perspective." Journal of Educational Computing Research 33, no. 4 (2005): 351–67. http://dx.doi.org/10.2190/bepd-nd3h-cxn4-gr30.

Full text

Abstract:

Motivation effort is one of the critical components that enable students to engage in the process of ill-structured problem solving. This article chronicles the development and evaluation of a motivation-supported problem-solving environment promoting learning goals. The environment was created by developing learning-goal oriented contexts that included (1) presenting task messages that stressed the intrinsic value of learning, (2) allowing learners to control their own learning activities, and (3) providing self-referenced evaluations. Forty-six middle-school students participated. One major finding was that a learning-goal oriented context was a powerful motivational strategy that boosted students' intrinsic motivation for ill-structured problem solving.

APA, Harvard, Vancouver, ISO, and other styles

17

Gray, Peter H. "A problem-solving perspective on knowledge management practices." Decision Support Systems 31, no. 1 (2001): 87–102. http://dx.doi.org/10.1016/s0167-9236(00)00121-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Todd, Sally M. "The Creative Problem Solving Framework: An Historical Perspective." Gifted and Talented International 13, no. 1 (1998): 46–47. http://dx.doi.org/10.1080/15332276.01.11672882.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Schefer-Wenzl, Sigrid, and Igor Miladinovic. "Developing Complex Problem-Solving Skills: An Engineering Perspective." International Journal of Advanced Corporate Learning (iJAC) 12, no. 3 (2019): 82. http://dx.doi.org/10.3991/ijac.v12i3.11067.

Full text

Abstract:

While technical skills remain the core foundation for engineering graduates, professional competencies, including communication, teamwork, and complex problem solving, are increasingly important to succeed in work environments. To enhance the employability of our students, we have integrated several professional skills courses into our “Software Design and Engineering” Master study curriculum, and combined each of them with a technical course. In this paper, we present a blended-learning course design including didactic methods for teaching complex problem solving. The course is intertwined with a lecture on software integration topics, which enables the students to apply their complex problem solving skills on real projects in a domain-specific context.

APA, Harvard, Vancouver, ISO, and other styles

20

Kalyuga, Slava, Alexander Renkl, and Fred Paas. "Facilitating Flexible Problem Solving: A Cognitive Load Perspective." Educational Psychology Review 22, no. 2 (2010): 175–86. http://dx.doi.org/10.1007/s10648-010-9132-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Flink, Ida K., Katja Boersma, Shane MacDonald, and Steven J. Linton. "Understanding catastrophizing from a misdirected problem-solving perspective." British Journal of Health Psychology 17, no. 2 (2011): 408–19. http://dx.doi.org/10.1111/j.2044-8287.2011.02044.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

He, Ying, Suilao Li, and Qiang Guo. "Solving Perspective-n-Point Problem with Spherical Regression." IOP Conference Series: Earth and Environmental Science 234 (March 8, 2019): 012074. http://dx.doi.org/10.1088/1755-1315/234/1/012074.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Clarke, David, Merrilyn Goos, and Will Morony. "Problem solving and Working Mathematically: an Australian perspective." ZDM 39, no. 5-6 (2007): 475–90. http://dx.doi.org/10.1007/s11858-007-0045-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

CHAKRAVARTHY, SHARMA, KAMALAKAR KARLAPALEM, SHAMKANT B. NAVATHE, and ASTERIO TANAKA. "DATABASE SUPPORTED COOPERATIVE PROBLEM SOLVING." International Journal of Cooperative Information Systems 02, no. 03 (1993): 249–87. http://dx.doi.org/10.1142/s0218215793000125.

Full text

Abstract:

Cooperative problem solving can be viewed as a complex activity requiring harmonious and dynamic interaction between active agents and passive agents. This problem is currently being addressed by the research community at various levels of abstraction. Broadly, this paper analyzes the problem of cooperative problem solving from a database perspective and argues that recent advances in database technology facilitate development of a viable solution to the above problem. Specifically, in this paper, we first analyze the problem of cooperative problem solving to identify its underlying key characteristics. Based upon our analysis, we partition the problem space into classes along a spectrum and indicate the level of cooperation required. We propose near-term as well as long-term solutions for cooperative problem solving that progressively enhances the functionality of database systems by synthesizing appropriate abstractions and techniques. Furthermore, we identify problems, such as agent capability modeling that require further research to address the most general form of cooperative problem solving.

APA, Harvard, Vancouver, ISO, and other styles

25

He Ying, 何颖, 马戎 Ma Rong, 李岁劳 Li Suilao, and 郭强 Guo Qiang. "Solving Perspective-n-Point Problem in Variable Projection Framework Based on Wahba Problem." Acta Optica Sinica 38, no. 11 (2018): 1115006. http://dx.doi.org/10.3788/aos201838.1115006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Borrion, Hervé, Paul Ekblom, Dalal Alrajeh, et al. "The Problem with Crime Problem-Solving: Towards a Second Generation Pop?" British Journal of Criminology 60, no. 1 (2019): 219–40. http://dx.doi.org/10.1093/bjc/azz029.

Full text

Abstract:

Abstract In his 2018 Stockholm prize winner lecture, Goldstein highlighted the need for problem-oriented policing (POP) to be not only effective but also fair. Contributing to the development of POP, this study examines how a wider perspective on problem-solving generally, and scoping in particular, can be adopted to address some of the growing challenges in 21st century policing. We demonstrate that the concept of ‘problem’ was too narrowly defined and that, as a result, many problem-solving models found in criminology are ill-structured to minimize the negative side-effects of interventions and deliver broader benefits. Problem-solving concepts and models are compared across disciplines and recommendations are made to improve POP, drawing on examples in architecture, conservation science, industrial ecology and ethics.

APA, Harvard, Vancouver, ISO, and other styles

27

Chapman, Olive. "Mathematics teachers’ knowledge for teaching problem solving." Lumat: International Journal of Math, Science and Technology Education 3, no. 1 (2015): 19–36. http://dx.doi.org/10.31129/lumat.v3i1.1049.

Full text

Abstract:

In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.

APA, Harvard, Vancouver, ISO, and other styles

28

Rowell, Misha K., Neville Pillay, and Tasmin L. Rymer. "Problem Solving in Animals: Proposal for an Ontogenetic Perspective." Animals 11, no. 3 (2021): 866. http://dx.doi.org/10.3390/ani11030866.

Full text

Abstract:

Problem solving, the act of overcoming an obstacle to obtain an incentive, has been studied in a wide variety of taxa, and is often based on simple strategies such as trial-and-error learning, instead of higher-order cognitive processes, such as insight. There are large variations in problem solving abilities between species, populations and individuals, and this variation could arise due to differences in development, and other intrinsic (genetic, neuroendocrine and aging) and extrinsic (environmental) factors. However, experimental studies investigating the ontogeny of problem solving are lacking. Here, we provide a comprehensive review of problem solving from an ontogenetic perspective. The focus is to highlight aspects of problem solving that have been overlooked in the current literature, and highlight why developmental influences of problem-solving ability are particularly important avenues for future investigation. We argue that the ultimate outcome of solving a problem is underpinned by interacting cognitive, physiological and behavioural components, all of which are affected by ontogenetic factors. We emphasise that, due to the large number of confounding ontogenetic influences, an individual-centric approach is important for a full understanding of the development of problem solving.

APA, Harvard, Vancouver, ISO, and other styles

29

Villaseñor, Albert, and Henry S. Kepner. "Arithmetic from a Problem–Solving Perspective: An Urban Implementation." Journal for Research in Mathematics Education 24, no. 1 (1993): 62–69. http://dx.doi.org/10.5951/jresematheduc.24.1.0062.

Full text

Abstract:

Twelve first-grade teachers participated in a staff development effort designed to provide them with opportunities to examine ways to teach the first-grade mathematics curriculum from a problem-solving perspective using a Cognitively Guided Instruction framework. Another group of 12 first-grade teachers and their classrooms comprised the comparison group. The percentage of minority students in these 24 urban classrooms ranged from 57% to 99%. Teachers in the experimental group taught arithmetic through the use of word problems, and their students spent considerably less time on skill worksheet drills. Instruction in experimental classes focused on the process that students used in their solutions rather than on the production of written answers to exercises. Students in experimental classes performed significantly better in solving word problems as well as completing number facts.

APA, Harvard, Vancouver, ISO, and other styles

30

Villaseñor, Albert, Henry S. Kepner, and Albert Villasenor. "Arithmetic from a Problem-Solving Perspective: An Urban Implementation." Journal for Research in Mathematics Education 24, no. 1 (1993): 62. http://dx.doi.org/10.2307/749386.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Vidaver-Cohen, Deborah. "Moral Imagination in Organizational Problem-Solving: An Institutional Perspective." Business Ethics Quarterly 8, S1 (1998): 123–48. http://dx.doi.org/10.1017/s1052150x00400114.

Full text

Abstract:

Abstract:This essay responds to Patricia Werhane’s 1994 Ruffin Lecture address, “Moral Imagination and the Search for Ethical Decision-making in Management,” using institutional theory as an analytical framework to explore conditions that either inhibit or promote moral imagination in organizational problem-solving. Implications of the analysis for managing organizational change and for business ethics theory development are proposed.

APA, Harvard, Vancouver, ISO, and other styles

32

Engel, John D., Robert Wigton, Anthony LaDuca, and Robert S. Blacklow. "A Social Judgment Theory Perspective On Clinical Problem Solving." Evaluation & the Health Professions 13, no. 1 (1990): 63–78. http://dx.doi.org/10.1177/016327879001300104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Jungck, J. R., S. S. Donovan, A. E. Weisstein, N. Khiripet, and S. J. Everse. "Bioinformatics education dissemination with an evolutionary problem solving perspective." Briefings in Bioinformatics 11, no. 6 (2010): 570–81. http://dx.doi.org/10.1093/bib/bbq028.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

D’Agata, Roberta, and Giuseppe Spoto. "Advanced methods for microRNA biosensing: a problem-solving perspective." Analytical and Bioanalytical Chemistry 411, no. 19 (2019): 4425–44. http://dx.doi.org/10.1007/s00216-019-01621-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Hung, Woei. "Team-based complex problem solving: a collective cognition perspective." Educational Technology Research and Development 61, no. 3 (2013): 365–84. http://dx.doi.org/10.1007/s11423-013-9296-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Reiss, Kristina, and Günter Törner. "Problem solving in the mathematics classroom: the German perspective." ZDM 39, no. 5-6 (2007): 431–41. http://dx.doi.org/10.1007/s11858-007-0040-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Ives, Zachary G. "Technical perspective: Solving the signal reconstruction problem at scale." Communications of the ACM 64, no. 2 (2021): 105. http://dx.doi.org/10.1145/3441688.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Woodward, Ernest. "Problem Solving in the Preservice Classroom." Arithmetic Teacher 39, no. 3 (1991): 41–43. http://dx.doi.org/10.5951/at.39.3.0041.

Full text

Abstract:

My experience has been that teachers will not become teachers of problem solving until they first become problem solvers themselves. From that perspective, those of us who are responsible for the preparation of teachers need to ensure they get appropriate problem-solving experiences. Like many other colleges and universities across the country, Austin Peay State University has a one-year mathematics requirement for prospective elementary school teachers. Problem solving is emphasized in the three required courses. The initial course begins with a unit on the problem-solving process. Various problem-solving strategies—such as look for a pattern, build a table, draw a picture, use trial and error, write an equation, work backward, and solve a simpler problem—are introduced and illustrated. Throughout the year, problem-solving situations are presented within the framework of the specific mathematics topic being studied. Students are encouraged to employ the strategies that were learned in the first unit.

APA, Harvard, Vancouver, ISO, and other styles

39

Ortega-Ruipérez, Beatriz. "Pedagogía del Pensamiento Computacional desde la Psicología: un Pensamiento para Resolver Problemas." Cuestiones Pedagógicas 2, no. 29 (2020): 130–44. http://dx.doi.org/10.12795/cp.2020.i29.v2.10.

Full text

Abstract:

Computational thinking should be understood as problem-solving thinking, beyond its link to programming. Therefore, it is necessary to address this thought’s structure through its cognitive processes to obtain an operational definition that allows this thought’s pedagogy to be adequately addressed in the classroom, regardless its development source. In this article, five processes inherent to this thought are determined, identifying only those that are always used. These processes are operatively defined from a psychological and a pedagogical perspective. The processes are abstraction, generalization, evaluation, creation of algorithms and decomposition of the problem. The first four processes present an inherent relation to problem-solving that can be verified, while, the last one, decomposition, can be considered not fundamental in problem solving and, therefore, linked to computational thinking. The performed analysis and categorization prove that decomposition is the key and central process of computational thinking. Therefore, computational thinking teaching must always be approached from the decomposition of problems or tasks that allow the simplification of the rest of the processes involved. This should involve different resources such as programming, playing games, problem-solving, or the creation of projects.

APA, Harvard, Vancouver, ISO, and other styles

40

Metz, Kathleen E. "The Development of Children's Problem Solving in a Gears Task: A Problem Space Perspective." Cognitive Science 9, no. 4 (1985): 431–71. http://dx.doi.org/10.1207/s15516709cog0904_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Slette, Aslaug Louise. "Negotiating musical problem-solving in ensemble rehearsals." British Journal of Music Education 36, no. 1 (2018): 33–47. http://dx.doi.org/10.1017/s0265051718000141.

Full text

Abstract:

Ensemble playing is considered central in specialist higher music education, not least because of its collaborative nature. It is a subject in which students are expected to take significant responsibility for learning together during their many unsupervised ensemble rehearsals. This article reports from a qualitative case study investigating the ways three undergraduate student chamber ensembles negotiate musical problem-solving, emphasizing their listening efforts. Findings reveal four ways of interacting – complete, incomplete, personal and expert negotiations – and also suggest new ways of understanding aural awareness within ensembles. Working from a sociocultural perspective, the study proposes that listening is also a collective phenomenon.

APA, Harvard, Vancouver, ISO, and other styles

42

Ji, Junzhe, Pavlos Dimitratos, and Qingan Huang. "Problem-solving dissension and international entry mode performance." International Marketing Review 33, no. 2 (2016): 219–45. http://dx.doi.org/10.1108/imr-10-2014-0328.

Full text

Abstract:

Purpose – The purpose of this paper is to examine international decision making, information processing, and related performance implications. The authors aim to explore the relationship between international decision making and problem-solving dissensions related to entry mode decisions. In addition, they aim to investigate the effects of dissension on entry mode performance, and the moderating effect of the foreign direct investment (FDI) vs non-FDI decision as it relates to dissension-mode performance. Despite their significance from an information processing perspective, these issues have not been sufficiently explored in international entry mode research. Design/methodology/approach – This research presents data collected from 233 privately owned internationalized Chinese firms. The analysis in this investigation includes hierarchical ordinary least squares regression. Findings – The findings suggest an inverse U-shaped relationship between dissension and entry mode performance, as opposed to a linear one, and a moderating effect of FDI vs non-FDI decisions on this curvilinear dissension-performance association. These findings support and refine the rationale of the information processing perspective. Originality/value – These findings add realistic elements to the alleged “rational” international decision-making doctrine assumed in previous entry mode literature. The findings show the importance of the heterogeneity of information processing in entry mode strategic decision-making processes (SDMPs), and its effects on specific decision types. The authors believe that this is the first empirical study to use an information processing perspective to examine the effects of SDMPs on entry mode performance.

APA, Harvard, Vancouver, ISO, and other styles

43

Lamia, Mahnane, and Hafidi Mohamed. "A Problem Solving Using Intelligent Social Network." International Journal of Web-Based Learning and Teaching Technologies 14, no. 3 (2019): 28–38. http://dx.doi.org/10.4018/ijwltt.2019070103.

Full text

Abstract:

Nowadays, students are becoming familiar with the computer technology at a very early age. Moreover, the wide availability of the internet gives a new perspective to distance education making e-learning environments crucial to the future of education. Intelligent tutoring systems (ITSs) provide sophisticated tutoring systems using artificial intelligence techniques in computer programs to facilitate instruction. ITSs support problem solving by providing adaptive scaffolding in terms of feedback, guidance, problem selection and other types of help. Little attention has been devoted thus far to the difference between novices and advanced students in learning from social network and ITSs. Furthermore, students can benefit from collaboration in social network environments especially when this is combined with an ITS.

APA, Harvard, Vancouver, ISO, and other styles

44

Wick, Michael R. "Explanation as a Primary Task in Problem Solving." Knowledge Engineering Review 9, no. 1 (1994): 78–82. http://dx.doi.org/10.1017/s0269888900006627.

Full text

Abstract:

AbstractThis article summarizes the author's perspective on the discussions that occurred at the Workshop on Explanation and Problem Solving held during the Thirteenth International Joint Conference on Artificial Intelligence*. Motivated by those discussions, the article argues for the promotion of expert system explanation from a secondary task, used mainly for communication, to a primary task that is tightly integrated with the domain problem solving of the expert system.

APA, Harvard, Vancouver, ISO, and other styles

45

Rabchuk, Viktor, and Sergey Senderov. "Procedure of selecting the priorities when constructing new most important facilities in the Russian energy sector in the context of materialization of strategic energy security threats." E3S Web of Conferences 139 (2019): 01015. http://dx.doi.org/10.1051/e3sconf/201913901015.

Full text

Abstract:

The paper is devoted to finding ways to solve the problem of a scientifically based approach to the selection of priorities in the construction of new most important energy facilities in Russia for the future up to 15 years. The perspective scales of realization of strategic threats to the energy security of Russia are characterized. A list of subtasks that should be solved to form a methodology for solving the problem is shown.

APA, Harvard, Vancouver, ISO, and other styles

46

Murthy, Ramya Krishna, and Anoop Madhok. "The Emergence of Digital Platform Ecosystems: A Problem-Solving Perspective." Academy of Management Proceedings 2020, no. 1 (2020): 17767. http://dx.doi.org/10.5465/ambpp.2020.17767abstract.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Brusoni, Stefano, Luigi Marengo, Andrea Prencipe, and Marco Valente. "The value and costs of modularity: a problem-solving perspective." European Management Review 4, no. 2 (2007): 121–32. http://dx.doi.org/10.1057/palgrave.emr.1500079.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

No authorship indicated. "Review of Affect and Mathematical Problem Solving: A New Perspective." Contemporary Psychology: A Journal of Reviews 35, no. 9 (1990): 909. http://dx.doi.org/10.1037/029084.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Daalen, C. E. Van, and P. W. G. Bots. "Using a systems perspective to design a problem solving process." J. of Design Research 8, no. 4 (2010): 301. http://dx.doi.org/10.1504/jdr.2010.035674.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Ibaraki, Toshihide. "A personal perspective on problem solving by general purpose solvers." International Transactions in Operational Research 17, no. 3 (2010): 303–15. http://dx.doi.org/10.1111/j.1475-3995.2009.00752.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!