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Journal articles on the topic 'Problem solving training'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Wiltshire, Travis J., Kelly Rosch, Logan Fiorella, and Stephen M. Fiore. "Training for Collaborative Problem Solving." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 58, no. 1 (2014): 1154–58. http://dx.doi.org/10.1177/1541931214581241.

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2

Cormier, William H., Akira Otani, and L. Sherilyn Cormier. "The effects of problem-solving training on two problem-solving tasks." Cognitive Therapy and Research 10, no. 1 (1986): 95–108. http://dx.doi.org/10.1007/bf01173386.

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3

Ancel, Gulsum. "Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students." Eurasian Journal of Educational Research 16, no. 64 (2016): 231–46. http://dx.doi.org/10.14689/ejer.2016.64.13.

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4

Platt, Jerome J., Daniel O. Taube, David S. Metzger, and MarcAntony J. Duome. "Training in Interpersonal Problem Solving (TIPS)." Journal of Cognitive Psychotherapy 2, no. 1 (1988): 5–34. http://dx.doi.org/10.1891/0889-8391.2.1.5.

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This article describes a recently developed program, Training in Interpersonal Problem Solving (TIPS), for drug addicts and alcoholics. The cognitive-behavioral foundation of the program is reviewed, as is the literature on prior applications of this approach. Initial findings regarding the effectiveness of this new program are also presented.

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5

Tsang, Hector W. H. "Problem Solving and Social Skills Training." Psychiatric Services 53, no. 8 (2002): 1034. http://dx.doi.org/10.1176/appi.ps.53.8.1034.

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6

Liberman, Robert Paul. "Problem Solving and Social Skills Training." Psychiatric Services 53, no. 8 (2002): 1034—a—1035. http://dx.doi.org/10.1176/appi.ps.53.8.1034-a.

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7

Coleman, Margaret, Larry Wheeler, and Jo Webber. "Research on Interpersonal Problem-Solving Training." Remedial and Special Education 14, no. 2 (1993): 25–37. http://dx.doi.org/10.1177/074193259301400205.

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8

Chen, Bo, Yiluo Wei, Wengen Deng, and Shaobang Sun. "The Effects of Cognitive Training on Cognitive Abilities and Everyday Function: A 10-Week Randomized Controlled Trial." International Journal of Aging and Human Development 86, no. 1 (2017): 69–81. http://dx.doi.org/10.1177/0091415017697725.

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With a random groups design, the current study examined whether a 10-week cognitive training could improve healthy older adult’s cognitive functions and everyday problem-solving and whether high ecological validity trainings would have greater positive impact upon everyday problem-solving than low ecological validity trainings. Eighty-six healthy Chinese older adult participants were assigned randomly to five groups, including one control group receiving no training and four groups receiving low ecological memory training, high ecological memory training, low ecological reasoning training, and

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9

Cramond, Bonnie, Charles E. Martin, and Edward L. Shaw. "Generalizability of Creative Problem Solving Procedures to Real-Life Problems." Journal for the Education of the Gifted 13, no. 2 (1990): 141–55. http://dx.doi.org/10.1177/016235329001300203.

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This study investigated whether students trained in Creative Problem Solving (CPS) generalize such training to the solution of problems presented out of the context of the training sessions. In an attempt to answer these questions, 75 sixth, seventh, and eighth grade gifted students were randomly assigned to either of two experimental groups or a control group. The experimental groups were CPS, who received traditional Creative Problem Solving training, and CPST, who received CPS training with transfer strategies infused. The control group received training in various memory tasks, analogical

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10

Wege, Johan W., and André T. Möller. "Effectiveness of a Problem-Solving Training Program." Psychological Reports 76, no. 2 (1995): 507–14. http://dx.doi.org/10.2466/pr0.1995.76.2.507.

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The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Pr

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11

Main, Laura F., Marcia A. B. Delcourt, and Donald J. Treffinger. "Effects of Group Training in Problem‐Solving Style on Future Problem‐Solving Performance." Journal of Creative Behavior 53, no. 3 (2017): 274–85. http://dx.doi.org/10.1002/jocb.176.

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12

Gurmińska, Katarzyna. "Training for creativity and creative problem solving." Nowoczesne Systemy Zarządzania 15, no. 4 (2020): 13–25. http://dx.doi.org/10.37055/nsz/133648.

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W artykule przedstawiono autorski program dotyczący trenowania kreatywności oraz umiejętności twórczego rozwiązywania problemów. Celem takiego treningu jest nauczenie uczestników rozwiązywania problemów w celu uzyskania rozwiązania nowego i wartościowego. W artykule poruszono kwestię możliwości uczenia się kreatywności. Przedstawiono teoretyczne podstawy treningu, a także sam program treningu z przykładami technik stosowanych w poszczególnych jego etapach.

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13

D’Zurilla, Thomas J. "Problem-Solving Training for Effective Stress Management and Prevention." Journal of Cognitive Psychotherapy 4, no. 4 (1990): 327–54. http://dx.doi.org/10.1891/0889-8391.4.4.327.

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According to recent theoretical and research developments in the area of stress and coping, social problem solving (i.e., real-life problem solving) appears to be an important general coping strategy that can have a significant effect on a person’s ability to reduce, control, and prevent the experience of stress in everyday living. Although an increasing number of studies have been providing support for this viewpoint, current stress-management programs still provide little or no training in general problem-solving principles. A new stress-management program is described that focuses on traini

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14

Malloy, Thomas E., Christine Mitchell, and Oakley E. Gordon. "Training Cognitive Strategies Underlying Intelligent Problem Solving." Perceptual and Motor Skills 64, no. 3_suppl (1987): 1039–46. http://dx.doi.org/10.2466/pms.1987.64.3c.1039.

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Cognitive strategies underlying excellent performance of intelligent people on the Raven's Progressive Matrices Test were used to develop a teaching package. 24 subjects in a Cognitive Strategies group were trained using this teaching package. An Exposure group of 17 subjects were not trained but solved all the examples of puzzles in the package. A Control group, with 13 subjects, received no intervention. Subjects were pre- and posttested on matrix solving ability and were posttested on a Piagetian multiplicative classification task. The Cognitive Strategies group showed the greatest improvem

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15

Tomic, Welko. "Training in Inductive Reasoning and Problem Solving." Contemporary Educational Psychology 20, no. 4 (1995): 483–90. http://dx.doi.org/10.1006/ceps.1995.1036.

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16

Zins, Joseph E. "Skill Training to Improve Consultation Problem Solving." Contemporary Psychology: A Journal of Reviews 37, no. 3 (1992): 260–61. http://dx.doi.org/10.1037/031403.

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17

ULU, Mustafa, Neşe TERTEMİZ, and Murat PEKER. "The Effect of Comprehension and Problem Solving Strategy Training on 5th Graders’ Non-Routine Problem Solving Success." Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi 18, no. 2 (2016): 303–40. http://dx.doi.org/10.5578/jss.37331.

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18

Bottger, Preston C., and Philip W. Yetton. "Group Problem Solving: The Effect of Training in Individual Problem Solving on Group Performance." Academy of Management Proceedings 1985, no. 1 (1985): 119–23. http://dx.doi.org/10.5465/ambpp.1985.4978757.

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19

Chase, Philip N., and Ruth G. Wylie. "Doctoral Training in Behavior Analysis: Training Generalized Problem-Solving Skills." Behavior Analyst 8, no. 2 (1985): 159–76. http://dx.doi.org/10.1007/bf03393148.

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20

Ralph, Alan. "Social Problem-Solving: Why Doesn't it Work?" Australian Educational and Developmental Psychologist 7, no. 1 (1990): 5–10. http://dx.doi.org/10.1017/s0816512200026225.

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Several studies are reviewed which evaluate the efficacy of training social problem-solving. Most of these studies reported assessing whether transfer of training took place following training. The means by which these assessments were made are examined and conclusions drawn concerning their validity. Attention is also drawn to the findings reported from several recent studies that question the efficacy of the step-by-step process model of training and propose an alternative model based on content analysis. Finally, the role of verbal cues in training social problem-solving is examined and a c

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21

Huo, Kun. "Performance Incentives, Divergent Thinking Training, and Creative Problem Solving." Journal of Management Accounting Research 32, no. 1 (2020): 159–76. http://dx.doi.org/10.2308/jmar-52479.

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ABSTRACT Creativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and a flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-so

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22

Garrett, Michael, and Mark McMahon. "Computer-Generated Three-Dimensional Training Environments." International Journal of Gaming and Computer-Mediated Simulations 2, no. 3 (2010): 43–60. http://dx.doi.org/10.4018/jgcms.2010070103.

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Problem-based learning is an instructional strategy that emphasises the accumulation and development of knowledge via an active and experiential based approach to solving problems. This pedagogical framework can be instantiated using gaming technology to provide learners with the ability to control their learning experience within a dynamic, responsive, and visually rich three-dimensional virtual environment. In this regard, a conceptual framework referred to as the Simulation, User, and Problem-based Learning (SUPL) approach has been developed in order to inform the design of 3D simulation en

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23

Larson, Lisa M. "A Critique of Problem-Solving Training: Where to From Here?" Journal of Cognitive Psychotherapy 4, no. 3 (1990): 257–65. http://dx.doi.org/10.1891/0889-8391.4.3.257.

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Over the past 20 years, a growing number of studies have accumulated which have become labeled as “problem-solving training studies,” focused on an adult population (D’Zurilla, 1986; D’Zurilla & Nezu, 1982). The purpose of this paper is to examine the general issue of problem-solving training from several different avenues. First, problem-solving training studies are briefly reviewed and summarized. Second, the use of the stage sequential model as the predominant model in problem-solving training is discussed. The author considers how problem-solving training might be enhanced if alternati

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24

Marlatt, Nicole M., Elisabeth M. Van Bussel, Dallas Seitz, and Iris Gutmanis. "Introducing problem-solving therapy training into Southwestern Ontario." Journal of Mental Health Training, Education and Practice 12, no. 1 (2017): 33–43. http://dx.doi.org/10.1108/jmhtep-01-2016-0005.

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Purpose The purpose of this paper is to introduce problem-solving therapy (PST) training to an Ontario health region. The aim of this pilot project was to increase psychotherapy access by training community-based outreach clinicians and to understand their satisfaction with the training program as well as their confidence in applying the principles of PST. Design/methodology/approach Clinicians from Southwestern Ontario who provide community-based mental health outreach services to older adults were invited to participate in this training opportunity. Selection was based on their existing clie

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25

DeLisle, Mark. "Technical Exchange: Solving the Contractor Safety Training Problem." Synergist 10, no. 1 (1999): 29. http://dx.doi.org/10.3320/1.2928298.

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26

Perels, Franziska, Tina Gürtler, and Bernhard Schmitz. "Training of self-regulatory and problem-solving competence." Learning and Instruction 15, no. 2 (2005): 123–39. http://dx.doi.org/10.1016/j.learninstruc.2005.04.010.

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27

Kratochwill, Thomas R., and Paul H. Pittman. "Expanding Problem-Solving Consultation Training: Prospects and Frameworks." Journal of Educational and Psychological Consultation 13, no. 1-2 (2002): 69–95. http://dx.doi.org/10.1080/10474412.2002.9669454.

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28

Bourke, Michael L., and Vincent B. van Hasselt. "Social Problem-Solving Skills Training for Incarcerated Offenders." Behavior Modification 25, no. 2 (2001): 163–88. http://dx.doi.org/10.1177/0145445501252001.

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29

Falloon, Ian R. H., Laura Barbieri, Ileana Boggian, and Dario Lamonaca. "Problem solving training for schizophrenia: Rationale and review." Journal of Mental Health 16, no. 5 (2007): 553–68. http://dx.doi.org/10.1080/09638230701494910.

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30

Hazelton, Lara. "Book Review: Problem Solving Psychotherapy: A Training Manual." Canadian Journal of Psychiatry 54, no. 1 (2009): 66–67. http://dx.doi.org/10.1177/070674370905400111.

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31

Kratochwill, Thomas, and Paul Pittman. "Expanding Problem-Solving Consultation Training: Prospects and Frameworks." Journal of Educational and Psychological Consultation 13, no. 1 (2002): 69–95. http://dx.doi.org/10.1207/s1532768xjepc1301&2_07.

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32

Heppner, P. Paul. "Future Directions of Problem-Solving Training for Adults." Journal of Cognitive Psychotherapy 4, no. 3 (1990): 243–46. http://dx.doi.org/10.1891/0889-8391.4.3.243.

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33

Wilterding, Jim, C. Christopher Baughn, and James E. Wanek. "Another way of facilitating problem solving through training." Performance Improvement 39, no. 9 (2000): 27–31. http://dx.doi.org/10.1002/pfi.4140390910.

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34

Foxx, R. M., Martha S. Kyle, Gerald D. Faw, and R. G. Bittle. "Problem-solving skills training: Social validation and generalization." Behavioral Interventions 4, no. 4 (1989): 269–88. http://dx.doi.org/10.1002/bin.2360040402.

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35

Canham, Matthew S., Jennifer Wiley, and Richard E. Mayer. "When Diversity in Training Improves Dyadic Problem Solving." Applied Cognitive Psychology 26, no. 3 (2011): 421–30. http://dx.doi.org/10.1002/acp.1844.

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36

Grey, Margaret, and Diane Berry. "Coping skills training and problem solving in diabetes." Current Diabetes Reports 4, no. 2 (2004): 126–31. http://dx.doi.org/10.1007/s11892-004-0068-7.

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37

Kelly, Mary L., W. Owen M. Scott, Donald M. Prue, and Robert G. Rychtarik. "A component analysis of problem-solving skills training." Cognitive Therapy and Research 9, no. 4 (1985): 429–41. http://dx.doi.org/10.1007/bf01173091.

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38

Sharp, Conni, Hazel Coltharp, David Hurford, and AmyKay Cole. "Increasing mathematical problem-solving performance through relaxation training." Mathematics Education Research Journal 12, no. 1 (2000): 53–61. http://dx.doi.org/10.1007/bf03217074.

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39

Spaccarelli, Steve, Sheldon Cotler, and Doris Penman. "Problem-solving skills training as a supplement to behavioral parent training." Cognitive Therapy and Research 16, no. 1 (1992): 1–17. http://dx.doi.org/10.1007/bf01172953.

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40

Lewis, C. Michael, and Wesley Jamison. "Problem Solving in Naive Users." Proceedings of the Human Factors Society Annual Meeting 33, no. 5 (1989): 418–22. http://dx.doi.org/10.1177/154193128903300540.

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Unix Tutor is a menu interface to UNIX being developed at the University of Pittsburgh as a training aid for new users. This paper compares mental models currently supported by the interface and those used by novices by examining subject logs from experiments. The paper concludes that Unix Tutor provides good support for consistent aspects of the operating system but fails to support models novices need to deal with inconsistencies. Design enhancements are suggested for resolving this problem.

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41

Kakabaraee, Keivan. "The Impact of Family / School-Based Problem Solving Training on Problem-Solving Styles of Elementary Students." Quarterly Journal of Child Mental Health 6, no. 1 (2019): 14–27. http://dx.doi.org/10.29252/jcmh.6.1.3.

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42

Navarro, Jose I., Manuel Aguilar, Concha Alcalde, and Richard Howell. "Relationship of Arithmetic Problem Solving and Reflective—Impulsive Cognitive Styles in Third-Grade Students." Psychological Reports 85, no. 1 (1999): 179–86. http://dx.doi.org/10.2466/pr0.1999.85.1.179.

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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 us

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43

Riggar, T. F., and Geraldine Hansen. "Problem Solving, Performance Based Continuing Education." Journal of Applied Rehabilitation Counseling 17, no. 2 (1986): 47–50. http://dx.doi.org/10.1891/0047-2220.17.2.47.

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A problem solving, performance based continuing educational approach to organizational and developmental problem solving. Collectively, the RRCEP, individual organizational training and other services, will assess the organization's performance needs. Subsequently, appropriate continuing education intervention models will be cooperatively implemented to meet needs and change behavior throughout Region V.

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44

Kelly, Peter. "Solving the Vocabulary Retention Problem." ITL - International Journal of Applied Linguistics 74 (January 1, 1986): 1–16. http://dx.doi.org/10.1075/itl.74.01kel.

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The main problem in learning foreign language vocabulary is retention. There exists a considerable amount of evidence pointing to the superiority of mnemonic techniques over rote repetition in the learning of verbal material. An investigation was carried out comparing the learning of FL vocabulary in three different conditions : (1) making formal and semantic links with known words (2) making verbal links of a solemy semantic nature (3) using habitual methods. The first experimental group demonstrated superiority, although scores were not significant on an anamysis of variance. Indications wer

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45

Zins, Joseph E., and Charlene R. Ponti. "The Influence of Direct Training in Problem Solving on Consultee Problem Clarification Skills and Attributions." Remedial and Special Education 17, no. 6 (1996): 370–76. http://dx.doi.org/10.1177/074193259601700608.

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This study examines the direct training of teachers in problem-solving skills and its effects on their performance in a consultation-related activity. Thirteen elementary-school teachers participated in a training program that focused on development of problem identification skills and utilization of an ecological perspective to view problems. Six additional teachers served as a control group. The results suggest that the training enhanced teachers' skills in describing problems and reduced the number of inferences they made for the causes of student-related problems. Methodological strengths

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46

OGASAWARA, KATSUHIKO, AKIRA ENDOH, HIROYUKI DATE, TSUNETARO SAKURAI, and MITSUO SHIMOZUMA. "Problem-solving Group Learning for Radiological Technologists in Training." Japanese Journal of Radiological Technology 56, no. 4 (2000): 596–604. http://dx.doi.org/10.6009/jjrt.kj00001356894.

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47

Fong, Kenneth N. K., and Dorothy Howie. "Metacomponential Assessment and Training in Real-Life Problem Solving." Journal of Cognitive Education and Psychology 6, no. 2 (2007): 165–93. http://dx.doi.org/10.1891/194589507787382151.

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The authors report the evaluation of a metacomponential training program for clients with brain injury, using two key measures, the Metacomponential Interview, and the Social-Problem-Solving Video Measure. Both measures allowed for identification of the metacomponents that were enhanced in association with the metacomponential training. The Metacomponential Interview measure yielded positive findings for the Representation metacomponent and the overall correctness score. The more far transfer real-life Social-Problem-Solving Video Measure yielded for the Planning subtest a positive advantage t

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48

Tuchman, N. "Spiritual Coping, Communication Training and Problem Solving for Schizophrenia." European Psychiatry 24, S1 (2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70285-8.

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This speaker will describe literature regarding the adaptive uses of religion and spirituality, such as religious or spiritual coping and making meaning from stressful life events. She will cover the Spiritual Coping module of the Culturally-Informed Therapy for Schizophrenia (CIT-S). In this phase, therapists begin with a detailed spiritual history in order to gauge each family member's beliefs, involvement in spiritual or religious activities and other practices they may have. Therapists assign homework that encourages the family members to explore their religious or spiritual experience in

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49

Carey, Michael P., Kate B. Carey, and Andrew W. Meisler. "Training mentally ill chemical abusers in social problem solving." Behavior Therapy 21, no. 4 (1990): 511–19. http://dx.doi.org/10.1016/s0005-7894(05)80362-4.

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50

Oser, R. L., J. W. Gualtieri, J. A. Cannon-Bowers, and E. Salas. "Training team problem solving skills: an event-based approach." Computers in Human Behavior 15, no. 3-4 (1999): 441–62. http://dx.doi.org/10.1016/s0747-5632(99)00031-x.

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