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Tesi sul tema "Group problem solving"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 29 luglio 2024

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1

Snellenburg, Sidney C. "Problem solving and The Idea Machine." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08062007-094359/.

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2

Abimbola, Gbemisola. "EFFECTS OF TASK STRUCTURE ON GROUP PROBLEM SOLVING." Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/824.

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This thesis investigates the effect of problem structure on performance and behavioural variety in group problem solving. In addition, it examines the effects of problem solving strategy in group problem solving. <br /><br /> Previous researchers have focused their efforts on individual problem solving with minimal reference to groups. This is due to difficulties such as the presence of distributed information, the coordination of people and the large scale of work that typified group problems. Specifically, the effect of problem structure in group problems has been rarely studied due to the absence of an encompassing theory. <br /><br /> In this thesis, the effect of problem structure on group performance is studied using the fundamental characteristics of structure such as detour, redundancy, abstraction and degree of homogeneity. These characteristics were used in conjunction with existing problem solving theories (such as Information processing system, Gestalt approach and Lewin's lifespace approach) and Heider's balance theory to understand the effects of task structure on group performance and behavioural output. <br /><br /> Balance theory is introduced as a conceptual framework in which the problem solving process is viewed as a dynamic progression from cognitive imbalance towards a state of structural balance corresponding with the solution. This theoretical approach captures both incremental search processes and insight associated with cognitive restructuring, typical of existing problem solving approaches in the literature. It also allowed the development of unique measures for studying the effect of structure in group problem solving. <br /><br /> A Laboratory experiment was conducted using 153 undergraduate and 3 graduate students in groups of 4 subjects. The experiment examined the effect of task structure on groups' performance and behavioural variety. The stimulus used for the experiment was a categorization problem consisting of sixteen cards with two objects each shared equally among four participants. The objective was to form four groups of items with no cards left unused. The groups' performance data was collected and analyzed to verify the postulated hypotheses. <br /><br /> The results indicate that both increased problem structure complexity and the introduction of a restructuring dimension in the problem structure were associated with reduced performance and increased behavioural variety. With respect to problem solving strategy, early discussion in problem solving was associated with better performance and less behavioural variety. Finally, the results support the premise that group problem solving processes tend to be in the direction of attaining higher states of balance.

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3

Vanhorn, Renee E. "Locus of control, need for cognition, and a hierarchical approach to real-world problem solving : searching for a problem solving personality." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/897524.

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The purpose of this study was to explore the effects of two problem-solving techniques and two personality variables upon the quantity and self-reported quality of solutions people generated to an ill-structured problem. College students completed the Locus of Control and Need for Cognition Scales and, after having been trained in either brainstorming or a hierarchical problem-solving method, they used their new skill to solve a problem. They also rated their solutions on quality. Subjects in the hierarchical condition produced more solutions than those in brainstorming. Moreover, those in the hierarchical group produced solutions of subjectively higher quality than did the brainstormers. Analyses of the personality variables suggested that as need for cognition increased, people generated more solutions before training. No relationship was found between need for cognition and quality ratings. Locus of control was not related to either quantity or quality. Implications for business are discussed and suggestions for future research are provided.<br>Department of Psychological Science

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4

Welch, Malcolm W. (Malcolm William). "The strategies used by ten grade 7 students, working in single-sex dyads, to solve a technological problem." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40467.

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The purpose of this study was to investigate the problem-solving strategies of students as they attempted to find a solution to a technological problem. Ten Grade 7 students, who had received no prior technology education instruction, were formed into single-sex dyads and provided with a design brief from which they designed and made a technological solution. The natural talk between the subjects was transcribed. A description of their designing-in-action was added to the transcript. Actions were coded using an empirically derived scheme grounded in both a general problem-solving model and theoretical models of the design process. Segments coded as designing were analyzed using descriptive statistics. This analysis provided the data for mapping, that is, visually representing the design process used by subjects.<br>Results showed that novice designers do not design in the way described in textbooks. Their strategy is not linear but highly iterative. Subjects developed their ideas using three-dimensional materials rather than two-dimensional sketches. They were unlikely to generate several possible solutions prior to modelling, but developed solutions serially. The act of modelling stimulated the generation of additional ideas. Evaluation occurred repeatedly throughout their designing.

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5

Ma, Ka Leung. "In solving the dominating set problem : group theory approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ40311.pdf.

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6

Adams, Douglas R. "An early counselling intervention program for problem drinkers contrasting group and individual delivery formats." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31113.

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It is hypothesized that group treatment may be more effective than an individual treatment format. The purpose of this study was to address several deficiencies of previous research in contrasting group and individual treatment delivery formats and to assess the differential effectiveness of these two formats. The treatment area chosen was that of early problem drinker treatment as it was relatively easy to control treatment content across treatment formats since detailed content manuals and theory have been well developed in this area. Subjects were selected from those respondents to a media advertisement who passed several screening criteria and were alternately assigned to a group or individual format. A lack of the requisite number of subjects required some specific design changes. Each treatment condition was given a structured eight-week treatment program of once per week meetings of seventy-five minutes each or a wait-list control condition. Statistical contrasts were then performed on the following variables: total drink units per week, maximum drink units per day, Profile of Mood States -a measure of current affective state, Weissman Social Adjustment Scale - a measure of social functioning level, and a general problem checklist. Data units were gathered pre-treatment, weekly during treatment for drink units, at post-treatment follow-up, and at six months following the end of treatment. The other data were gathered pre-treatment, post-treatment, and at the six-month follow-up. Results of the data manipulations indicated that the treatment intervention was associated with greater improvement on alcohol consumptions than a wait-list control group, but that group treatment was not associated with greater treatment gains than the individual format on any measures. These results are given to be tentative given several major limitations of this study which are discussed. The research was found to be relevant in the area of treatment planning, and is interpreted as providing a more theoretically meaningful contrast of the two formats than previously achieved due to greater experimental control of possibly confounding variables. A useful initial test was performed of a treatment program developed for this study which shows promise for helping problem drinkers. It is also suggested that this research provides some important conclusions for the contrast of group and individual formats in psychological interventions generally. Future directions are suggested.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

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7

Lichacz, Frederick Michael John Carleton University Dissertation Psychology. ""The effects of perceived collective efficacy on social loafing."." Ottawa, 1992.

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8

Lai, Man-kin. "Performance differences across communication environments in collaborative problem solving /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21779235.

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9

Thomas, Kimberly M. "Generating alternative solutions to social problems : an evaluation of active and inactive approaches." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864914.

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Two experiments were designed to compare methods of generation used in solving social problems. First, the experimenters explored the effectiveness of a new approach based on hierarchical organization. One hour of training was sufficient for subjects to learn the technique.Subjects reported that they found the hierarchical technique to be very valuable and easy to use.The purpose of the second experiment was to compare three methods of generation, two active methods and an inactive approach. Clearly, active participants generated more solutions to a social problem than subjects in the inactive condition. This result points to the importance of direct problem solving training.The performance of participants in the active hierarchical and brainstorming conditions was compared. Although the two approaches were equally effective in facilitating the production of numerous, quality solutions, the experimenters found the hierarchical technique to be a superior method of generation for practical problems.<br>Department of Psychological Science

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10

Hender, Jillian Mary. "Improving group creativity : an evaluation of the use of creative techniques with a group support system." Thesis, Henley Business School, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387532.

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11

Owen, Larry. "Joint problem solving in negotiation as a small group process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58729.pdf.

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12

Cooper, Phadiela. "Problem-solving in geometry in collaborative small group settings: how learners appropriate mathematical tools while working in small groups." Thesis, University of the Western Cape, 2011. http://hdl.handle.net/11394/4248.

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Magister Educationis - MEd<br>Problem-solving in Mathematics is an important skill. The poor performance of South African learners in international tests such as the Trends in International Mathematics and Science Study (TIMSS) and in schools in general indicates that emphasis should be placed on problem-solving in the teaching and learning of Mathematics. The new national senior certificate curriculum in South Africa encourages group work amongst learners. The thesis proposes that learning is enhanced in a small-group setting, since learners actively engage with the problems. Furthermore, Euclidean Geometry is perceived by learners to be a „difficult‟ section of Mathematics. However, Geometry is important since the skills acquired while doing Geometry can be applied to various fields of study. This research focused on Geometry problem-solving in collaborative small-group settings. An inductive approach was taken that focused on what learners were doing while they were doing problem-solving in geometry in collaborative groups. Problem-solving is viewed as a situated and contextually-determined activity. The research focused on how learners appropriated tools (physical as well as intellectual) and how they interacted with one other and the subject matter. The socio-cultural perspective was the theoretical framework underpinning the study. In this perspective, learning is seen as a social process in which learners actively participate and contribute with ideas and arguments. In addition, learning is seen as a situated activity. The research was carried out in the form of a case study that focused on three groups of three learners each, from a secondary school in Khayelitsha, a township approximately 30 km outside Cape Town, South Africa. The small groups were monitored and observed in a school setting and special attention was given to their interaction within their group, given their social and cultural context. The ethnographic approach to data gathering, which allows for the routine, everyday, taken-for-granted aspects of school and classroom life, was used. Data were collected by means of audio and video recordings, interviews with learners and teacher observations. The data analysis included analysis of field notes, audio and video transcripts and learners‟ written work. The data were analysed in terms of Pickering‟s theory that all scientific practice is a “dialectic of resistance and accommodation” and that this constitutes a “mangle of practice” (Pickering, 1995).

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13

賴文建 and Man-kin Lai. "Performance differences across communication environments in collaborative problem solving." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31222791.

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14

Tan, Kok-khim Verna. "A case study of integrating ICT in task-based lessons in a Hong Kong senior secondray school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474467.

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15

Cheng, Suling. "A comparison of collaborative and individualistic problem solving in younger and older adults on an everyday task." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1425.

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Thesis (Ph. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains vii, 100 p. Includes abstract. Includes bibliographical references (p. 62-74).

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16

Sjödin, Sture. "Problemlösning i grupp : betydelsen av gruppstorlek, gruppsammansättning, gruppnorm och problemtyp för grupprodukt och individuell kunskapsbehållning." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1991. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16592.

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The purpose of this dissertation was to, from the point of view of interaction, study how the factors group size, group composition, group norm and problem type influenced group problem solving. Three classroom studies were performed in grades four and five of the Swedish nine-year compulsory school. In addition to the participants in various pilot studies, the experiment included 1146 pupils. The performance was measured both regarding group results and the individual short-term and long-term retention of knowledge. A fifth factor, group productivity, was formed on the basis of these two measurement values.Group size 1, 2, 3 and 6 were studied. The group composition was defined on the basis of, on one hand, the ability levels high, middle and low and, on the other, on the basis of sex. The group norms were included through instructions about cooperation and competition. A third group norm, so-called free norms, was also introduced. Two problem types were used. One of them was designed so that the other group members would easily be able to judge if a response from one of the group members was correct or not (high accessibility). The other problem type was defined in terms of low accessibility. The first study included the factors group size and group composition (ability), the second study included group composition (sex), group norm, problem type and group productivity, and the third study included all five factors. The factor group size turned out to be of great importance and interacted with each of the other factors. Only high ability pupils could make use of group size in interaction with e. g. the factor group composition. Group composition was also interesting regarding sex. Co-operation favoured girls and competition favoured boys. The results also indicate that girls remember what they learn better than boys. Interactions between the factor group norm and the factors group size, problem type and group productivity showed that, in no case, did co-operation produce poorer results than competition and free norms. Various interactions with the factor problem type and other factors showed that larger group sizes are more favourable to the solving of problems with a high accessibility than to the solving of problems with a low accessibility. However, the individual group members had a better recollection of the solutions to problems with a low accessibility than to problems with a high accessibility. The factor group productivity was included in interactions with each of the other factors and in the three-way and four-way interactions. These interactions indicate that the factor group productivity, in terms of both group results and individual results, is an important factor in group research and in other classroom research.By way of conclusion, the results are discussed regarding educational implications and continued research.<br>digitalisering@umu

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17

Hurme, T. R. (Tarja-Riitta). "Metacognition in group problem solving—a quest for socially shared metacognition." Doctoral thesis, University of Oulu, 2010. http://urn.fi/urn:isbn:9789514262708.

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Abstract The aim of this study was to explore metacognition, specifically socially shared metacognition within computer-supported collaborative problem solving. Another aim of this study was to find methodological solutions for uncovering how metacognition becomes visible and shared in group problem solving in a text-based and asynchronous learning environment. During this dissertation study, two empirical experiments were performed. Participants in the first experiment were secondary school students (N=16) who worked with the Knowledge Forum (KF) learning environment. In the second experiment, triads of pre-service teachers’ (N=18) problem solving was supported by the Workmates (WM) learning environment. The data of this study consist of discussion forum data, self-report questionnaires, and individual’s feeling of difficulty graphs. In the data analysis, quantitative and qualitative research methods, along with individual and group level analyses, were combined to provide a deeper understanding of the phenomena being studied. A qualitative content analysis of the computer notes at the cognitive, metacognitive and social level were first analysed at the individual level, which made visible individual thinking and characterized the nature of the online discussions. In the interpretation phase, the categorizations were interpreted as group level processes in order to examine the contextual development of collaborative problem solving. To accomplish this, a process-oriented graph of group problem solving was developed. Further, to understand how socially shared metacognition in group problem solving can be related to individual metacognition, especially metacognitive experiences, group members’ individual feelings of difficulty were combined with the results of the discussion forum data. The results of this study show that the process of socially shared metacognition is a differentiator in the success of a group’s mathematical problem solving. Socially shared metacognition requires that group members participate in joint problem solving intentionally and reciprocally, acknowledge each other’s thinking and develop their ideas further. In other words, the process of socially shared metacognition has intention to steering the discussion rather than exchanging ideas about possible ways to solve the tasks. Further, the results of this study suggest that if the process of socially shared metacognition emerges, then the most of students will be able to reduce their feelings of difficulty. The results of this study suggest that socially shared metacognition is a complex and extra-ordinary group-level phenomenon. Socially shared metacognition could become more visible if participants focus on analysing the task and verifying the process as well as the outcome of the problem solving instead of exploring and implementing various unelaborated solution efforts. While socially shared metacognition fosters success in group problem solving, it also helps individual’s thinking grow as a part of the group<br>Tiivistelmä Tässä tutkimuksessa selvitetään metakognition, erityisesti sosiaalisesti jaetun metakognition, ilmenemistä tietokoneavusteisessa yhteisöllisessä matematiikan ongelmanratkaisussa. Tutkimuksen tavoitteena on myös kehittää aineiston analysointimenetelmiä metakognition ja erityisesti sosiaalisesti jaetun metakognition tutkimiseksi. Tutkimus koostuu kahdesta empiirisestä osatutkimuksesta. Ensimmäisessä tutkimuksessa koehenkilöinä olivat erään perusasteen yläkoulun seitsemännen luokan suomalaiset oppilaat. Toisessa tutkimuksessa koehenkilöinä toimivat ensimmäisen vuosikurssin suomalaiset luokanopettajaopiskelijat. Molemmissa tutkimuksissa yhteisöllisen ongelmanratkaisuprosessin tukena käytettiin tekstipohjaiseen, eriaikaiseen vuorovaikutukseen perustuvia oppimisympäristöjä: Knowledge Forumia ja Työporukkaa (engl. WorkMates, WM). Tutkimusaineisto koostuu verkkokeskustelukommenteista, kyselylomakkeista sekä ongelmanratkaisutehtävän jälkeen piirretyistä graafeista, jotka ilmentävät tehtävän aikana koettua vaikeuden tunnetta. Ongelmanratkaisuprosessia kuvaavassa analyysissa yhdistetään sekä kvalitatiivisia että kvantitatiivisia menetelmiä sosiaalisesti jaetun metakognition tutkimiseksi. Verkkokeskusteluaineistoa analysoidaan yksilötasolla kvalitatiivisen sisällönanalyysin periaatteiden mukaisesti. Osallistujien tallentamat verkkokeskustelukommentit on luokiteltu kognitiivisiksi, metakognitiivisiksi tai sosiaalisiksi viesteiksi. Viestien sisällön tulkinta perustuu ainoastaan kirjoitettuun tekstiin eikä osallistujien ajatteluun viestien taustalla. Verkkokeskusteluaineistoa tulkitaan ryhmätasolla erilaisten visualisointimenetelmien, kuten sosiaalisen verkostoanalyysin ja ryhmän ongelmanratkaisua kuvaavan graafin, avulla. Sosiaalisesti jaetun metakognition yhteyttä yksilön metakognitioon, erityisesti tehtävään liittyvään vaikeuden tunteeseen, tutkitaan ryhmän ongelmanratkaisua kuvaavien graafien, verkkokeskustelukommenttien ja ongelmanratkaisutehtävän jälkeen piirrettyjen tehtävän aikana koettua vaikeutta kuvaavien graafien avulla. Sosiaalisesti jaettua metakognitiota ei ilmene yleisesti ryhmän ongelmanratkaisussa. Tähän vaikuttaa muun muassa se, ettei ryhmissä kiinnitetä huomiota tehtävänantoon ja saadun ratkaisun oikeellisuuteen, vaan pääpaino ongelmanratkaisussa on ratkaisumenetelmien etsimisessä ja esitettyjen ehdotusten toteuttamisessa. Tämän tutkimuksen tulokset kuitenkin osoittavat, että sosiaalisesti jaettu metakognitio on ilmiönä monitahoinen. Tulosten perusteella sosiaalisesti jaettu metakognitio on myös tärkeä tekijä ryhmän ongelmanratkaisussa. Onnistuneessa ongelmanratkaisussa ryhmän jäsenet sitoutuvat yhteiseen prosessiin ja toimivat vastavuoroisesti perustellen esittämänsä ajatukset sekä huomioiden ratkaisun kannalta tärkeät kysymykset ja ratkaisuehdotukset. Tällöin on mahdollista, että sosiaalisesti jaettu metakognitio vähentää useimpien ryhmän jäsenten kokemaa vaikeuden tunnetta. Sosiaalisesti jaetulla metakognitiolla näyttää olevan tärkeä tehtävä paitsi ryhmän myös yksilön ajattelussa

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18

Carlsen, Martin. "Appropriating mathematical tools through problem solving in collaborative small-group settings /." Kristiansand : University of Agder, Faculty of Engineering and Science, 2008. http://www.uia.no/no/portaler/aktuelt/nyhetsarkivet/disputas_elevsamarbeid_gir_matematikklaering.

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19

余倩蕊 and Sin-yui Yue. "A comparative study of think tanks with reference to the Central Policy Unit." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31964199.

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Guthrie, James Dale. "A case study of problem-solving in an authentic classroom /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901238.

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Yip, Wan-hung. "The relative functions of text and drawing in computer-supported collaborative problem-solving." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22786521.

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Yue, Sin-yui. "A comparative study of think tanks with reference to the Central Policy Unit." [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13236362.

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23

Hayes, Kate. "A Qualitative Analysis of Student Behavior and Language During Group Problem Solving." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/HayesK2009.pdf.

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Moscovitz, Kara. "The effects of group communication processes on treatment outcomes in school-based problem solving teams /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7821.

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25

Thomas, Gary R. "Problem solving, thinking and group work in mathematics: Developing an effective pedagogy." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/394d126784c4ae02ffcdd0bbc4cd96d9498548174f0c8896b3663fc5257166a6/23120736/THOMAS2015.pdf.

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This research investigates the use of heuristics and thinking routines while problem solving in mathematics in a collaborative setting of small groups. The educational setting and context of this study is a year 2 classroom in a Victorian school. The study began in response to first; that a thinking classroom is an active, reflective and learning environment that promotes ideas and rich thoughts. Ron Ritchhart is [sic] his book, Intellectual Character (2002) discusses intelligence, being smart and developing intellectual character, secondly; that mathematical problem solving requires students to have a starting point. Polya’s model of understand the problem, make a plan, carry out the plan and look back (Polya, 1957) does suggest a starting point, finally; through the idea of teamwork, cooperation and sharing of ideas and strategies this allows for learning to occur in small groups. Placed in this environment, the goal of the research became an investigation into how Year 2 primary students collaborate to use heuristics and thinking routines to complete mathematical problem solving tasks...

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26

Yen, Peng-Fang. "Some problems in Bayesian group decisions." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845934.

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One employs the mathematical analysis of decision making when the state of nature is uncertain but further information about it can be obtained by experimentation. Bayesian Decision Theory concerns practical problems of decision making under conditions of uncertainty and also requires the use of statistical and mathematical methods.In this thesis, some basic risk sharing and group decision concepts are provided. Risk is the expected value of the Loss Function of Bayesian Estimators. Group decisions consider situations in which the individuals need to agree both on utilities for consequences and on conditional probability assessments for different experimental outcomes.<br>Department of Mathematical Sciences

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Iz, Peri. "A comparative study of three group decision procedures for multiobjective problems." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1283172316.

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Balke, Ellen Louise. "A process model for dispute resolution." Thesis, London School of Economics and Political Science (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287862.

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Sloat, Daniel Lewis. "Indirect collaborative evolution for the facilitation of group intelligence in nursing care plan development." Diss., Online access via UMI:, 2009.

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Thesis (Ph. D.)--State University of New York at Binghamton, Thomas J. Watson School of Engineering and Applied Science, Department of Systems Science and Industrical Engineering, 2009.<br>Includes bibliographical references.

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Chan, Lai-shan, and 陳麗珊. "Gender effect on computer-based problem-solving tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29409202.

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Gao, Song. "A comparative study of problem framing in multiple settings." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36300470.

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Carrodus, Peter Jonathan. "Participation of low-achieving students in cooperative small-group problem solving in mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq37495.pdf.

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Morrison, John David. "Group composition and creative performance /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9315956.

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Meyer, Bertolt. "The effects of computer-elicited structural and group knowledge on complex problem solving performance." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2008. http://dx.doi.org/10.18452/15788.

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Die Arbeit untersucht den Einfluss von strukturellem Wissen auf individueller Ebene sowie den Einfluss der Wissensheterogenität auf Gruppenebene auf komplexes Problemlösen. Zur Erhebung von strukturellem Wissen wird ein computerbasiertes Verfahren, der Assoziations-Strukturtest (AST), entwickelt. Die Wissensheterogenität in Gruppen wird mit dem Wissensmanagementsystem skillMap berechnet. Der AST erhebt zu einer Wissensdomäne einen Graphen, der mit Kennwerten beschreiben wird. Für Leistungsvorhersagen mit dem AST werden komplexe Problemlöseaufgaben gewählt. Da komplexe Probleme oft von Gruppen bearbeitet werden, wird ein Gruppensetting gewählt. Dabei wird ein umgekehrt-u-förmiger Zusammenhang zwischen der Wissensheterogenität in der Gruppe und ihrer Leistung angenommen. 150 Versuchsteilnehmer wurden in Dyaden eingeteilt. Die Teilnehmer erhielten je einen Lerntext mit sieben Wissenselementen zur Steuerung eines komplexen Problemlöseszenarios. Die Heterogenität des Wissens in der Dyade wurde variiert (gering, mittel, groß). Nach der Lernphase schätzten die Teilnehmer ihr Wissen ein, woraus mit der skillMap zu ein Ähnlichkeitsmaß berechnet wurde. Es folgte eine Diskussionsphase, in der die Dyadenmitglieder sich gegenseitig das Erlernte beibrachten. Ihr strukturelles Wissen wurde dann mit dem AST getestet. Im anschließenden Szenario waren die Dyaden mit mittlerer Heterogenität den beiden anderen signifikant überlegen: Die Wissensheterogenität zeigt einen kurvenlinearen Zusammenhang mit der Gruppenleistung. Die gewichtete Dichte der AST-Wissensgraphen korreliert gering mit der Problemlöseleistung und erklärt einen eigenständigen kleinen Anteil ihrer Gesamtvarianz. Das Ähnlichkeitsmaß korreliert signifikant mit der Problemlöseleistung. Computerbasierte Wissensdiagnoseverfahren sind somit potentiell dazu geeignet, Leistungsvorhersagen zu treffen. Die Problemlöseleistung von Gruppen ist zum Teil durch die Verteilung des Wissens innerhalb der Gruppe determiniert.<br>This thesis analyzes the influence of structural knowledge on the individual level and the influence of knowledge heterogeneity on the group level on complex problem solving (CPS) performance. For the elicitation of structural knowledge, a computer based method, the association structure test (AST), is developed. Through term associations, measurement of thinking times, and through pairwise concept comparisons, the AST elicits a graph for each participant. The AST is tested in the domain of CPS. As complex problems are usually addressed by groups, a group setting is chosen. A curvilinear n-shaped connection between the group''s knowledge heterogeneity and its CPS performance is assumed. In an experiment, 150 participants were divided into dyads. Each participant received a text with seven knowledge elements on the control of a complex scenario. The heterogeneity of knowledge in a dyad was varied (small, medium, and large). After learning, dyad members self-assessed their knowledge. Knowledge similarity was calculated with knowledge management system (the skillMap). The knowledge similarity was also used for performance prediction. A discussion followed, during which dyad members taught each other what they had learned. Their structural knowledge was then assessed with the AST. In the following CPS task, dyads with medium heterogeneity exhibited a significant superior performance in comparison with the other two conditions. Knowledge heterogeneity exhibited a curvilinear relationship with the dyad''s CPS performance. The weighted density of AST-elicited knowledge graphs weakly correlated with CPS performance and explained a small but unique fraction of its variance. The skillMap similarity measure correlated significantly with CPS performance. Computer-based knowledge elicitation tools are thus potentially suited for performance prediction. CPS performance of groups is partially determined by the way in which knowledge is distributed inside the group.

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Van, Vlaenderen Hilde. "Group problem solving among community activists in a South African setting: an everyday cognition approach." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002589.

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The study focuses on the everyday problem solving processes of a group of community activists in a rural setting in the Eastern Cape Province of South Africa. It aims to uncover: first, the local knowledge of the participants of the study with reference to the concepts problem and problem solving; second, the participants' group problem solving procedure; and third, the dialectical interrelation between the participants' knowledge and practice with reference to everyday group problem solving. It is contended that the mainstream cognitive approach and the cross-cultural tradition are inappropriate for the study of everyday cognitive processes. A ‘situated cognition’ approach, based on the notions of activity and cultural mediation, is proposed as a theoretical framework for the study. The ontological and epistemological assumptions underpinning the empirical study were derived from a scientific realist and a hermeneutical paradigm. Data for the inquiry into the local knowledge of the participants was collected through individual interviews. The data was interpreted, using the grounded theory techniques of constant comparison, coding and compiling theoretical diagrams. Data for the inquiry into the participants' group problem solving practice consisted of video-taped group problem solving processes. This data was analysed, using a multi layered process of progressively deeper interpretation, employing a reading guide technique. Analysis of the research data revealed that the participants perceived a problem as an impediment to satisfactory participation in society. Problem solving was considered as an emotive, cognitive and inter-active process, involving particular role players. This process had a certain structure, involved attitudes and actions and relied on particular resources. Successful problem solving was perceived to result in restoration of social equilibrium. The group problem solving procedure used by the participants consisted of a process of developing a common understanding and group consensus. The strategies employed in the process, the roles played by the participants, the rules adhered to by the participants and the structure underlying the process were all congruent with these aims. There was a mutually reinforcing interrelation between knowledge and practice with reference to the participants’ problem solving.

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Ticao, Cynthia J. "Mother's problem solving in relation to child nutrition in the Philippines." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28541.

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This study examined Filipino mothers' problem solving on issues related to child feeding, using a dyadic, peer-help approach. The participants were mothers of children under 6 years of age from the town of Camaligan, in the southern Philippines, where malnutrition among children is prevalent. Two studies were conducted: one using a controlled experimental session and the second using a multi-session nutrition education format. In the first study, mothers were paired with a mutual or unilateral friend to discuss a feeding problem to which they initially gave similar solutions and one to which they gave different solutions. Their post-discussion solutions were better in quality and number than the pre-discussion solutions; also mothers paired with a mutual friend gave more and better finaL solutions to the initially-agreed problem than other mothers. Mothers' final solutions were more likely to come from their own than their partner's discussed solutions, suggesting that the partner's role was to facilitate the mother's own problem-solving process. In the second study, mothers paired with a mutual or unilateral friend were compared with an unpaired control group, after pacing themselves through four problem-based nutrition education sessions. For all three groups, mothers' nutrition knowledge and target child's weight-for-age and height-for-age improved from before to after the sessions. In conclusion, mothers show improvements in the number and quality of solutions they generate and the nutrition knowledge they acquire as a result of a problem-solving approach to nutrition education.

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Schantz, Donna Buchanan. "Analysis of problemsolving groups with feedback intervention using a systematic multiple level observation of groups." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/573.

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The purpose of this study was to determine the effects of a feedback cycle on problemsolving groups. A formal method, Systematic Multiple Level Observation of Groups (SYMLOG), was employed for the analysis of behavior in such groups. The system, which codes on multiple levels of communication, served both as a theoretical and an explanatory approach. Problemsolving groups which included a feedback session on group process were compared with problemsolving groups which were not given feedback. The study used primary data from SYMLOG field diagrams to determine whether group movement, leader movement, self-perceptions, and group satisfaction would be affected by feedback intervention. Quantitative techniques were employed to answer the research questions. Case study techniques involving SYMLOG field diagrams were used to discuss the results in a descriptive manner. The groups were analyzed on multiple levels of space using the bipolar three-dimensional model of SYMLOG: task-orientation vs. emotionally expressive, dominant vs. passive, and positive vs. negative. Findings indicated that the feedback cycle played a central role in both group satisfaction and leadership behavior but had little effect upon group movement over time and did not appear to change self-perceptions in any substantial manner.

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Altringer, Bethanne. "Team creative problem solving in multi-disciplinary, cross-cultural and inter-organisational contexts." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609513.

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39

Patten, Ryan. "The Washington Department of Fish and Wildlife's paradigm shift : a grounded theory analysis of law enforcement officers' receptivity toward collaborative problem solving." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Spring2006/r%5Fpatten%5F050106.pdf.

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40

Swenson, Lisa M. "The influence of friendship, friendship quality, and gender on collaborative processes and performance." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1556.

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Thesis (M.A.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains vi, 86 p. : ill. Includes abstract. Includes bibliographical references (p. 49-54).

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41

Cormier, Sandra Louise Cano. "Parents' perspective of the effectiveness of family therapy for children's school-related problems /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004243.

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42

Babasa, Bernadette Maria. "Conflict management styles and personality: The effects of dominance at the individual and group level." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1259.

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The data for this study was collected by the use of the Manifest Needs Questionnaire, Jackson's Personality Research Form, and the Thomas-Kilmann MODE Instrument to assess dominance at the individual and group levels.

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Belter, Jessie L. "What happens Monday? the impact group initiatives have on self-appraised problem-solving ability /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211387439/.

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44

Hamilton, Rebecca W. (Rebecca Warme) 1969. "The means to an end : effects of process on group choice and problem solving." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86259.

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45

Gao, Song, and 高崧. "A comparative study of problem framing in multiple settings." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36300470.

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46

DUNCAN, JAMES EDWIN. "THE HEURISTICS UTILIZED BY FIFTH GRADE STUDENTS IN SOLVING VERBAL MATHEMATICS PROBLEMS IN A SMALL GROUP SETTING." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188045.

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Specific to the recommendation of the National Council of Teachers of Mathematics (1980) to identify and analyze problem solving strategies and the settings in which the development of these strategies could be optimized, this study is a compilation of three case studies which describe what elementary school children say and do when solving verbal mathematics problems in small groups. Persuant to this goal, three four-member groups were selected and asked to reach a consensus within each group on the solution to a variety of routine and non-routine problems. In this relatively unstructured setting, transcriptions of verbal interactions, written records of all computations, and observer notes were compiled for each group. The resulting identification and description of the problem solving behaviors which occurred were analyzed in terms of two broad interactive functions by which children seek to understand verbal problems: the construction of mental representations or physical displays of the problems and the evaluations of these constructions. Representations, in this perspective, are constructed at two levels: a contextual level at which the problem situation is linguistically interpreted and a structural level at which a statement of a problem underlying mathematical structure is defined. Evaluations also occur which allow group members to monitor their understanding and direct the course of the problem solving effort. The findings indicate that intermediate aged children when solving problems in small groups display general patterns of behavior. These patterns of behavior include: the manner in which the groups approach and effectively isolate the contextual elements of a verbal problem, the propensity of groups to change the mode in which a problem is represented by utilizing manipulatives, diagrams, tables and other physical displays, and the manner in which groups monitor the course of problem solving and reach consensuses on solution proposals. Within this general pattern, however, specific subject and task variables characterize individual groups, affecting both the group interaction and the incidence of specific problem solving behaviors. These findings suggest practical classroom applications for group problem solving formats in the elementary school classroom. Additional research, however, must provide the link between group problem solving and individual performance.

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Mehrotra, Jena. "Predicting problem-solving behavior among preschoolers in India: a cross-cultural comparison." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/54317.

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There is evidence that the conceptualization of creativity as a process of original problem-solving is applicable to Indian preschoolers (N=66, mean age 54.8). The cross-cultural validity of the measuring instruments has been demonstrated. The lack of age and sex differences was consistent with results found in the U.S. (Moran, Milgram, Sawyers, & Fu, 1983) and in Israel (Milgram, Moran, Sawyers, & Fu, 1987). Quantity and quality of ideational fluency responses were found to be strongly related; a marked order effect with popular responses occurring earlier and original responses later in the response sequence was found to exist more in high original subjects than in low. These findings duplicate those found with preschool children in the United States and in Israel. The relationships between the variables proved to be more complex than hypothesized. In the present study with Indian preschoolers, fantasy did not act as a bridge between convergent and divergent thinking as hypothesized on the basis of results obtained in the U.S. The multidimensional model with ideational fluency, fantasy, metaphoric comprehension, intelligence and the home as predictors accounted for 48.9% of the variance in problem-solving. The home environment was found to be a crucial factor in the prediction of original thinking and its role in conjunction with the cognitive variables needs further examination. Considering this, it is recommended that a measure of the home environment and its profound influence on the divergent and convergent thinking of the preschool child be studied. The investigations have also revealed that the measures for stringent problem-solving are not completely satisfactory and a more appropriate criterion measure of creativity needs to be established.<br>Ph. D.

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Yip, Wan-hung, and 葉韞紅. "The relative functions of text and drawing in computer-supported collaborative problem-solving." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31225494.

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49

Tochon, François Victor. "Group problem solving in a complex verbal production with expert, postulant teacher, and peer regulation." Thesis, University of Ottawa (Canada), 1997. http://hdl.handle.net/10393/4166.

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Dans le but d'elucider la dynamique de l'apprentissage de groupe, nous analysons la resolution de probleme en termes de strategies et d'accomplissement en situation. Les strategies sont observees au cours de la resolution d'un probleme creatif complexe et peu defini, et des notes de nature biographique sont prises sur le contexte d'implantation et d'experience de ces strategies. Nous proposons une definition originale des strategies de resolution de probleme. Les strategies sont definies comme un ensemble de choix reflexifs et regulateurs etablis en connexion avec le contexte de la tache et en coherence avec des buts sociaux. Ces choix sont operes dans chaque groupe d'apprentissage en accord avec un regulateur different: pair, stagiaire, ou expert. Ces regulateurs se preparent, interviennent en un discours pedagogique dont des extraits sont analyses, et reflechissent a voix haute apres l'action sur ses implications. L'objectif general de la recherche est de determiner par des moyens quantitatifs et qualitatifs quelles strategies d'apprentissage, lors de la resolution d'un probleme en groupe, sont reliees a la reussite de la tache et aux progres des eleves: (a) Determiner la relation entre l'organisation observee dans des groupes regules par une enseignante experte, une novice ou un pair, et la reussite d'une tache verbale complexe sur le plan des savoirs, des procedures, et de l'experience; (b) Decrire le traitement de l'information dans la resolution du probleme pose dans chaque groupe en indiquant le role des informations issues de l'environnement de la tache, des modeles de situation interiorises par les eleves, des dispositions et des buts sociaux-affectifs; (c) Interpreter les resultats en termes d'optimalisation de l'apprentissage en groupe. Le probleme analyse consiste a enregistrer, en groupe, un message original et creatif sur un repondeur telephonique (message sortant). Pendant l'experimentation, la regulation dans la resolution de probleme porte sur plusieurs episodes strategiques: ecouter ou lire les consignes, reflechir, planifier, explorer, appliquer et verifier. L'ensemble du processus d'apprentissage est influence par des situations particulieres: experience anterieure, implicite ou explicite, modeles de situation (maniere dont les enfants se representent ce qu'ils font), biographies individuelles et de groupe. (Abstract shortened by UMI.)

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Biggam, Fiona Helen. "Evaluation of a controlled social problem-solving group based intervention with vulnerable incarcerated young offenders." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323105.

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