Separability of metacognition and cognition: Problem solving in learning disabled and regular students.

Investigated whether metacognition is a separate factor from cognition by measuring the effects of metacognitive factors in problem solving while attempting to hold relevant cognitive factors constant. 24 2nd–6th graders who were disabled in mathematics were matched to 24 regular students on the basis of both Ss' performance on the same set of 10 mathematics problems and their achievement test scores in mathematics. The 2 groups also did not significantly differ on IQ scores. Results show that the learning disabled Ss were less skilled in 2 forms of metacognition with respect to the set of problems: (a) knowledge about cognition, or in this case knowledge about their problem-solving skills; and (b) regulation of cognition, or in this case the ability to monitor their problem-solving performance. Implications of the results and the adequacy of the matching methodology are discussed. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sampling autobiographical memory reports in adolescents.

28 college students (CSs) and 28 young adolescents (As) were presented with single-word prompts to elicit autobiographical memories. Ss' memories were then used as stimuli to collect additional memories. CSs but not As responded more slowly to affective prompts than to action prompts. Also, As made more frequent use of a same-event strategy in reporting 2nd memories than did CSs, who more frequently responded to a single feature of the original memory. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family problem solving versus home notes as early intervention with high-risk children.

Assigned 69 2nd–6th graders, identified as inconsistent because of extreme variability over baseline in math class work, to a home-note, family problem-solving, or control condition. Teachers scored Ss' math daily and sent home a Good-News Note with Ss in both intervention conditions when their daily means equaled or exceeded their baseline means. Ss in the family problem-solving condition wrote contingency contracts with their families, guided by a problem-solving board game, specifying consequences for receipt of Good-News Notes. Families in the home-note condition were instructed by letter to deliver favorable consequences on receipt of Good-News Notes. Compared to no treatment both forms of intervention significantly reduced class work scatter. Whereas Ss in the control and home-note conditions became less accurate during intervention, Ss in the family problem-solving condition maintained their accuracy. Only Ss in the family problem-solving condition demonstrated generalization to nonreinforced intervention probes. Involvement of the family meant that children produced high quality work even when their classmates' work dropped in quality and that they worked hard even when they expected no reward. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression and social problem solving.

20 depressed patients with major depressive disorder, 20 nondepressed matched control Ss, and 17 patients with anxiety disorders were compared in different measures of social problem solving. Problem solving was assessed with the Means-Ends Problem-Solving Test (Study 1), the solution of personal problems, and a problem-solving questionnaire (Study 2). Results showed that, as predicted, depressed Ss suffered from a deficit in problem solving in all 3 measures. The majority of these deficits were also displayed by the clinical control group rather than being specific to a diagnosis of depression. However, depressed Ss produced less effective solutions than did normal and clinical control Ss. The results suggest that depressed and anxious patients may have difficulties at different stages of the problem-solving process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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

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

Social support, problem solving, and the longitudinal course of newlywed marriage.

Married couples (N = 172) were observed as newlyweds and observed again 1 year later while engaging in 2 problem-solving and 2 personal support discussions. Microanalytic coding of these conversations was used to examine associations between problem-solving and social support behaviors for 1 year and their relative contributions to 10-year trajectories of self-reported relationship satisfaction and dissolution. Results demonstrated that initially lower levels of positive support behaviors and higher levels of negative support behaviors predicted 1-year increases in negative emotion displayed during problem-solving conversations. Emotions coded from the initial problem-solving conversations did not predict 1-year changes in social support behaviors. Controlling for emotions displayed during problem-solving interactions eliminated or reduced associations between initial social support behaviors and (a) later levels of satisfaction and (b) relationship dissolution. These findings corroborate models that prioritize empathy, validation, and caring as key elements in the development of intimacy (e.g., Reis & Shaver, 1988) and suggest that deficits in these domains foreshadow deterioration in problem solving and conflict management. Implications for integrating support and problem solving in models of relationship change are outlined, as are implications for incorporating social support in education programs for developing relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Roles of symbolic knowledge and problem-information context in solving word problems.

In 4 experiments, the effects of symbolic knowledge (i.e., knowledge about the meaning of mathematical notation) and problem-information context (PIC) on translating relational statements (e.g., "There are 6 times as many students as professors") into math equations were examined. College students were more likely to construct correct equations when symbolic knowledge was presented than they were when they only received a single relational statement. Ss who received a PIC that more closely resembled a complete word problem did better on the equation-writing task than did those who only received a relational statement. Results indicated that the effects of the two factors are not separate. When Ss had the appropriate PIC, performance on the equation-writing task was enhanced because Ss' own memory representations for symbolic knowledge were more accessible. Contextual constraints in the access and use of knowledge in problem solving are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Problem solving in video-based microworlds: Collaborative and individual outcomes of high-achieving sixth-grade students.

The effect of collaboration on problem-solving performance and learning was investigated in the context of a complex, video-based mathematics problem. Ninety-six high-achieving 6th-grade students were randomly assigned to collaborative or individual problem-solving conditions. Two hypotheses were tested: (a) that triads would perform better than individuals when first presented with the problems and (b) that students who had first worked in triads would perform better than students who had worked individually when asked to solve the same problem and a near-transfer problem on their own. Three measures of problem solving and planning were used. Students in the collaborative condition outperformed students in the individual condition on their initial attempt at the problem. In addition, students in the collaborative condition performed better on the mastery and near-transfer problems on 2 out of 3 performance measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of causal attribution in personal problem solving.

In 2 studies with 180 undergraduates, self-appraised effective problem solving was associated with a unique pattern of causal attributions. In the 1st study, self-appraised effective relative to ineffective problem solvers tended to view the etiology of personal problems as largely within their own control and as due to their own failure to exert effort in the situations. In the 2nd study, self-appraised effective relative to ineffective problem solvers exhibited a more pronounced self-serving bias regarding successful and unsuccessful problem-solving attempts; effort attributions emerged as a distinguishing characteristic between the 2 groups. Self-appraised effective problem solvers viewed lack of effort as a primary component when their attempts to solve personal problems were unsuccessful. Results are discussed in relation to previous findings regarding causal attributions among different populations and to appropriate clinical interventions. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Problem-solving workshop training.

Assessed the effects of intensive problem-solving training on outcomes related to counseling. 50 undergraduates who expressed a need for and willingness to participate in a problem-solving workshop were randomly assigned to 1 of 3 groups: a treatment group, a pre–posttest control group, and a posttest-only control group. Treatment consisted of didactic presentations, group discussions, and directed practice in 5 90-min sessions that were designed for systematic training in 5 stages of problem solving. Dependent variables were generation of alternatives, decision-making skill, and Ss' perceptions of their problem-solving skills as measured by Subtests 2 and 3 of the Problem-Solving Test and the Problem-Solving Inventory. Results indicate that training did influence the quality of response, but training did not increase the number of Ss' alternatives. Ss participating in the workshop also described themselves as using fewer impulsive behaviors during problem solving than nonparticipant controls. No differences were found among groups on their ability to make effective choices from among a set of alternatives. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of interpersonal problem-solving training with chronic aftercare patients on problem-solving component skills and effectiveness of solutions.

Administered group skills training to 7 chronic psychiatric patients (aged 24–45 yrs) who were enrolled in a partial-hospitalization program and had difficulty solving interpersonal problems. Training focused on the development of 5 problem-solving components: problem identification, goal definition, solution evaluation, evaluation of alternatives, and selection of a best solution. A multiple-baseline design was used to demonstrate training effectiveness through improved problem solving on trained situations and through skill generalization to novel, untrained situations. Maintenance of the training was evaluated after 1 and 4 mo. Social validation was accomplished by comparing the problem-solving competency of the patient sample with skills demonstrated by 20 normal nonpsychiatric persons (aged 22–60 yrs). Results show that following training, the frequency of targeted problem-solving components increased substantially. Training effects were generalized to unfamiliar problem situations and largely maintained at follow-ups. For both problem-solving situations, Ss' overall problem-solving was equivalent to the competency levels displayed by the normal community sample. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-sectional and incremental changes in working memory and mathematical problem solving.

Cross-sectional and incremental age effects on cognitive processes that underlie individual differences in components of working memory (WM; phonological loop, visual-spatial sketchpad, executive processing) and mathematical problem-solving accuracy were examined in elementary schoolchildren. A battery of tests was administered that assessed problem solving, achievement, memory, and cognitive processing (inhibition, speed, phonological coding) in children in Grades 1, 2, and 3 (Wave 1) and 1 year later (Wave 2). The results showed that (a) 31% of the explainable within-person changes across testing waves and 42% of the age-related differences in word problem-solving accuracy were related to executive processing and (b) executive processing and reading performance in Year 1 were the only variables that contributed unique variance to Year 2 problem-solving performance. The results support the notion that growth in the executive system is an important predictor of children's problem solving abilities beyond the contribution of reading and calculation skills and that growth in executive processing can operate independently of individual differences in phonological processing, inhibition, and processing speed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practice schedules and subgoal instantiation in cascaded problem solving.

Fluent problem solving depends on efficient instantiation of subgoals for executing component skills. In 3 experiments, the authors examined how component-skill practice schedules and problem-solving demands interact to affect fluency in mental calculation. Participants practiced Boolean rules in blocked or random practice schedules and then solved problems that varied in the need to switch rules and in preview of upcoming operators. In Experiment 1, participants more quickly solved problems requiring repeated use of a single rule than problems using multiple rules, but practice schedules had no effect. In Experiment 2, random practice produced a transfer benefit for multiple-rule problems that allowed operator preview. Experiment 3 verified the importance of preview. These results suggest that when participants can rapidly switch rules, they achieve fluency by overlapping steps in a manner analogous to perceptual-motor skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practice schedules and the use of component skills in problem solving.

In motor and verbal learning, random practice schedules produce poorer acquisition performance but superior retention relative to blocked practice. We extend this contextual interference effect to the case of learning cognitive procedural skills to be used in problem solving. Subjects in three experiments practiced calculation with Boolean functions. After this acquisition phase, subjects solved problems requiring these procedures. Experiments 1 and 2 demonstrated superior transfer to problem solving for skills acquired under random schedules. In Experiment 3, subjects practiced component skills in a blocked schedule, with one of four tasks—same–different judgment, mental arithmetic, short-term memory, or long-term memory—intervening between trials. For same–different judgments and mental arithmetic, transfer performance was comparable to that found for random schedules in Experiments 1 and 2. This result suggests that the differences depend on processing rather than storage demands of intertrial activity. Implications for theories of problem solving and part–whole transfer are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.

The authors assessed the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction (L. S. Fuchs et al., 2003), on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. Problem-solving transfer instruction taught problem-solution methods, the meaning of transfer, and 4 superficial-problem features that change a problem without altering its type or solution; it also prompted metacognitive awareness to transfer. The authors contrasted the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction. Twenty-four 3rd-grade teachers, with 395 students, were assigned randomly to conditions. Treatments were conducted for 16 weeks. Students were pre- and posttested on problem-solving tests and responded to a posttreatment questionnaire tapping self-regulation processes. SRL positively affected performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Thinking can cause forgetting: Memory dynamics in creative problem solving.

Research on retrieval-induced forgetting has shown that retrieval can cause the forgetting of related or competing items in memory (Anderson, Bjork, & Bjork, 1994). In the present research, we examined whether an analogous phenomenon occurs in the context of creative problem solving. Using the Remote Associates Test (RAT; Mednick, 1962), we found that attempting to generate a novel common associate to 3 cue words caused the forgetting of other strong associates related to those cue words. This problem-solving-induced forgetting effect occurred even when participants failed to generate a viable solution, increased in magnitude when participants spent additional time problem solving, and was positively correlated with problem-solving success on a separate set of RAT problems. These results implicate a role for forgetting in overcoming fixation in creative problem solving. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Teaching with concrete and abstract visual representations: Effects on students' problem solving, problem representations, and learning perceptions.

In 3 experiments, we examined the effects of using concrete and/or abstract visual problem representations during instruction on students' problem-solving practice, near transfer, problem representations, and learning perceptions. In Experiments 1 and 2, novice students learned about electrical circuit analysis with an instructional program that included worked-out and practice problems represented with abstract (Group A), concrete (Group C), or abstract and concrete diagrams (Group AC), whereby the cover stories were abstract in Group A and concrete in Groups C and AC. Experiment 3 added a 4th condition (C-A) with a concrete cover story and abstract diagrams. Group AC outperformed Groups A and C on problem-solving practice in Experiments 1 and 2 and outperformed Group C on transfer across the 3 experiments; Group AC also outperformed Group C-A in Experiment 3. Further, Group A outperformed Group C on transfer in Experiments 2 and 3 and outperformed Group C-A in Experiment 3. Transfer scores were positively associated with the quality of the diagrams and the number of abstract representations drawn during the transfer test. Data on students' learning perceptions suggest that the advantage of Group AC relies on the combined cognitive support of both representations. Our studies indicate that problem solving is fostered when learners experience concrete visual representations that connect to their prior knowledge and are enabled to use abstract visual representations. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Mental representation of three-dimensional objects in visual problem solving and recognition.

Ss inspected sets of flat, separated orthographic projections of surfaces of potential 3-dimensional objects. After solving problems based on these orthographic views, Ss discriminated between isometric views of the same objects and drawings of distractor structures. Recognition of the isometrics, which had never been shown during the problem-solving phase of the experiment, was excellent. In addition, recognition of isometrics corresponding to problems that had been solved correctly when presented in orthographic form was significantly superior to recognition of isometrics based on problems solved incorrectly. In Exp 2, conditions were included in which either orthographic or isometric views functioned as problem solving or recognition displays. Only in the case of orthographic problem solving followed by isometric recognition (Exp 1) was the superiority of recognition for correctly solved problems over incorrectly solved problems obtained. The pattern of results suggests that viewers construct mental representations embodying structural information about integrated, 3-dimensional objects when asked to reason about flat, disconnected projections. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Guidance during mathematical problem solving.

Researchers have suggested that often, having students study worked examples may be superior to active problem solving. The guidance provided by such examples reduces cognitive load compared with that imposed by the means–ends strategy used by most novice problem-solvers. This may facilitate schema acquisition. The guidance provided by worked examples or other sources of information, such as subgoals, must not themselves require significant cognitive resources for effective processing. In many areas of mathematics, conventional methods of presentation may result in a splitting of attention between multiple sources of information that must be mentally integrated. The cognitive load imposed may eliminate any benefit of a worked example or other form of guidance. A series of 5 geometry experiments provided evidence for this hypothesis. When guidance in the form of subgoals or worked examples was provided using a conventional format requiring attention to 2 sources of information, Ss' performance was no better and possibly worse than when solving conventional problems. Presenting information using a format that did not split attention resulted in a superiority of worked examples over conventional problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)