The journal of problem solving最新文献_第3页

Rewarding Multitasking: Negative Effects of an Incentive on Problem Solving under Divided Attention 奖励多任务处理:注意力分散下激励对问题解决的负面影响

The journal of problem solving Pub Date : 2014-11-07 DOI: 10.7771/1932-6246.1163

Mareike Wieth, B. Burns

引用次数: 12

Activation of Operational Thinking During Arithmetic Practice Hinders Learning And Transfer 运算思维在算术练习中的激活会阻碍学习和迁移

The journal of problem solving Pub Date : 2014-11-07 DOI: 10.7771/1932-6246.1165

Dana L. Chesney, Nicole M. McNeil

{"title":"Activation of Operational Thinking During Arithmetic Practice Hinders Learning And Transfer","authors":"Dana L. Chesney, Nicole M. McNeil","doi":"10.7771/1932-6246.1165","DOIUrl":"https://doi.org/10.7771/1932-6246.1165","url":null,"abstract":"Many children in the U.S. initially come to understand the equal sign operationally, as a symbol meaning “add up the numbers” rather than relationally, as an indication that the two sides of an equation share a common value. According to a change-resistance account (McNeil & Alibali, 2005), children's operational ways of thinking are never erased, and when activated, can interfere with mathematics learning and performance, even in educated adults. To test this theory, undergraduates practiced unfamiliar multiplication facts (e.g., 17-times table) in one of three conditions that differed in terms of how the equal sign was represented in the problems. In the operational words condition, the equal sign was replaced by operational words (e.g., \"multiplies to\"). In the relational words condition, the equal sign was replaced by relational words (e.g., \"is equivalent to\"). In the control condition, the equal sign was used in all problems. The hypothesis was that undergraduates' fluency with practiced facts and transfer problems would be hindered in the operational words condition compared to the other conditions. Results supported this hypothesis, indicating that the activation of operational thinking is indeed detrimental to learning and transfer, even in educated adults.","PeriodicalId":90070,"journal":{"name":"The journal of problem solving","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91134128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Effects of Cover Stories on Problem Solving in a Statistics Course 统计课程中封面故事对解决问题的影响

The journal of problem solving Pub Date : 2014-11-07 DOI: 10.7771/1932-6246.1162

T. R. Ricks, J. Wiley

引用次数: 3

What Are the Odds? A Practical Guide to Computing and Reporting Bayes Factors 几率有多大?计算和报告贝叶斯因子的实用指南

The journal of problem solving Pub Date : 2014-11-07 DOI: 10.7771/1932-6246.1167

A. Jarosz, J. Wiley

引用次数: 878

Wait for it . . . Delaying Instruction Improves Mathematics Problem Solving: A Classroom Study 等一下……延迟教学提高数学问题解决能力:一项课堂研究

The journal of problem solving Pub Date : 2014-11-07 DOI: 10.7771/1932-6246.1166

Abbey M Loehr, Emily R. Fyfe, Bethany Rittle-Johnson

{"title":"Wait for it . . . Delaying Instruction Improves Mathematics Problem Solving: A Classroom Study","authors":"Abbey M Loehr, Emily R. Fyfe, Bethany Rittle-Johnson","doi":"10.7771/1932-6246.1166","DOIUrl":"https://doi.org/10.7771/1932-6246.1166","url":null,"abstract":"Engaging learners in exploratory problem-solving activities prior to receiving instruction (i.e., explore-instruct approach) has been endorsed as an effective learning approach. However, it remains unclear whether this approach is feasible for elementary-school children in a classroom context. In two experiments, second-graders solved mathematical equivalence problems either before or after receiving brief conceptual instruction. In Experiment 1 (n = 41), the explore-instruct approach was less effective at supporting learning than an instruct-solve approach. However, it did not include a common, but often overlooked feature of an explore-instruct approach, which is provision of a knowledge-application activity after instruction. In Experiment 2 (n = 47), we included a knowledge-application activity by having all children check their answers on previously solved problems. The explore-instruct approach in this experiment led to superior learning than an instruct-solve approach. Findings suggest promise for an explore-instruct approach, provided learners have the opportunity to apply knowledge from instruction. Correspondence: Abbey Marie Loehr, 230 Appleton Place, Peabody #552, Vanderbilt University, Nashville, TN 37203; Phone: (615) 343-7149. Email: abbey.loehr@vanderbilt.edu","PeriodicalId":90070,"journal":{"name":"The journal of problem solving","volume":"12 4-5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7771/1932-6246.1166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72494428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 26

Enclothed Cognition and Controlled Attention during Insight Problem-Solving 内观问题解决过程中的遮蔽认知与控制注意

The journal of problem solving Pub Date : 2014-11-07 DOI: 10.7771/1932-6246.1164

C. V. Stockum, Marci S. DeCaro

{"title":"Enclothed Cognition and Controlled Attention during Insight Problem-Solving","authors":"C. V. Stockum, Marci S. DeCaro","doi":"10.7771/1932-6246.1164","DOIUrl":"https://doi.org/10.7771/1932-6246.1164","url":null,"abstract":"Individual differences in working memory capacity (WMC) increase the ability, and tendency, to devote greater attentional control to a task—improving performance on a wide range of skills. In addition, recent research on enclothed cognition demonstrates that the situational influence of wearing a white lab coat increases controlled attention, due to the symbolic meaning and physical experience of wearing the coat. We examined whether these positive influences on attentional control lead to negative performance outcomes on insight problem-solving, a task thought to rely on associative processes that operate largely outside of explicit attentional control. Participants completed matchstick arithmetic problems while either wearing a white lab coat or in a no-coat control condition. Higher WMC was associated with lower insight problem-solving accuracy in the no-coat condition. In the coat condition, the insight problem-solving accuracy of lower WMC individuals dropped to the level of those higher in WMC. These results indicate that wearing a white lab coat led individuals to increase attentional control towards problem solving, hindering even lower WMC individuals from engaging in more diffuse, associative problem-solving processes, at which they otherwise excel. Trait and state factors known to increase controlled attention and improve performance on more attention-demanding tasks interact to hinder insight problem-solving.","PeriodicalId":90070,"journal":{"name":"The journal of problem solving","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86612831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 18

Fast and Efficient Discrimination of Traveling Salesperson Problem Stimulus Difficulty 旅行推销员问题刺激难度的快速有效判别

The journal of problem solving Pub Date : 2014-11-07 DOI: 10.7771/1932-6246.1160

M. Dry, E. L. Fontaine

{"title":"Fast and Efficient Discrimination of Traveling Salesperson Problem Stimulus Difficulty","authors":"M. Dry, E. L. Fontaine","doi":"10.7771/1932-6246.1160","DOIUrl":"https://doi.org/10.7771/1932-6246.1160","url":null,"abstract":"The Traveling Salesperson Problem (TSP) is a computationally difficult combinatorial optimization problem. In spite of its relative difficulty, human solvers are able to generate close-to-optimal solutions in a close-to-linear time frame, and it has been suggested that this is due to the visual system’s inherent sensitivity to certain geometric properties of TSP stimuli. In the current study we employed a novel experimental paradigm in which we presented participants with sets of four TSP stimuli that varied in terms of their relative solution difficulty and asked them to indicate which of the four stimuli they would prefer to solve. The results indicated that the participants’ choice frequencies followed the same ordering as the stimuli’s empirical solution difficulty; that is, easy-to-solve stimuli were chosen with a higher frequency than hard-to-solve stimuli. It is suggested that these results provide further evidence of the speed and efficiency of human processing of TSPs, and provide further evidence implicating the role of rapid visuo-perceptual organization in generating TSP solutions. An analysis of the geometric properties of the stimuli uncovered a number of factors that may have influenced the choice preferences of participants in the current experiment, and the performance quality of participants in previous experiments. Correspondence: Matthew J. Dry. Phone: +618 8313 3856; E-mail: matthew.dry@adelaide.edu.au","PeriodicalId":90070,"journal":{"name":"The journal of problem solving","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88453060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Persistent and Pernicious Errors in Algebraic Problem Solving 代数解题中持续和有害的错误

The journal of problem solving Pub Date : 2014-11-07 DOI: 10.7771/1932-6246.1161

Julie L. Booth, C. Barbieri, Francie Eyer, E. Paré-Blagoev

引用次数: 84

Editor's Introduction 编辑器的介绍

The journal of problem solving Pub Date : 2014-01-01 DOI: 10.7771/1932-6246.1171

J. Wiley

引用次数: 0

Solving Large Problems with a Small Working Memory 用小的工作记忆解决大问题

The journal of problem solving Pub Date : 2013-10-10 DOI: 10.7771/1932-6246.1155

Z. Pizlo, Emil Stefanov

引用次数: 7