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This project will investigate whether people primarily rely on factual information over other strategies when solving tasks and their capacity to disregard it when it proves unhelpful. In an online game, participants will estimate the needs (e.g., required food amount) of various seal species and adjust their guesses based on feedback (e.g., “too much,” “too little”). Each trial’s correct answer will serve as the prior clue for the next. We will study two conditions: “same need”, where all prior clues relate to sleep-time, and “different needs”, where the clues vary. We hypothesize that in the “same need” condition, participants will initially favor prior clues to estimate seals’ sleep-time needs but will gradually deviate as these clues prove unhelpful for quickly finding the correct response. However, in the “different needs” condition, participants are more likely to initially select a middle-range value on the slider, as using the middle point strategy halves the range of potential answers and prior information is clearly irrelevant to the current task. In a subsequent exploratory phase, we will examine the extent to which improved performance in the “same needs” condition is associated with participants’ ability to suppress interference from prior numeric clues and their conscious perception of these clues’ irrelevance. Unlike traditional anchoring effect studies focused on single responses, this project examines the influence of prior information in problem-solving contexts where participants can continuously evaluate its utility and explore alternative strategies.

Particle Swarm Optimization (PSO) is a population based stochastic optimization technique inspired by the social learning of birds or fish. Some of the appealing facts of PSO are its convenience, simplicity and easiness of implementation requiring but few parameters adjustments. Inertia Weight (ω) is one of the essential parameters in PSO, which often significantly the affects convergence and the balance between the exploration and exploitation characteristics of PSO. Since the adoption of this parameter, there have been large proposals for determining the value of Inertia Weight Strategy. In order to show the efficiency of this parameter in the Economic Dispatch problem(ED), this paper presents a comprehensive review of one or more than one recent and popular inertia weight strategies reported in the related literature. Among this five recent inertia weight four were randomly chosen for application and subject to empirical studies in this research, namely, Constant (ω), Random (ω), Global-Local Best (ω), Linearly Decreasing (ω), which are then compared in term of performance within the confines of the discussed optimization problem. Morever, the results are compared to those reported in the recent literature and data from SONELGAZ. The study results are quite encouraging showing the good applicability of PSO with adaptive inertia weight for solving economic dispatch problem.

Particle Swarm Optimization (PSO) is a population based stochastic optimization technique inspired by the social learning of birds or fish. Some of the appealing facts of PSO are its convenience, simplicity and easiness of implementation requiring but few parameters adjustments. Inertia Weight (ω) is one of the essential parameters in PSO, which often significantly the affects convergence and the balance between the exploration and exploitation characteristics of PSO. Since the adoption of this parameter, there have been large proposals for determining the value of Inertia Weight Strategy. In order to show the efficiency of this parameter in the Economic Dispatch problem(ED), this paper presents a comprehensive review of one or more than one recent and popular inertia weight strategies reported in the related literature. Among this five recent inertia weight four were randomly chosen for application and subject to empirical studies in this research, namely, Constant (ω), Random (ω), Global-Local Best (ω), Linearly Decreasing (ω), which are then compared in term of performance within the confines of the discussed optimization problem. Morever, the results are compared to those reported in the recent literature and data from SONELGAZ. The study results are quite encouraging showing the good applicability of PSO with adaptive inertia weight for solving economic dispatch problem.

Previous studies have demonstrated that writing haws an effect on emotion regulation. However, studies examining the effect of writing task on the regulation of anger are limited. In this study, three different emotion regulation strategies will be used together with the writing task to regulate anger. First of all, a vignette was created to trigger the participants' anger in the experimental environment. When the experiment begins, participants will fill out two different questionnaire which are Positive and Negative Affect Schedule (PANAS) and Affect Grid to examine their mood. Then, it is planned to induce the anger of participants by making the vignette read to a total of 150 participants. After the anger induction, participants randomly assigned to write to express or problem solving or distract. Finally, the participants will complete the questionnaires (PANAS and Affect Grid) to examine their mood.

Previous studies have demonstrated that writing haws an effect on emotion regulation. However, studies examining the effect of writing task on the regulation of anger are limited. In this study, three different emotion regulation strategies will be used together with the writing task to regulate anger. First of all, a vignette was created to trigger the participants' anger in the experimental environment. When the experiment begins, participants will fill out two different questionnaire which are Positive and Negative Affect Schedule (PANAS) and Affect Grid to examine their mood. Then, it is planned to induce the anger of participants by making the vignette read to a total of 150 participants. After the anger induction, participants randomly assigned to write to express or problem solving or distract. Finally, the participants will complete the questionnaires (PANAS and Affect Grid) to examine their mood.

Previous studies have demonstrated that writing haws an effect on emotion regulation. However, studies examining the effect of writing task on the regulation of anger are limited. In this study, three different emotion regulation strategies will be used together with the writing task to regulate anger. First of all, a vignette was created to trigger the participants' anger in the experimental environment. When the experiment begins, participants will fill out two different questionnaire which are Positive and Negative Affect Schedule (PANAS) and Affect Grid to examine their mood. Then, it is planned to induce the anger of participants by making the vignette read to a total of 150 participants. After the anger induction, participants randomly assigned to write to express or problem solving or distract. Finally, the participants will complete the questionnaires (PANAS and Affect Grid) to examine their mood.

A 784 Problem Solving Strategies (1983)(MECC)(alt)

A 784 Problem Solving Strategies (1983)(MECC)(alt)

This experiment will test how attention manipulations affect individual problem-solving strategies. Specifically, in the case of ill-structured, complex, and novel problems. This experiment is a replication of the experiment preregistered at: https://osf.io/nvfdc The goal of this project is to implement post-hoc manipulation checks to show that the espoused decision policies employed by the participants are directed by the manipulations of the experiment. The experiment has a smaller sample than the one described at https://osf.io/nvfdc and will not collect data on the pandemic control variables. We remove these control variables because the aim of this experiment is not to replicate the results of the previous study but to show how the manipulation affects the participant's espoused decision policy. In this way, the hypotheses of the experiment are different.

This experiment will test how attention manipulations affect individual problem-solving strategies. Specifically, in the case of ill-structured, complex, and novel problems. The experiment has two aims. First to show that the problem-solving processes are prone to attention manipulations. Second to show that manipulations can shift the problem-solving processes in predictable ways. In doing this, we are performing a direct replication of a prior experiment to strengthen the case for the prior results. The two tasks employ each a problem description and a set of 10+ items the participants need to rank-order in terms of importance to the survival goal in the problem-situations. The presence of multiple and interdependent items makes the problems complex. The absence of clearly defined alternatives makes the problem ill-structured. To make the problem novel, we select participants who lack survival training, so that participants need to solve the problems using new approaches. The experiment will have a mixed factorial design whereby there will be three groups of participants (two manipulation conditions and one control condition) and within each group, the participants will perform two tasks. The first task is done before the manipulation and is the same for all participants. Therefore, the behavior across conditions should be equivalent. The manipulation happens after the first task is finished. The second task is the same for all participants so we can compare the change in behavior of the participant in the second task relative to their behavior in the first task across the conditions. In other words, the hypotheses of the experiment focus on the standardized change in behavior and performance before and after the manipulation across the experimental conditions.

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Distributed artificial intelligence is concerned with problem solving that is done by groups of agents. This Note describes strategies of cooperation that groups require to solve shared tasks effectively. We discuss such strategies first in a domain-independent fashion, and then in the context of a specific group problem-solving application: collision avoidance in air traffic control. We begin by contrasting the methodologies, difficulties, and opportunities of distributed and centralized problem solving. From this analysis, we infer a set of requirements on the information-gathering and organizational policies of group problem-solving agents. We then discuss a set of distributed problem solvers that we have developed in the domain of air traffic control and describe some experimental findings with the cooperative strategies used. In particular, we note large task-dependent differences in processing times, communication loads, and system errors between the several cooperative strategies.

Role-limiting approaches support knowledge acquisition (KA) by centering knowledge base construction on common types of tasks or domain independent problem solving strategies. Within a particular problem-solving strategy, domain-dependent knowledge plays specific roles. A KA tool then helps a user to fill these roles. Although role-limiting approaches are useful for guiding KA, they are limited because they only support users in filling knowledge roles that have been built in by the designers ol the KA system. EXPECT takes a different approach to KA by representing problem-solving knowledge explicitly, and deriving from the current knowledge base the knowledge gaps that must be resolved by the user during KA. This paper contrasts role-limiting approaches and EXPECT's approach, using the propose-and-revise strategy as an example. EXPECT not only supports users in filling knowledge roles, but also provides support in (1) adapting the problem-solving strategy, (2) changing the types of information to be acquired about a knowledge role, (3) adding new knowledge roles, and (4) acquiring additional background information about the domain needed by the knowledge-based system. EXPECT's guidance changes as the knowledge base changes, providing a more flexible approach to knowledge acquisition. This work provides evidence supporting the need for explicit representations in building knowledge-based systems.

Role-limiting approaches support knowledge acquisition (KA) by centering knowledge base construction on common types of tasks or domain independent problem solving strategies. Within a particular problem-solving strategy, domain-dependent knowledge plays specific roles. A KA tool then helps a user to fill these roles. Although role-limiting approaches are useful for guiding KA, they are limited because they only support users in filling knowledge roles that have been built in by the designers ol the KA system. EXPECT takes a different approach to KA by representing problem-solving knowledge explicitly, and deriving from the current knowledge base the knowledge gaps that must be resolved by the user during KA. This paper contrasts role-limiting approaches and EXPECT's approach, using the propose-and-revise strategy as an example. EXPECT not only supports users in filling knowledge roles, but also provides support in (1) adapting the problem-solving strategy, (2) changing the types of information to be acquired about a knowledge role, (3) adding new knowledge roles, and (4) acquiring additional background information about the domain needed by the knowledge-based system. EXPECT's guidance changes as the knowledge base changes, providing a more flexible approach to knowledge acquisition. This work provides evidence supporting the need for explicit representations in building knowledge-based systems.

Role-limiting approaches support knowledge acquisition (KA) by centering knowledge base construction on common types of tasks or domain independent problem solving strategies. Within a particular problem-solving strategy, domain-dependent knowledge plays specific roles. A KA tool then helps a user to fill these roles. Although role-limiting approaches are useful for guiding KA, they are limited because they only support users in filling knowledge roles that have been built in by the designers ol the KA system. EXPECT takes a different approach to KA by representing problem-solving knowledge explicitly, and deriving from the current knowledge base the knowledge gaps that must be resolved by the user during KA. This paper contrasts role-limiting approaches and EXPECT's approach, using the propose-and-revise strategy as an example. EXPECT not only supports users in filling knowledge roles, but also provides support in (1) adapting the problem-solving strategy, (2) changing the types of information to be acquired about a knowledge role, (3) adding new knowledge roles, and (4) acquiring additional background information about the domain needed by the knowledge-based system. EXPECT's guidance changes as the knowledge base changes, providing a more flexible approach to knowledge acquisition. This work provides evidence supporting the need for explicit representations in building knowledge-based systems.

Bibliography: leaf [44]

Problem solving strategies of eight pre-service secondary school mathematics teachers (PSSMTs) were examined in this study. A case study research design was employed and clinical interview technique was used to collect the data. Materials collected for analysis consisted of audiotapes and videotapes of clinical interviews, subjects' notes and drawings, and researchers' notes during the interview. Strategies used by PSSMTs to solve a problem called "the fencing problem" were identified. Findings of the study suggest that the subjects used combinations of different strategies to solve problems. The implications of the finding were also discussed.

Computer assisted instructional environments offer unique opportunities for the analysis of learning and problem solving processes. In this paper, partially automated techniques for process analysis are applied in a study of the problem solving strategies of a group of gifted students learning the Logo programming language. The objectives of the paper are to develop strategy specifications, construct a model of the students' programming process, and illustrate the application of partially automated interaction process analysis. The computer software programs included tools for collecting, displaying, encoding, and dynamically representing the students' problem solving in the Logo environment. Two tasks were administered: a graphics task midway through the program, and a word-and-list task at the end. Problem solving strategies were identified in each task, and it was found that they differed across tasks and across subjects. Results indicate that students' strategies are a function of specific task demands and the students' representations of the problem, their knowledge of program design, and their knowledge-base of specific methods for implementing their designs in code. Recommendations for future behavioral science research in the area of problem solving include routine use of microcomputers to monitor students' performances and provide appropriate individualized assistance instantaneously. (66 references) (Author/DB)

Two types of instructional design strategies, hints and learner control, that can be used to enhance metacognitive strategies in problem solving, are discussed. Metacognition refers to the active monitoring and consequent self-regulation for which one's own mental activities become the objects of reflection. Hints provide guidance that can lead learners to the correct solution, as they provide information, the stimulus for accurate problem solving, and cognitive support. Learner control provides learners with opportunities to analyze their own comprehension and needs and to use instructional components according to analyzed needs. The metacognitive strategies acquired through instruction supported by hints and learner control may be those that are transferred to other contexts and facilitate further learning activities. As learners increase their confidence, they may attempt to modify and improve their own metacognitive strategies even when they are not required. (Contains 21 references.) (SLD)

"Strategies in Problem Solving: Dinosaurs and Squids" is a 1985 educational program developed and distributed by Scott, Foresman and Company. It is preserved here for the first time.

This qualitative study investigates what problem solving strategies interns learn from their clinical teachers during their internships. Twenty-four interns who completed their internship in the elementary grades shared what problem solving strategies had the greatest impact upon them in learning how to deal with problems during their internship. The four problem solving strategies that emerged from the qualitative data were modeling, re-play, personal storytelling, and role-play. Select comments are included as well as the demographics of the subjects. This study concludes that clinical teachers have a significant impact upon their interns in terms of teaching them how to deal with problems effectively.

This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining question sentence), verbal + visual strategies, visual-only strategies (e.g., correctly placing numbers in diagrams), or untreated control. Strategy interventions included 20 sessions in both Year 1 and Year 2. The intent-to-treat as well as the "as-treated" analyses showed that treatment effects were significantly moderated by WMC. In general, treatment outcomes were higher when WMC was set to a high rather than low level. When set to a relatively high WMC level, children with MD performed significantly better under visual-only strategy conditions and children without MD performed better under verbal + visual conditions when compared to control conditions.

This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining question sentence), verbal + visual strategies, visual-only strategies (e.g., correctly placing numbers in diagrams), or untreated control. Strategy interventions included 20 sessions in both Year 1 and Year 2. The intent-to-treat as well as the "as-treated" analyses showed that treatment effects were significantly moderated by WMC. In general, treatment outcomes were higher when WMC was set to a high rather than low level. When set to a relatively high WMC level, children with MD performed significantly better under visual-only strategy conditions and children without MD performed better under verbal + visual conditions when compared to control conditions.

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinions on the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem. [This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.]

This paper describes the "Problem Solving for Life" training program which trains adolescents and adults with mental retardation in skills for solving social problems. The program requires group participants to solve social problems by practicing two prerequisite skills (relaxation and positive self-statements) and four problem solving steps: (1) identification/definition of the problem; (2) identification of alternative solutions; (3) choice of the best solution; and (4) implementation of the chosen solution. Key principles underlying the program are group learning, active learning, use of natural reinforcers, repetition, relaxation, role playing, identifying emotions, visual prompts, individualized instruction, and group rules. The program also stresses transfer and maintenance of learned skills through such procedures as overlearning, stimulus variability, delayed reinforcement, fading prompts, and mediated generalization. Evaluation using verbal and role-playing measures found gains in self-knowledge, assertiveness, self-advocacy, problem solving, decision making, responsibility, determining what is important, evaluating outcomes, adjusting performance, communicating and listening, and internal locus of control. (Contains 12 references.) (DB)

The purpose of this study is to: 1) assess common barriers to activity engagement; 2) identify commonly-used problem solving strategies to overcoming barriers to activity engagement; 3) collect participant feedback on the perceived utility of established problem-solving techniques, and 4) evaluate the psychometric properties of the Intolerance of Uncertainty Scale-Short Form in an acquired brain injury population

The purpose of this study is to: 1) assess common barriers to activity engagement; 2) identify commonly-used problem solving strategies to overcoming barriers to activity engagement; 3) collect participant feedback on the perceived utility of established problem-solving techniques, and 4) evaluate the psychometric properties of the Intolerance of Uncertainty Scale-Short Form in an acquired brain injury population

The purpose of this study is to: 1) assess common barriers to activity engagement; 2) identify commonly-used problem solving strategies to overcoming barriers to activity engagement; 3) collect participant feedback on the perceived utility of established problem-solving techniques, and 4) evaluate the psychometric properties of the Intolerance of Uncertainty Scale-Short Form in an acquired brain injury population

This experiment will test how attention manipulations affect individual problem-solving strategies. Specifically, in the case of ill-structured, complex, and novel problems. The experiment has two aims. First to show that problem-solving strategies are prone to attention manipulations. Second to show that manipulations can shift problem-solving strategies in predictable ways. In doing this, we are performing a direct replication of a prior experiment to strengthen the case for the prior results. The study mainly consists of two ill-structured, complex, and novel problems. The two tasks employ each a problem description and a set of 10+ items the participants need to rank-order in terms of importance to the survival goal in the problem-situations. The presence of multiple and interdependent items makes the problems complex. The absence of clearly defined alternatives makes the problem ill-structured. To make the problem novel, we select participants who lack survival training, so that participants need to solve the problems using new approaches. The experiment will have a mixed factorial design whereby there will be three groups of participants (two manipulation conditions and one control condition) and within each group, the participants will perform two tasks. The first task is done before the manipulation and is the same for all participants. Therefore, the behavior between conditions should be equivalent. The manipulation happens after the first task is finished. The second task is the same for all participants so we can compare the change in behavior of the participant in the second task relative to their behavior in the first task between the conditions. In other words, the hypotheses of the experiment focus on the standardized change in behavior and performance before and after the manipulation between the experimental conditions.

This experiment will test how attention manipulations affect individual problem-solving strategies. Specifically, in the case of ill-structured, complex, and novel problems. The experiment has two aims. First to show that problem-solving strategies are prone to attention manipulations. Second to show that manipulations can shift problem-solving strategies in predictable ways. In doing this, we are performing a direct replication of a prior experiment to strengthen the case for the prior results. The study mainly consists of two ill-structured, complex, and novel problems. The two tasks employ each a problem description and a set of 10+ items the participants need to rank-order in terms of importance to the survival goal in the problem-situations. The presence of multiple and interdependent items makes the problems complex. The absence of clearly defined alternatives makes the problem ill-structured. To make the problem novel, we select participants who lack survival training, so that participants need to solve the problems using new approaches. The experiment will have a mixed factorial design whereby there will be three groups of participants (two manipulation conditions and one control condition) and within each group, the participants will perform two tasks. The first task is done before the manipulation and is the same for all participants. Therefore, the behavior between conditions should be equivalent. The manipulation happens after the first task is finished. The second task is the same for all participants so we can compare the change in behavior of the participant in the second task relative to their behavior in the first task between the conditions. In other words, the hypotheses of the experiment focus on the standardized change in behavior and performance before and after the manipulation between the experimental conditions.

This experiment will test how attention manipulations affect individual problem-solving strategies. Specifically, in the case of ill-structured, complex, and novel problems. The experiment has two aims. First to show that problem-solving strategies are prone to attention manipulations. Second to show that manipulations can shift problem-solving strategies in predictable ways. In doing this, we are performing a direct replication of a prior experiment to strengthen the case for the prior results. The study mainly consists of two ill-structured, complex, and novel problems. The two tasks employ each a problem description and a set of 10+ items the participants need to rank-order in terms of importance to the survival goal in the problem-situations. The presence of multiple and interdependent items makes the problems complex. The absence of clearly defined alternatives makes the problem ill-structured. To make the problem novel, we select participants who lack survival training, so that participants need to solve the problems using new approaches. The experiment will have a mixed factorial design whereby there will be three groups of participants (two manipulation conditions and one control condition) and within each group, the participants will perform two tasks. The first task is done before the manipulation and is the same for all participants. Therefore, the behavior between conditions should be equivalent. The manipulation happens after the first task is finished. The second task is the same for all participants so we can compare the change in behavior of the participant in the second task relative to their behavior in the first task between the conditions. In other words, the hypotheses of the experiment focus on the standardized change in behavior and performance before and after the manipulation between the experimental conditions.

Solving problems is the most common task used to measure understanding in technical and scientific courses, and in many aspects of life as well. In general, problem solving requires factual and procedural knowledge in the area of the problem, plus knowledge of numerous schema, plus skill in overall problem solving. Schema is loosely defined as a �specific type of problem� such as principal, rate, and interest problems, one-dimensional kinematic problems with constant acceleration, etc...

Mathematical problem solving has been the focus of much concern. This study investigated the relationship of various cognitive factors, attributions, and gender to the solution of mathematics problems by 100 high school seniors. The independent variables examined in this study included: (1) mathematics knowledge as measured by a score on the mathematics section of the Preliminary Scholastic Aptitude Test (PSAT); (2) metacognitive regulation as measured by a score on the Assessment of Individual Mathematical Metacognition (AIMM); (3) beliefs, including attributions and generalized beliefs, as measured by scores on selected questions from the Inventory of Students' Mathematical Beliefs and Behavior (ISMBB); (4) metacognitive awareness as measured by a score on the Metacognitive Awareness Assessment (MAA); and (5) gender. No gender differences were found in any of the variables except in the high knowledge group: (1) high knowledge boys outperformed high knowledge girls on one problem, and (2) high knowledge girls were less likely to attribute their success in mathematics to effort than were high knowledge boys. Contains 53 references. (MKR)