Differences In Choice Of Strategies Research Articles

Decoding fact fluency and strategy flexibility in solving one-step algebra problems: An individual differences analysis

Algebraic thinking and strategy flexibility are essential to advanced mathematical thinking. Early algebra instruction uses ‘missing-operand’ problems (e.g., x – 7 = 2) solvable via two typical strategies: 1) direct retrieval of arithmetic facts (e.g., 9 – 7 = 2) and 2) performance of the inverse operation (e.g., 2 + 7 = 9). The current study investigated the strategies people choose when solving these problems, and whether some people are more flexible in their choices than others. U.S. undergraduates (n = 59) solved missing-operand problems and made speeded verifications of arithmetic sentences corresponding to the direct- and inverse-matched facts. To ‘decode’ their strategy as direct or inverse, each participant’s response times (RTs) for missing-operand problems were regressed on their RTs for the corresponding direct and inverse facts. Our findings replicated the problem size effect for the arithmetic verification task and extended this effect to missing-operand (i.e., one-step) algebra problems, suggesting that the two tasks draw on common representations and processes in the addition (but not subtraction) context. We found individual differences in strategy choice and flexibility such that participants varied both in terms of fluency for retrieving the direct fact and sensitivity to the potential benefit of switching to the inverse fact, which was validated by self-report. We did not find a predicted relation between strategy flexibility and standardized mathematical achievement. These findings inform our understanding of the cognitive processes involved in strategy flexibility in algebra and establish an RT-decoding paradigm for future examination of individual differences in students’ learning of early algebra concepts.

The Role of Cognitive Development and Strategic Task Tendencies in the Bilingual Advantage Controversy.

Recent meta-analyses have indicated that the bilingual advantage in cognitive control is not clear-cut. So far, the literature has mainly focussed on behavioral differences and potential differences in strategic task tendencies between monolinguals and bilinguals have been left unexplored. In the present study, two groups of younger and older bilingual Dutch–French children were compared to monolingual controls on a Simon and flanker task. Beside the classical between-group comparison, we also investigated potential differences in strategy choices as indexed by the speed-accuracy trade-off. Whereas we did not find any evidence for an advantage for bilingual over monolingual children, only the bilinguals showed a significant speed-accuracy trade-off across tasks and age groups. Furthermore, in the younger bilingual group, the trade-off effect was only found in the Simon and not the flanker task. These findings suggest that differences in strategy choices can mask variations in performance between bilinguals and monolinguals, and therefore also provide inconsistent findings on the bilingual cognitive control advantage.

Selection of procedures in mental subtraction: Use of eye movements as a window on arithmetic processing.

Adults who use mental procedures other than direct retrieval to solve simple arithmetic problems typically make more errors and respond more slowly than individuals who rely on retrieval. The present study examined how this extra time was distributed across problem components when adults (n = 40) solved small (e.g., 5 - 2) and large (e.g., 17 - 9) subtraction problems. Two performance groups (i.e., retrievers and procedure users) were created based on a 2-group cluster analysis using statistics derived from the ex-Gaussian model of reaction time (RT) distributions (i.e., μ and τ) for both small and large problems. Cluster results differentiated individuals based on the frequency with which they used retrieval versus procedural strategies, supporting the view that differences in mu and tau reflected differences in choice of strategies used. Patterns of eye movements over time were also dramatically different across clusters, and provide strong support for the view that individuals were using different mental procedures to solve these problems. We conclude that eye-movement patterns can be used to distinguish fluent individuals who readily use retrieval from those who rely more on procedural strategies, even if traditional self-report methods are unavailable. (PsycINFO Database Record

Multi-context research on strategy characteristics of knowledge sharing in organization based on dynamic cooperative game perspective

PurposeThe purpose of this paper is to reveal the characteristics of strategic behavior during knowledge cooperation in organization and compare the differences in strategy choice between knowledge transferor and knowledge receiver under intricate context consisting of two different objective orientations (organizational and individual) and two different information conditions (perfect and imperfect information) that represent different knowledge application contexts (conventional and available knowledge and intricate and personalized knowledge). Moreover, this paper also wishes to develop a new analysis paradigm of dynamic cooperation game to the micro-interactive mechanism research on individuals’ knowledge sharing in organization.Design/methodology/approachThrough comparing and referring to previous literatures, and considering the authentic knowledge cooperation practice, this paper first suggested that the behavior characteristics of knowledge sharing between individuals in organization should be observed from the perspective of dynamic cooperation game that would accurately describe the “coopetition” essence of knowledge sharing. Further, an intricate multi-analysis context including two different objective orientations and two different information conditions was constructed. Under this multi-analysis context, the objective functions of knowledge transferor (knowledge output) and knowledge receiver (knowledge returning) were established respectively. Lastly, according to the revenue optimum principle of organizational and individual the strategic choice characteristics were analyzed through the Nash equilibrium to analyze objective functions.Findings“Knowledge transaction” motive is classic strategic characteristic of individuals’ knowledge cooperation, and to increase competitiveness of knowledge sharer is a crucial prerequisite for knowledge sharing under any analysis context combination (no matter organizational or individual objective, no matter perfect or imperfect information). Knowledge sharing appears more conservative and stringent under imperfect information condition, and the effort level of knowledge transferring is strategically adjusted according to the value assessment of received knowledge. The institutional constraints and incentives have little effect on the promotion of knowledge sharing under the imperfect information condition where professional knowledge is more intricate, personalized and implicit, because organization members are more sensitive to knowledge competitiveness.Originality/valueThis paper provides a knowledge sharing study with a new analysis paradigm from micro-interactive perspective by aiming at the “coopetition” essence of knowledge cooperation in organization. This analysis paradigm chooses the way of dynamic cooperation game to reveal the strategic characteristics of knowledge sharing among individuals (knowledge transferor and knowledge receiver) and to assess the role of institutional constraints and incentives in promoting the knowledge sharing. At the same time, the establishing of multi-context model with two different perspective dimensions (objective orientation and information condition) make research closer to the authentic circumstance of knowledge cooperation in organization.

Is Managers Strategy Culture Bound? International Differences in Strategy Choice

This paper links causal and effectual strategy with Hofstede’s cultural dimensions and discusses implications for managers’ decision-making and cognition. This investigation is theoretically and pr...

How women manage fatigue after childbirth

Objective to explore the strategies used by women to manage fatigue in the first six months following childbirth. Design a qualitative study using an exploratory descriptive design. Data were collected using open-ended questions contained in surveys posted to participants six, 12 and 24 weeks after birth. Setting Canberra, Australian Capital Territory, Australia. Participants 59 well women, 27 primipara and 32 multipara, aged 20–40 years, who gave birth in the Australian Capital Territory. Findings three themes emerged from the analysis:‘Looking after me’ or self-care practices; ‘Managing the load’ or balancing the work to be done with the aim of managing the woman's fatigue; and ‘How it worked’, describing how useful the strategies had been in managing fatigue. From six weeks to six months, the women used self-care strategies (sleep/rest, relaxing, conserving energy) more often than strategies designed to manage the load (getting help, planning, lowering expectations). Most multiparas (24/32) conserved energy to manage fatigue, in contrast to primiparas (13/27). Women experiencing high fatigue conserved energy more often than women who were experiencing less fatigue. No differences in strategy choice were found between women who experienced a vaginal birth and those who had experienced a caesarean birth, or between those women who scored ⩾13 on the Edinburgh Postnatal Depression Scale (EPDS) as opposed to those who scored <13. Overall, women rated their chosen strategies as very useful or useful. Womens’ comments also indicated that getting help from partners and family was sometimes difficult, reducing the usefulness of this strategy. Implications for practice preparing women and their partners to manage postnatal fatigue more effectively is essential. Midwives should encourage women to identify sources of help and what particular help that individual could provide. Scenarios should be used in parenting classes to encourage women and their partners to negotiate issues surrounding the sharing of responsibilities after birth. After birth, ongoing assessment of fatigue and the strategies used to manage it is essential beyond the first six weeks.

Strategies of apologizing in Lombok Indonesia

This article investigates the use of different semantic formulas in apologizing in Lombok Indonesia in six different situations, varying in status and solidarity relationships between participants, based on discourse completion test data. Comparisons are drawn with findings in other studies for other cultures. This study shows that in situations of moderate offense Indonesians use multiple strategies, primarily overt apology, and that like many other cultures, frequency of overt apology often varies according to the status of the addressee. However, it can also be influenced by culture-specific factors.When giving explanations, Indonesians frequently give specific ones. No significant gender differences in strategy choice were observed. Indonesians name the offense not as a strategy of apology but to clarify, when needed, what they are apologizing for, and in general avoid overtly accepting responsibility for a situation. This paper argues that the category of taking on responsibility, as defined in the Cross-Cultural Study of Speech Act Realization Patterns (CCSARP) manual, and utilized by many researchers, is problematic, and in need of reconsideration, and that many expressions that have been considered taking on responsibility are actually used for quite different purposes.

Strategy shift affordance and strategy choice in young and older adults.

When skill acquisition involves a shift in strategy (such as from rule-based to retrieval-based processing), older adults typically shift later in practice than young adults do. We observed the shift from scanning-based to memory-based processing in a noun pair learning task. Young and older adults were trained in conditions in which the relationship between memory load and scanning load was manipulated by making the strategy shift more or less beneficial. Older adults in a condition with high shift affordance shifted to memory retrieval more fully and more rapidly than did older adults in conditions with lower shift affordance. Reluctance to rely on memory retrieval was related to metacognitive reports of memory confidence. The present study indicates that age differences in skill acquisition reflect qualitative age differences in strategy choice in addition to quantitative age differences in component task processes.

Effects of Response Format on Difficulty of SAT‐Mathematics Items: It's Not the Strategy

Problem‐solving strategy is frequently cited as mediating the effects of response format (multiple‐choice, constructed response) on item difficulty, yet there are few direct investigations of examinee solution procedures. Fifty‐five high school students solved parallel constructed response and multiple‐choice items that differed only in the presence of response options. Student performance was videotaped to assess solution strategies. Strategies were categorized as “traditional”–those associated with constructed response problem solving (e.g., writing and solving algebraic equations)–or “nontraditional”–those associated with multiple‐choice problem solving (e.g., estimating a potential solution). Surprisingly, participants sometimes adopted nontraditional strategies to solve constructed response items. Furthermore, differences in difficulty between response formats did not correspond to differences in strategy choice: some items showed a format effect on strategy but no effect on difficulty; other items showed the reverse. We interpret these results in light of the relative comprehension challenges posed by the two groups of items.

Industrial Pricing Strategies in Singapore and the U.S.: Same or Different?

It is generally believed that business-to-business marketing strategies are more uniform worldwide than those in consumer markets, because the buying firms focus more on issues such as product performance and profits. If this is so, a strategy model validated in one industrial market should apply reasonably well in another. This study compares pricing strategies of industrial firms in two market economies, the U.S. and Singapore. A pricing strategy model validated in the U.S. was tested in Singapore to determine whether internal and external conditions incorporated in the model could adequately explain differences in strategy choices between the markets.

A Production Task Evaluation of Individual Differences in Mental Addition Skill Development: Internal and External Validation of Chronometric Models

A production task paradigm for obtaining reaction times to mental addition stimuli was used for internal and external validation of chronometric models of mental addition processing. The first analysis explored the internal validity of extant chronometric models and found that three models, (a) a tabular memory network retrieval strategy (PRODUCT), (b) a nontabular memory network retrieval strategy (ERROR RATE), and (c) a computational strategy (MIN), were able to encompass individual differences in strategy choice for 155 individuals from Grades 2 to 8 and 111 college students. Patterns of convergent and discriminant validity for these models were also demonstrated. The second analysis explored the external validity of relations among (a) two traditionally measured factor analytic dimensions of ability, Numerical Facility and Perceptual Speed; (b) two information processing dimensions presumed to underlie mental addition, Addition Efficiency and Speediness; and (c) a digit-span measure of Short-Term Memory. We specified a series of two-group (grade school and college) structural equation models to represent the relations among all measures and showed that individual differences in the apparently calculative processes that underlie the traditionally defined ability dimension of Numerical Facility are highly related to individual differences in Addition Efficiency and Speediness of information processing.

Age effects on strategies used to avoid obstacles

Summary Chen et al.’ found that the rates of success which 24 healthy younger and 24 healthy older adults achieved in not stepping on fixed and suddenly appearing virtual obstacles was adversely affected by reducing their available response time. This paper reports the gait strategies used by those 48 subjects in avoiding the obstacles and the factors associated with falls by four of the subjects. Differences among gait parameters were analysed with respect to age, gender, available response time, and avoidance strategy. Both short- and long-step strategies were used to avoid stepping on the obstacles, but age differences in strategy choice were not significant. The shortstep strategy was used more often with shorter available response times. To avoid a fixed obstacle gait was seldom adjusted more than two steps before reaching it; the older adults, however, adjusted their stepping pattern one step earlier than did the younger adults. As the available response time was shortened, the results suggest that older adults had more difficulty than did younger adults in employing the long-step strategy. Although the short-step strategy is easier to employ at short available response times, it becomes a highly risky strategy when combined with a fast walking speed and resulted in actual falls. The results show that in both young and old healthy adults, tripping does not necessarily originate from contacts with a physical obstacle; it can be self initiated.

Individual Differences in Strategy Choices: Good Students, Not-So-Good Students, and Perfectionists

Consistent individual differences were found in first graders' strategy choices in addition, subtraction, and reading (word identification). Differences were present along 2 dimensions: knowledge of problems and stringency of thresholds for stating retrieved answers. Cluster analyses indicated that children could be classified into 3 groups: good students, not-so-good students, and perfectionists. Perfectionists were children who had good knowledge of problems and set very high thresholds for stating retrieved answers, good students also had good knowledge of problems but set lower thresholds, and not-so-good students had less good knowledge of problems and set low thresholds. Differences among the 3 groups were evident on measures not included in the cluster analysis as well as measures that were. Further, the groups differed in standardized achievement test performance 4 months after the experiment in ways consistent with the experimental analysis. The pattern of individual differences was similar in 2 experiments with different samples of children and problems and different methods for assessing strategy use. The results illustrated how detailed cognitive models can contribute to understanding of individual differences.

Individual Differences in Strategy Choices: Good Students, Not-So-Good Students, and Perfectionists

Individual Differences in Strategy Choices: Good Students, Not-So-Good Students, and Perfectionists