Difficulties In Solving Problems Research Articles

Linear Representation of Vector Group, Quick Solutions to Maximal Independent Group and Linear Equations in Linear Algebra

Through improving the process of "the linear representation of vector and vector group, and seeking solution to the maximal independent subset of vector group and linear equations" in linear algebra, this article simplifies the conventional two-step solution into one-step. The traditional two steps are: first, the matrix consisting of column vectors or the augmented matrix of linear equations is transformed into a ladder by the means of elementary row transformation; then this ladder matrix is transformed into a simplified row ladder matrix by doing one more elementary row transformation. However, with the improved method, we can work out solutions in one single step of elementary row transformation by transforming the transpose matrix of column vectors or the transpose augmented matrix of linear equations into a ladder matrix. The new method, thus, not only reduces half of the workload but also the difficulty of problem solving.

Families Affected by Huntington's Disease Report Difficulties in Communication, Emotional Involvement, and Problem Solving.

Background:Family functioning in Huntington’s disease (HD) is known from previous studies to be adversely affected. However, which aspects of family functioning are disrupted is unknown, limiting the empirical basis around which to create supportive interventions.Objective:The aim of the current study was to assess family functioning in HD families.Methods:We assessed family functioning in 61 participants (38 HD gene-expanded participants and 23 family members) using the McMaster Family Assessment Device (FAD; Epstein, Baldwin and Bishop, 1983), which provides scores for seven domains of functioning: Problem Solving; Communication; Affective Involvement; Affective Responsiveness; Behavior Control; Roles; and General Family Functioning.Results:The most commonly reported disrupted domain for HD participants was Affective Involvement, which was reported by 39.5% of HD participants, followed closely by General Family Functioning (36.8%). For family members, the most commonly reported dysfunctional domains were Affective Involvement and Communication (both 52.2%). Furthermore, symptomatic HD participants reported more disruption to Problem Solving than pre-symptomatic HD participants. In terms of agreement between pre-symptomatic and symptomatic HD participants and their family members, all domains showed moderate to very good agreement. However, on average, family members rated Communication as more disrupted than their HD affected family member.Conclusion:These findings highlight the need to target areas of emotional engagement, communication skills and problem solving in family interventions in HD.

Child neglect and maternal cross-relational social cognitive and neurocognitive disturbances.

A social information processing (SIP) theory of parenting risk posits that social-cognitive and neurocognitive incapacities characterize at-risk parents, and that these cognitive difficulties operate across relational domains. This study focused on highly disadvantaged mothers of preschoolers and compared mothers with histories of perpetrating child neglect (n = 69) to demographically similar mothers without such histories (n = 76). Participants completed measures of unrealistic expectations for children and other adults, social problem-solving in parenting and nonparenting situations, executive functioning (EF), and attributions for children and other adults. As predicted, associations among these measures were found within and across relational domains. Exploratory factor analysis revealed two distinct clusters that distinguished the two groups. The first included measures of expectations and attributions (for both children and other adults) and the second included problem-solving difficulties and EF. When group differences were examined on individual variables, mothers with histories of perpetrating neglect exhibited more unrealistic expectations of children and other adults, more hostile attributions toward children and other adults, and poorer performance on tests of EF than comparisons. Only interpersonal problem-solving (in both parenting and nonparenting situations) failed to differentiate the neglect group from comparisons. In regression analyses, both parenting and nonparenting social cognition and EF contributed significantly to child neglect. These findings provide some support for this cognitive model of parenting risk and suggest widespread disturbances in parenting and nonparenting social cognition and neurocognition, may play a role in child neglect. (PsycINFO Database Record

Difficulties of children with ADHD symptoms in solving mathematical problems when information must be updated

It has been hypothesized that ADHD is associated both with difficulties in mathematical problem solving and in updating information in working memory. However, the relationship between updating and performance on mathematical word problems has never been studied for children with ADHD. The present study examined these issues comparing the performance of solving mathematical word problems (with no updating request vs high updating request) in a group of 11–12year old children with ADHD compared to a matched control group with typical development (TD). Results showed that children with ADHD solved fewer problems correctly than typically-developing children; moreover they made more errors in solving problems with updating requirements than those without updating requirements. In contrast, typically-developing children did not show any differences in problems performance on problems with and without updating requirements. Fine grained analyses of children’s problem solving processes showed that children with ADHD found more difficult to select the appropriate data prior to calculation and to choose and execute the correct solution than typically-developing children. The difficulty to select the appropriate data results more severe in problems with updating requirements. Overall, these results support the hypothesis that the learning difficulties of children with ADHD are related to their executive dysfunctions, that negatively affect complex tasks requiring updating of to-be-processed information.

The Efficacy of Concept Mapping Instructional Strategy in Remedying Students' Problem-Solving Difficulties in Stoichiometry

Concept mapping strategy has been found to be effective in science education. However, its comparative effect in remedying male and female students’ problem-solving difficulties in stoichiometric tasks has not been documented. The study aimed at finding the role of concept mapping in remedying students’ problem-solving difficulties in stoichiometry. The pre-test-post-test-control group design was employed. 60 male and female students were randomly selected, pretested and assigned into control and concept mapping groups. The control group was taught using lecture method, while the experimental group was taught using concept mapping. A Stoichiometric Problem Solving Test (SPST) was developed and used. Analyses of post-test mean scores using t-test (α = 0.05) showed that there was a significant difference between the post-test means scores of students taught stoichiometry using concept mapping strategy and those in the control. No significant difference between the post-test means scores of male and female students taught using concept mapping strategy was found. The efficacy of concept mapping strategy in enhancing students’ problem solving ability in stoichiometry among male and female students was therefore established. The study recommended the use of concept mapping strategy by chemistry teachers to teach stoichiometry to improve problem solving among male and female students.

Identification of a homozygous missense mutation in LRP2 and a hemizygous missense mutation in TSPYL2 in a family with mild intellectual disability.

Non-syndromic autosomal recessive intellectual disability (ID) is a genetically heterogeneous disorder with more than 50 mutated genes to date. ID is characterized by deficits in memory skills and language development with difficulty in learning, problem solving, and adaptive behaviors, and affects ∼ 1% of the population. For detection of disease-causing mutations in such a heterogeneous disorder, homozygosity mapping together with exome sequencing is a powerful approach, as almost all known genes can be assessed simultaneously in a high-throughput manner. In this study, a hemizygous c.786C>G:p.Ile262Met in the testis specific protein Y-encoded-like 2 (TSPYL2) gene and a homozygous c.11335G>A:p.Asp3779Asn in the low-density lipoprotein receptor-related protein 2 (LRP2) gene were detected after genome-wide genotyping and exome sequencing in a consanguineous Pakistani family with two boys with mild ID. Mutations in the LRP2 gene have previously been reported in patients with Donnai-Barrow and Stickler syndromes. LRP2 has also been associated with a 2q locus for autism (AUTS5). The TSPYL2 variant is not listed in any single-nucleotide polymorphism databases, and the LRP2 variant was absent in 400 ethnically matched healthy control chromosomes, and is not listed in single-nucleotide polymorphism databases as a common polymorphism. The LRP2 mutation identified here is located in one of the low-density lipoprotein-receptor class A domains, which is a cysteine-rich repeat that plays a central role in mammalian cholesterol metabolism, suggesting that alteration of cholesterol processing pathway can contribute to ID.

A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties

This article reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their students in the larger study were randomly assigned to an SBI or control condition and teachers in both conditions then provided instruction on the topics of ratio, proportion, and percent. We found that students with MD-PS in SBI classrooms scored on average higher than their counterparts in control classrooms on a posttest and delayed posttest administered 9 weeks later. Given students’ difficulties with proportional problem-solving and the consequences of these difficulties, an important contribution of this research is the finding that when provided with appropriate instruction, students with MD-PS are capable of enhanced proportional problem-solving performance.

Algorithmic Thinking and Mathematical Learning Difficulties Classification

Learning difficulties research within the frame of dyscalculia has proceeded so far, nevertheless, they seem to fail in providing an overall conceptual map of the deficit. This paper objective is to propose a new classification in reference to dyscalculia features noticed at various ages. Although, there are several approaches on dyscalculia features, algorithmic thinking ability deficits are not taken into consideration. Authors focus on problem solving and algorithmic thinking difficulties within the frame of dyscalculia.

Role of Executive Dysfunction and Dysexecutive Behavior in Late-Life Depression and Disability.

Both executive dysfunction (ED), measured by performance-based tasks, and dysexecutive behavior (DB), measured by behavioral rating scales, contribute to late-life depression and comorbid disability. There is a modest positive association of ED and DB, but less is known about their relative contributions to core aspects of neuropsychiatric conditions and whether they provide unique or redundant information. Latent variable analyses were applied to ED, DB, depression, and disability data from 220 older patients with major depression and ED who had been enrolled in a psychosocial treatment study of depression. ED measures included the Trail Making Test, part B, Stroop Color Word Interference Test, and Hopkins Verbal Learning Test-Trail 1. The ED scale from the Frontal Systems Behavior Scale, self and other-rated, served as the ratings-based measure of DB. The measurement model, with all four latent variables related to one another, demonstrated good fit (RMSEA=0.06). In the structural models, DB was associated with both depression (β=0.61) and disability (β=0.42), whereas ED was associated with depression (β=0.43) but not disability (β=0.16). Social problem-solving accounted for 49% of the influence of DB on late-life depression, whereas ED was not related to social problem-solving. ED and the lesser studied DB measures offer unique and complementary information. DB was robustly associated with late-life depression and disability. Patients with depression and ED may be more likely to develop disability when they exhibit DB and social problem-solving difficulties.

Screening of Cognitive Impairment in Schizophrenia: Reliability, Sensitivity, and Specificity of the Repeatable Battery for the Assessment of Neuropsychological Status in a Spanish Sample.

In recent years, a number of studies focusing on the evaluation of neuropsychological deficits in individuals with schizophrenia have shown deficits that include several cognitive functions. Attention deficits as well as memory or executive function deficits are common in this kind of disorder together with sustained attention problems, working memory deficiencies, and problem-solving difficulties, among many others. Currently, the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) is gaining special importance in the evaluation of the cognitive deficits associated with schizophrenia. In this article, we describe an RBANS screening in a sample of 88 Spanish patients diagnosed with schizophrenia. We also aimed to check the battery's reliability, sensitivity, and specificity in the studied sample. We performed a comparative study with 88 healthy participants. The results showed a reliability index value of α = .795 and an item value of α = .762. For total test reliability, we obtained an index value of α = .761 and an item value of α = .762. Sensitivity score was 87.5% and specificity 86.4%. RBANS obtained good reliability, sensitivity, and specificity scores and represents a good screening tool in detecting cognitive deficits associated with schizophrenia.

Students’ Perception on Difficulties of Symbols, Graphs and Problem Solving in Economic

This study was carried out to explore the form six students’ perceptions on difficulties in learning the symbols, graphs and problem solving items in their Economic subject in STPM (Malaysian Higher School Certificate). The sample comprised of 150 students from five national secondary schools in Kedah. The test comprised of 18 items namely six symbol items, six graph items and six Economic problem solving. This test covered Chapter 1 to 4 of the micro economic and macro economic of form sixth in the Economic syllabus. All these items were validated by a group of experts and experienced form sixth Economic teachers. The interview results showed that 70 percent of the students failed to differentiate the items in terms of symbols, graphs and problem solving. The results validated by the frequent mistakes performed by students in answering the Economic assessments according to the topics. Findings from the students interviewed also indicated that the graph items were easier to answer compared to the symbols and Economic problem solving items. The findings in this study suggest that the Economic teachers need to highlight these three types of items to improve their students learning ability and achievements in this subject.

Analytics on Fireworks Algorithm Solving Problems with Shifts in the Decision Space and Objective Space

Fireworks algorithms for solving problems with the optima shift in decision space and/or objective space are analyzed in this paper. The standard benchmark problems have several weaknesses in the research of swarm intelligence algorithms for solving single objective problems. The optimum is in the center of search range, and is the same at each dimension of the search space. The optimum shift in decision space and/or objective space could increase the difficulty of problem solving. A mapping strategy, modular arithmetic mapping, is utilized in the original fireworks algorithm to handle solutions out of search range. The solutions are implicitly guided to the center of search range for problems with symmetrical search range via this strategy. The optimization performance of fireworks algorithm on shift functions may be affected by this strategy. Four kinds of mapping strategies, which include mapping by modular arithmetic, mapping to the boundary, mapping to stochastic region, and mapping to limited stochastic region, are compared on problems with different dimensions and different optimum shift range. From experimental results, the fireworks algorithms with mapping to the boundary, or mapping to limited stochastic region obtain good performance on problems with the optimum shift. This is probably because the search tendency is kept in these two strategies. The definition of population diversity measurement is also proposed in this paper, from observation on population diversity changes, the useful information of fireworks algorithm solving different kinds of problems could be obtained.

Editorial: From Research to Clinical Practice in Adolescent Psychiatry

Editorial: From Research to Clinical Practice in Adolescent Psychiatry

Brain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia.

Developmental dyscalculia (DD) is marked by specific deficits in processing numerical and mathematical information despite normal intelligence (IQ) and reading ability. We examined how brain circuits used by young children with DD to solve simple addition and subtraction problems differ from those used by typically developing (TD) children who were matched on age, IQ, reading ability, and working memory. Children with DD were slower and less accurate during problem solving than TD children, and were especially impaired on their ability to solve subtraction problems. Children with DD showed significantly greater activity in multiple parietal, occipito-temporal and prefrontal cortex regions while solving addition and subtraction problems. Despite poorer performance during subtraction, children with DD showed greater activity in multiple intra-parietal sulcus (IPS) and superior parietal lobule subdivisions in the dorsal posterior parietal cortex as well as fusiform gyrus in the ventral occipito-temporal cortex. Critically, effective connectivity analyses revealed hyper-connectivity, rather than reduced connectivity, between the IPS and multiple brain systems including the lateral fronto-parietal and default mode networks in children with DD during both addition and subtraction. These findings suggest the IPS and its functional circuits are a major locus of dysfunction during both addition and subtraction problem solving in DD, and that inappropriate task modulation and hyper-connectivity, rather than under-engagement and under-connectivity, are the neural mechanisms underlying problem solving difficulties in children with DD. We discuss our findings in the broader context of multiple levels of analysis and performance issues inherent in neuroimaging studies of typical and atypical development.

Open-inquiry driven overcoming of epistemological difficulties in engineering undergraduates: A case study in the context of thermal science

This paper addresses the efficacy of an open-inquiry approach that allows students to build on traditionally received knowledge. A sample of thirty engineering undergraduates, having already attended traditional university physics instruction, was selected for this study. The students were involved in a six-week long learning experience of open-inquiry research activities within the highly motivating context of developing a thermodynamically efficient space base on Mars. They designed and carried out their own scientific investigations, which involved gathering information, collecting and analyzing data, providing explanations, and sharing results. A questionnaire containing fifteen open-ended real-world problems in thermal science was administered to the students both prior to and after all activities, with the aim of investigating the nature of their difficulties in problem solving. Students' answers were classified into three epistemological profiles and a prepost instruction comparison was carried out, using methods of statistical implicative analysis. The students obtained significant benefits from their open-inquiry experiences, in terms of the strengthening of their practical and reasoning abilities, by proficiently applying the learned concepts to face and solve real-world problem situations.

An Analysis of Elementary School Students’ Difficulties in Mathematical Problem Solving

The main purpose of mathematics teaching is to enable students to solve problems in daily life. Unfortunately, according to the latest national test results, most students lack mathematical problem solving skills. This proves to be one of the reasons why overall achievement in mathematics is considered quite low. It also reflects that students have difficulties in comprehending mathematical problems affecting the process of problem-solving. Therefore, in order to allow teachers to establish a proper teaching plan suitable for students’ learning process, this research aims to analyze the difficulties in mathematical problem solving among elementary school students. Samples are divided into two groups, elementary school students and mathematics teachers. Data collection was conducted by structured interview, documentary analysis, and survey tests. Data analysis was conducted by descriptive statistics, and content analysis. The results suggest that there are several difficulties in problem solving, namely 1) Students have difficulties in understanding the keywords appearing in problems, thus cannot interpret them in mathematical sentences. 2) Students are unable to figure out what to assume and what information from the problem is necessary to solving it, 3) Whenever students do not understand the problem, they tend to guess the answer without any thinking process, 4) Students are impatient and do not like to read mathematical problems, and 5) Students do not like to read long problems. Therefore, the results found in this research will lead to the creation and the development of mathematical problem solving diagnostic tests for teachers, in order to improve students’ mathematical problem solving skills.

The Effects of Mathematics Strategy Instruction for Children with Serious Problem-Solving Difficulties

This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that gradually increased the number of irrelevant propositions within word problems. Children in Grade 3 ( N = 193) were randomly assigned to one of five conditions: materials + verbal strategies (e.g., underlining the question), materials + verbal + visual strategies, materials + visual strategies (e.g., correctly placing numbers in diagrams), materials only-no overt strategies, and an untreated control. Compared to children with MD in the control condition, posttest outcomes for children with MD on standardized measures improved significantly under verbal + visual conditions, whereas posttest scores on the experimental problem-solving measures improved under the materials-only condition. Those strategy conditions found least effective made substantial demands on children's working memory capacity. The authors discuss benefits and limitations of strategy instruction.

Cognitive factors maintaining persecutory delusions in psychosis: The contribution of depression.

Depression is common in people with schizophrenia, but how it might directly contribute to the persistence of psychotic symptoms has rarely been tested. The key aim of the present study was to test whether depression and associated cognitive processes predict the maintenance of persecutory delusions. Three groups of participants were tested at baseline: 60 patients with persecutory delusions in the context of a schizophrenia spectrum diagnosis, 30 patients with depression, and 30 nonclinical controls. They completed interviewer and self-report assessments of depression and paranoia, and measures of six cognitive factors (schematic beliefs, experiential avoidance, autobiographical memory, problem solving, rumination, worry style). The patients with persecutory delusions were then assessed again, six months later. It was found that 50% of the patients with persecutory delusions met diagnostic criteria for major depression. Cognitive processes found to be associated with depression across the groups were negative schematic beliefs about the self, experiential avoidance and rumination, but not autobiographical memory or problem solving. The severity of initial depression in patients with persecutory delusions predicted the persistence of paranoia over six months. A number of cognitive factors also predicted the persistence of persecutory delusions, including negative schematic beliefs about the self, worry, and problem-solving difficulties. In conclusion, depression is common in patients with current persecutory delusions, and it shows similar cognitive features to major depressive disorder. The results of this study indicate that depression and related processes may contribute to the maintenance of paranoia. Trials are warranted of depression-related therapeutic techniques for people with persecutory delusions.

Against all odds: problem-solving strategies and behavioural characteristics of novice students

This study investigates problem-solving difficulties of novices in a classroom setting, using a German instructional tool, the Fischertechnik kit of approximately 400 parts. In order to analyse the students’ thinking processes as they solved the problems, verbal protocol analysis (VPA) was used to record the students’’ thinking processes and action stages for three case problems. Next, we plotted the experimental process in each case on five work completion time axes, representing time in the experiment in accordance with the substance of the five main tasks. To highlight the features of the novices’ problem-solving efforts, a summary discussion and analysis of the problem-solving processes in the three cases is presented. The novice students in this study displayed the following characteristics during their problem-solving process: (1) all of them employed ‘working-forward’ cognitive strategies, which shows that novices usually rely on certain operations to change the current situation; (2) they tended to adopt their responses based on their assessment of the linkages between their previous experiences and new ones, which leads to continuous development via a process of changing equilibration; (3) as a result of these novices’ inability to fully clarify the key problem elements, they mostly adopted an intuitive trial and error approach. When confronting problems, these novice students tended to implement their solutions immediately after encountering the problem. Finally, this study provides recommendations for future instructional design based on its results.

A Novel Intervention for Treatment of Suicidal Individuals

Suicidal individuals often show cognitive impairments such as poor problem-solving skills and difficulty generating solutions. The PS-CCI addresses these limitations through two main components: a problem-solving interview conducted on admission to the emergency department and follow-up contact across a three-month period.