Problem-solving Patterns Research Articles

Emerging Patterns of Intuitive Problem Solving in the Design Studio

Emerging Patterns of Intuitive Problem Solving in the Design Studio

Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties

In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a different problem solving step. Results showed that based on the number of prompts required from each protocol different patterns of problem solving could be identified, and further four profiles of instructional needs could be distinguished. The results provide starting points for individualized instruction and support the use of dynamic testing procedures in educational settings.

DEVELOPING LEGAL TRANSLATION COMPETENCE: AN INTEGRATIVE PROCESS-ORIENTED APPROACH

Building on previous holistic multicomponent paradigms of translation macrocompetence, a legal translation competence model is presented which avoids certain conceptual duplications in the light of professional practice, and incorporates distinctive legal thematic elements. Beyond component description, it is argued that the integral development of legal translation competence requires specific interdisciplinary methodologies for practical problem solving. The integrative approach proposed in this paper is process-oriented, and focuses on the legal translation-specific know-how within the key methodological or strategic subcompetence controlling all other subcompetences. Translation and legal knowledge are inextricably linked throughout the translation process, from the initial skopos analysis and legal macro-contextualization until the final revision stage. This approach, intended as a meta-reflection continuum between competence acquisition and reinforcement, and between formal training and professional practice, has proved effective for the systematization of problem-identification, problem-categorization and problem-solving patterns. Finally, some implications for legal translation training are outlined by way of conclusion.

Modeling incubation and restructuring for creative problem solving in robots

Creativity represents the pinnacle of higher-level cognition, but exactly how it is achieved remains poorly understood, especially when simultaneously facing the opposing challenge of intractable complexity. The aims of the current study were (a) to examine how the brain may achieve the dual goals of creativity and complexity reduction, and (b) to begin developing higher-level cognition and creativity in robots. We address these aims by (a) modeling an example of insight problem solving and comparing it to empirical data, and (b) testing the model on a robot platform. Unlike other models, we propose a single mechanism for both creative problem solving and complexity reduction. Focusing on creativity, the computational mechanism leads to insightful problem solving by restructuring an internal belief representation based on evidence collected during an incubation period. Because insightful problem solving has been examined closely in nonhuman primates, providing detailed quantitative datasets lacking in humans, we tested the model by comparing simulations to insightful problem solving by rhesus monkeys. Results show that the proposed model accounts for both the discontinuous three stage problem-solving patterns and the spontaneous generalization to novel cases observed with the monkeys. To test the model in a physical environment, we implemented it in a vision-equipped robot, and the model solved the same insight problem from camera percepts. Our model shows how the creative brain may address the dual challenges of complex environments–finding unprecedented opportunity hidden within potentially intractable complexity–and suggests that both challenges may be met by a single underlying computational mechanism.

Tools for low-energy building design: an exploratory study of the design process in action

ABSTRACTBuilding designers face increased pressure to design low-energy buildings. Consequently, there is a growing interest in providing computational support for low-energy design via building performance simulation. This article presents an ethnographic study that investigated the design process of five low-energy buildings in England and Wales. The study was informed by design science literature and phenomenology of technology. The investigation analysed the methods deployed by designers to embed low-energy performance during design problem-solving. The findings illustrate how experience-based methods and simulation tools were used to inform low-energy building design. The work identified some of the challenges faced by designers to incorporate simulation methodologies during a routine design process. It illustrates the status of simulation tools as boundary objects that mediate the communication and negotiation between design team members. The work advocates considering the design problem-solving patterns and preferences in the development and improvement of support methods for low-energy design.

TIPE KESALAHAN MAHASISWA DALAM MENYELESAIKAN SOAL-SOAL GEOMETRI BERDASAR NEWMAN’S ERROR ANALYSIS (NEA)

<em>The students' ability to solve mathematical problems are affected directly or indirectly by their pattern of problem solving when they were attending primary and secondary schools. The result of observation shows that there are students who can not answer proving problem and take no action at all, thoughit is only at the step of understanding the problem. NEA is a frame work with simple diagnostic procedures, which include (1) decoding, (2) comprehension, (3) transformation, (4) process skills, and (5) encoding. Newman’s developed diagnostic method is used to identify the error categories of descriptive test answer. Therefore, the descriptive types of students’ error in proving problem solving in Geometry 1 subject based on Newman’s error Analysis (NEA), and what are the causes for the student’s mistakes in solving those proving problem, especially in Geometry1 subject is interesting to be discussed in this article.</em>

From Altshuller to Alexander: Towards a Bridge between Architects and Engineers

To help designers to be more inventive during their practice of engineering design, Genrich Altshuller (1926-1998), during the second half of 20th century, developed a set of novel methods, techniques and tools, known as TRIZ. Almost at the same time, Christopher Alexander (born 1936), pursuing a similar goal but in architecture, introduced new concepts, methods and tools for environmental design. If at first, the differences between the thought of Altshuller and the one of Alexander seem important, a thorough analysis shows striking similarities.In this paper, we first analyze two analogue concepts: the recurrent patterns of problem solving and the constant tendencies of evolution. This analysis will propose five axes to compare the two theoretical corpuses. And then, based on these axes, the differences in terms of goals, principles and outputs will be identified.One of the aims of such comparison is to analyze the potential cross-fertilization between these theories, built in two fields of design. While the similarities, pointing out the common basic concepts in architecture and engineering, might facilitate developing a knowledge base integrating the phenomena of both domains, their divergence could point out the research fields for researchers interested in improving the practice of design regardless of its domain of application.

THE RELATIONSHIP BETWEEN INTERPERSONAL PROBLEM SOLVING, POSITIVE - NEGATIVE AFFECT AND ANXIETY

Abstract: The purpose of this study was to examine the relationships of interpersonal problem solving, positive-negative affect and anxiety. To this end, 336 high school students completed Interpersonal Problem Solving Inventory (Cam & Tumkaya, 2008), Positive and Negative Affect Schedule (Gencoz, 2000), and Trait Anxiety Inventory (Oner, 1977). The statistical analysis of the study included Pearson Moments Correlation Coefficient and Multiple Regression Analysis. The results indicated that intercorrelations among negative orientation to the problem, negative affect, anxiety, and intercorrelations among constructive problem solving, insistent-persevering orientation and positive affect were all significant. Results of Multiple Regression Analysis indicated that within negative affect and anxiety, negative orientation to the problem was the most powerful predictor. In light of these findings, suggestions for planned interventions to improve interpersonal problem-solving skills of students in individual and group guidance activities are emphasized and ideas for future research are discussed.Ke y wo r d s : in terp er son al p ro bl em so lv in g, po si ti ve and negative affect, a nxietyIntroductionThere are personal differences with respect to the reactions developed against solving interpersonal problems, which stand out as natural integrants of daily life. Social problem-solving model developed by D'Zurilla and Goldfried (1971) with the aim of solving interpersonal problems, consists of problemsolving orientation and problem-solving skill. In this model problem orientation encompasses positive problem orientation and negative problem orientation. In the process of solving an interpersonal problem, the views and perceptions of adolescents towards a particular problem are influential in their problem orientation (Arslan, 2010). Having a positive problem orientation assists an individual in further developing it and employing a functional problem solving skill. The Positive Problem Orientation Scale taps a constructive, cognitive problem-solving ability of an individual that involves a general disposition to appraise a problem as a beneficial opportunity, a belief that problems are solvable, a trust in one's personal ability to solve problems effectively and a belief that successful problem solving requires time, effort and persistence (D'Zurilla, Chang, & Sanna, 2003). A negative orientation to the problem, on the other hand, is termed as Negative Problem Orientation. Negative Problem Orientation is the orientation to- wards a dysfunctional problem. Negative Problem Orientation involves the general tendency to view a problem as a significant threat to one's well-being (psychological, social, economical), to doubt one's own ability to solve problems successfully (low problem solving self-sufficiency) and to easily become upset and frustrated when confronted with problems (low tolerance towards frustration) (D'Zurilla, Nezu, & MaydeuOliveras, 2004).The social problem-solving model recognizes the following three problem-solving skill styles: rational, impulsivity-carelessness and avoidance. Rational problem solving is a constructive problem-solving skill (Eskin, 2009). Impulsivity-carelessness style is a dysfunctional problem-solving pattern. This pattern is characterized by problem-solving attempts that are narrow, impulsive, hurried and incomplete. The individual possesses very few alternative solutions and most of the times s/he acts impulsively in line with the very first idea occurring. In addition, the person faces challenges in constructing alternative solutions and hardships in construing the potential results of each alternative solution. Avoidance style is another type of dysfunctional problem solving skill. Instead of coping with the problem the individual chooses to avoid it. S/he procrastinates, and waits until it is solved by itself (D'Zurilla et al., 2004).It is only natural that different people develop different orientation and problemsolving skills in the face of problems they encounter. …

Dynamic Assessment( DA) and Evaluation of Problem-solving Skills in Childeren

Introduction: The term dynamic assessment (DA) refers to an assessment, by an active teaching process, of a child's perception, learning, thinking, and problem solving. The process is aimed at modifying an individual's cognitive functioning and observing subsequent changes in learning and problem-solving patterns within the testing situation. DA has been advocated as an alternative and/or supplemental approach to traditional standardized testing with children who are culturally and linguistically diverse (CLD). Methods: This study was a causal-comparative that including 58 children of 5 kindergartens of Mashhad, with 6 to 6.5-year-old, with available sampling. Kindergartens were selected of areas (1,2,4,5,6) of Mashhad-Iran. Variable of intelligence in children, was controlled by the Raven’s IQ test. Results: Eight children were perceived process at the level of symbolic, eighteen children in the visual-image (visual) and thirty-two children were perceived process at the level of visual-motor (functional representation). Results showed children were perceived process at the level of symbolic, only 50% of them were used these method in practice. These results for children in the visual-image was 66.6% and for children were perceived process at the level of visual-motor was 68.7%. Conclusion: Dynamic assessment is a method of education and according to methods of teacher (symbolic, visual, functional representation), children also, often engage in the same level of performance and problem solving. Keywords: Children, Dynamic assessment, Problem-solving, ZPD.

또래추천을 통한 초등영재교육 대상자 선발 가능성 탐색

본 연구는 영재교육 대상자 선발 방법으로서 또래추천의 가능성을 알아보고 이를 통해 영재 선발에 다양한 시각을 제공하고자 한다. 연구대상은 경기도 있는 D초등학생 4, 5, 6학년 학생 355명과 J초등학생 4, 5, 6학년 학생 165명과 각 반의 담당 교사 16명이다. 연구를 위해 또래추천 학생과 미추천 학생간의 창의적 인성, 성취동기, 문제해결 성향 및 과제선호검사에서 차이를 조사하였다. 본 연구의 결과는 다음과 같다. 첫째, 또래추천 학생과 미추천 학생들 간의 창의적 인성, 성취동기, 문제해결 성향 및 과제 선호는 또래추천 학생이 미추천 학생에 비해 유의미하게 높게 나타났다(p<.05). 하위영역별로 비교하여 보았을 때는 창의적 인성의 심미성을 제외하고 모두 또래추천 학생들이 유의미하게 높았다. 둘째, 학년별 또래추천 학생과 미추천 학생들 간의 창의적 인성, 성취동기, 문제해결 성향, 과제 선호검사에서는 5, 6학년은 모두 또래 추천 학생이 유의미하게 높게 나타났다(p<.05). 4학년 학생은 창의적 인성을 제외하고 또래추천 학생이 모두 유의미하게 높게 나타났다. 셋째, 교사 및 또래로부터 모두 추천받은 학생과 교사 추천만 받은 학생의 창의적 인성, 성취동기, 문제해결 성향 및 과제 선호를 비교해 보았을 때, 동료 및 교사 모두에게 추천받은 학생이 교사에게만 추천받은 학생보다 문제해결 성향 및 과제선호에서 유의미하게 높게 나타났다(p<.05). 따라서 초등영재교육 대상자 선발에서 또래 추천 방법은 교사추천을 보완하는 유용한 자료로 이용될 수 있을 것이다. The purpose of this research was to investigate the possibility of peer recommendation and to provide a diverse perspectives identifying for gifted elementary school students. The subjects were 355 elementary school students who were either fourth, fifth, and sixth grade from D elementary school located in Gyeonggi province, 165 elementary school students who are either fourth, fifth, and sixth grade from J elementary school located in Gyeonggi province, and 16 teachers who were home-room teachers for students surveyed. This research investigate the difference of creative personality, achievement motivation, problem solving patterns, and task preference inventory between students recommended by peer and students not recommended by peer. The results of this research were as follows. Firstly, the students recommended by peer showed the significantly higher creative personality, achievement motivation, problem solving patterns, and task preference than the student not recommended by peer. Secondly, as a result of comparing the students recommended by peer and students not recommended by peer for each grade, fifth and sixth grade students showed a significantly higher score in the test than other graders. Fourth grade students showed significantly higher score in every sections in the test, except for the section of creative personality. Therefore, the peer recommandation method can be applied to fifth, and sixth graders. Thirdly, the student recommended by both teacher and peer showed significantly higher problem solving patterns, and task preference scores than the student recommended only by teacher. Therefore, peer recommendation method can be an useful data for complementing teacher recommendation and it can identify gifted elementary school students.

Decomposition Patterns in Problem Solving

The paper develops a theory of biases in decision making. Discovering a strategy for solving a game is a complex problem that may be solved by decomposition; a player decomposing a problem into many simple sub-problems may easily identify the optimal solution to each sub-problem: however it is shown that even though all partial solutions are optimal, the solution to the global problem may be largely sub-optimal. The conditions under which a decomposition process gives rise to a sub-optimal solution are explored, and it is shown that the sub-optimalities ultimately originate from the process of categorization that governs the creation of a decomposition pattern. Decisions based on a strategy discovered by decomposition are therefore frequently biased . The persistence of biased behaviours, observed in many experiments, is explained by showing the stability of different and non optimal representations of the same problem. An application to a simplified version of Rubik cube is finally developed.

Strategies of Expert Teachers for Teaching Identification of Business Opportunities

The process of opportunity identification is under-emphasized in higher education; and there is a need for validated educational strategies to foster this competence in science students. In a previous study, three strategies were elaborated and evaluated in the classroom: stimulating the use of idea generation techniques, stimulating the conceptualization and evaluation of business opportunities, and promoting the transfer of knowledge and skills in opportunity identification. The focus of this validation study is on whether expert teachers use these strategies in teaching, which sub-strategies they use and whether they use additional strategies with the same objective. It was found that expert teachers frequently applied the previously reported strategies feasibly and effectively and reported various sub-strategies. Moreover, they described three additional strategies: selecting students for an elective by assessing their business idea, providing time for incubation of the business opportunity and challenging students to abandon routine problem-solving patterns.

“I am Really Good at It” or “I am Just Feeling Lucky”: the effects of emotions on information problem-solving

The ability to search, process, extract, evaluate and integrate information for learning purposes has clearly become the basic skills of the twenty first century. Although this process is often taken as a cognitive process, research has shown a strong connection between emotion and cognition. Recent research has suggested that positive emotions can influence the way cognitive material is organized and processed. This study examined the relationship between students’ emotional states prior to task engagement to their problem-solving patterns. Results revealed that students with positive emotions, compared to the negative and mixed emotion groups, were characterized as regulatory problem-solvers who were more engaged in self-regulatory activities. Students with negative emotions were characterized by less variety of search activities as well as little or no regulatory activities.

Algorithmisation in teaching mathematics

The algorithm is a concept that is often neglected in teaching mathematics. It is worth changing it because the development in mathematics occurs inter alia when general problem-solving patterns are discovered. Exploring mathematics by students can be supported by algorithms. Many objectives of mathematical education can be achieved at every level of education with multiple teaching benefits by applying the elements of algorithmisation. A teacher who is aware of these benefits can, for example, use algorithms to develop students’ logical and mathematical thinking and to revise the material or to develop students’ habit of validating the results.

Detecting intervention effects using a multilevel latent transition analysis with a mixture IRT model.

A multilevel latent transition analysis (LTA) with a mixture IRT measurement model (MixIRTM) is described for investigating the effectiveness of an intervention. The addition of a MixIRTM to the multilevel LTA permits consideration of both potential heterogeneity in students' response to instructional intervention as well as a methodology for assessing stage sequential change over time at both student and teacher levels. Results from an LTA-MixIRTM and multilevel LTA-MixIRTM were compared in the context of an educational intervention study. Both models were able to describe homogeneities in problem solving and transition patterns. However, ignoring a multilevel structure in LTA-MixIRTM led to different results in group membership assignment in empirical results. Results for the multilevel LTA-MixIRTM indicated that there were distinct individual differences in the different transition patterns. The students receiving the intervention treatment outscored their business as usual (i.e., control group) counterparts on the curriculum-based Fractions Computation test. In addition, 27.4 % of the students in the sample moved from the low ability student-level latent class to the high ability student-level latent class. Students were characterized differently depending on the teacher-level latent class.

The knowledge acquisition workshops: A remarkable convergence of ideas

Intense interest in knowledge-acquisition research began 25 years ago, stimulated by the excitement about knowledge-based systems that emerged in the 1970s followed by the realities of the “AI Winter” that arrived in the 1980s. The knowledge-acquisition workshops that responded to this interest led to the formation of a vibrant research community that has achieved remarkable consensus on a number of issues. These viewpoints include (1) the rejection of the notion of knowledge as a commodity to be transferred from one locus to another, (2) an acceptance of the situated nature of human expertise, (3) emphasis on knowledge acquisition as the modeling of problem solving, and (4) the pursuit of reusable patterns in problem solving and in domain descriptions that can facilitate both modeling and system implementation. The Semantic Web community will benefit greatly by incorporating these perspectives in its work.

Problem-solving strategies and developmental pattern levels observed in the mathematical pattern task performance of preschoolers

Problem-solving strategies and developmental pattern levels observed in the mathematical pattern task performance of preschoolers

Problem solving in relation to resources in everyday life in families of children with disabilities

Problem solving is recognized as a skill, helping families of children with disabilities to manage problems in everyday life. Family problem-solving skills may therefore be seen as an important outcome of a child and youth habilitation service. The aim of this pilot feasibility study was to examine the design of a future web-based questionnaire study focusing on problem-solving patterns in relation to resources in families of children with disabilities. The descriptive statistical analyses built on data from 13 families and findings showed an overall satisfactory score distribution for three of the included instruments, whereas two instruments showed floor effects in one third of the items. Findings indicated design problems with data collection related to adapting questionnaires to a web-based survey format and to problems with the stop function that was added. Implementing the main study using web-based surveys needs critical considerations according to the choice of the web tool and the recruitment process.

BUSINESS INTELLIGENCE IN THE PROCESS OF DECISION MAKING: CHANGES AND TRENDS

The concept of business intelligence has drawn substantial attention of both academicians and practitioners. As one of the fastest eveloping business application areas, business intelligence has also created a trail of confusion regarding its role, potential, sources of value creation. This study aimed at elucidating the role of business intelligence in the near future through the analysis of the current research and practical trends. The current prevailing trends in business intelligence technologies and systems are mobile business intelligence, location intelligence, software as a service, big data and predictive analytics. The paper points out that human factors in business intelligence are often underestimated, while a thorough consideration of their role should create additional ground for effective business intelligence applications. Some of the important considerations regarding human factors, such as support of problem-solving patterns and an efficient coordination of business intelligence activities, are presented.

Role of Ethnicity in Family Functioning, Personality, and Depression in an Iranian Sample

The purpose of this research study was to examine the effect of ethnicity on the family functioning, personality, and depression in an Iranian sample. Participants were 600 couples of Shushtarian, Dezfulian, Bakhtiarian, and Arabic ethnics from the Khuzestan province. A demographic questionnaire, the Family Assessment Device (FAD), the Eysenck Personality Questionnaire-Revised-Abbreviated (EPQ-R-A), and the Beck Depression Inventory (BDI) used in this study. Findings indicated that ethnicity has significant role in family functioning in both spouses and wives. There were significant differences between genders in problem solving, affective communication, and sexual behavior pattern disturbance. Extroversion has a positive relationship with family functioning, and a negative relationship with sexual behavior pattern disturbance. Neuroticism has a significant negative relationship with family functioning, and a positive relationship with sexual behavior pattern disturbance. Finally, depression has significant negative and positive correlations with family functioning and sexual behavior pattern disturbance respectively.