Support Problem Solving Research Articles

Linking the demands–control–support model to innovation: The moderating role of personal initiative on the generation and implementation of ideas

The demands–control–support model indicates that workers can use job control and social support for problem solving. We examined whether personal initiative moderated relationships between, on the one hand, job control used for problem solving and social support used for problem solving and, on the other hand, ideas generation and implementation. We operationalized job control used for problem solving as ‘changing aspects of work activities to solve problems’. We operationalized social support used for problem solving as ‘discussing problems to solve problems’. Using an experience sampling methodology, participants provided data for up to four times a day for up to five working days (N= 89). The extent to which people ‘changed aspects of their work activities to solve problems’ was associated with higher levels of ideas generation for people with high personal initiative. The extent to which people ‘discussed problems to solve problems’ was associated with higher levels of ideas implementation for people with high personal initiative.

Reducing Teachers' Cognitive Overload with a Recommender System in the Workplace

This paper presents an assistant, ARIALE (Authoring Resources for Implementing Adaptive Learning Environments), that helps decrease the teacher’s cognitive load when he has to deal with traditional help techniques, complex tasks or unknown environments in the workplace. The assistant adapts learning support and problemsolving support according to teachers’ characteristics, while they are authoring learning sessions to teach decision-making in Network Design. ARIALE applies on-the-job training when a teacher can not spend time learning how to use a tool or how to solve a problem. Our methods for problem-solving support include Bayesian learning to recommend network topologies and our assistant provides adapted help to use a tool rather than teach how to use it.

Factor analysis of the Iowa Family Interaction Rating Scales.

Observational coding systems are uniquely suited for investigating interactional processes in couples and families, but their validity in diverse populations is unknown. We addressed this issue by applying factor analysis to interactional data collected from couples in low-income neighborhoods and coded with the widely used Iowa Family Interaction Rating Scales (IFIRS). Our sample of 414 low-income, ethnically diverse newlywed couples each provided 24-min samples of problem-solving and social support behavior. Interrater reliabilities were strong, and the resultant factors--reflecting positive, negative, and effective communication--were very similar to those obtained with White middle-class samples. Additionally, couples were more negative, less positive, and less effective in problem-solving conversations than in socially supportive conversations, further supporting the validity of the IFIRS in this population. We conclude by discussing the strengths and shortcomings of the IFIRS when used in a low-income, ethnically diverse population.

Editorial for special issue on the interaction between computation and biology

The relationship between biology and computing in research has a long and rich history. This special issue of the Natural Computing journal explores various aspects of the interaction between computation and biology, and the benefits to each field this interaction brings. The roots of this special issue stem from the co-location of two bio-inspired computing events held in York in 2009: the 9th International Conference on Artificial Immune Systems (ICARIS) and the 2nd Workshop on Complex Systems Modelling and Simulation (CoSMoS). The ICARIS conference series provides a platform for exploring a range of immune-inspired computing topics from immune-inspired algorithms and engineering solutions, to the understanding of immunology through modelling and simulation of immune system concepts. The CoSMoS workshops complement ICARIS by providing a forum for research examining all aspects of the modelling and simulation of complex systems and their emergent behaviours. Following these 2009 events a wider call for papers for the special issue was released, attracting further high quality submissions. A rigorous process of peer review and revision has resulted in the five papers presented in this special issue. As a consequence of the close association with ICARIS 2009 and CoSMoS 2009, the papers all focus on the exploitation of immune system principles for the development of solutions to a variety of complex biological and engineering problems. This common theme highlights how computational systems inspired by biology can support problem solving in both computational and biological domains. The first paper, ‘‘An immune-inspired approach to qualitative system identification of biological pathways’’ by Pang and Coghill, presents work on qualitative model learning (QML), an approach that allows for the construction of a simulation of a system when there is little data available. The authors use an immune-inspired clonal selection algorithm as a search strategy to help construct, or learn, the model of a detoxification pathway of Methylglyoxal. The approach is compared with a more traditional search mechanism typically used in QML, and the paper highlights how the use of a clonal selection approach

027 Rehabilitation for dysexecutive symptoms

: Disorders of executive functioning associated with frontal lobe damage have long been recognised as causing significant disability in people with brain injury and other neurological and psychiatric conditions. While...

Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving

Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors, software designed to support problem solving while minimizing extraneous cognitive load by providing prompts for problem sub-goals, step-based immediate feedback, and context-sensitive hints. Results across eight studies in three different domains indicate that adding examples to Cognitive Tutors is beneficial, particularly for decreasing the instructional time needed and perhaps also for achieving more robust learning outcomes. These studies bolster the practical importance of examples in learning, but are also of theoretical interest. By using a stronger control condition than previous studies, these studies provide a basis for refining Cognitive Load Theory explanations of the benefits of examples. Perhaps, in addition to other reasons, examples may help simply because they more quickly provide novices with information needed to induce generalized knowledge.

Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice

With the expanding availability and capability of varied technologies, classroom-based problem solving has become an increasingly attainable, yet still elusive, goal. Evidence of technology-enhanced problem-solving teaching and learning in schools has been scarce, understanding how to support students’ problem solving in classroom-based, technology-enhanced learning environments has been limited, and coherent frameworks to guide implementation have been slow to emerge. Whereas researchers have examined the use and impact of scaffolds in mathematics, science, and reading, comparatively little research has focused on scaffolding learning in real-world, everyday classroom settings. Web-based systems have been developed to support problem solving, but implementations suggest variable enactment and inconsistent impact. The purpose of this article is to identify critical issues in scaffolding students’ technology-enhanced problem solving in everyday classrooms. First, we examine two key constructs (problem solving and scaffolding) and propose a framework that includes essential dimensions to be considered when teachers scaffold student problem solving in technology-rich classes. We then investigate issues related to peer-, teacher-, and technology-enhanced scaffolds, and conclude by examining implications for research.

Supporting children's problem solving

Teachers demonstrated four categories of reasoning when deciding how to respond to students.

University of Vermont College of Medicine

University of Vermont College of Medicine

Toward High-Performance Communications Interfaces for Science Problem Solving

From a theoretical viewpoint, educational interfaces that facilitate communicative actions involving representations central to a domain can maximize students’ effort associated with constructing new schemas. In addition, interfaces that minimize working memory demands due to the interface per se, for example by mimicking existing non-digital work practice, can preserve students’ attentional focus on their learning task. In this research, we asked the question: What type of interface input capabilities provide best support for science problem solving in both low- and high-performing students? High school students’ ability to solve a diverse range of biology problems was compared over longitudinal sessions while they used: (1) hardcopy paper and pencil (2) a digital paper and pen interface (3) pen tablet interface, and (4) graphical tablet interface. Post-test evaluations revealed that time to solve problems, meta-cognitive control, solution correctness, and memory all were significantly enhanced when using the digital pen and paper interface, compared with tablet interfaces. The tangible pen and paper interface also was the only alternative that significantly facilitated skill acquisition in low-performing students. Paradoxically, all students nonetheless believed that the tablet interfaces provided best support for their performance, revealing a lack of self-awareness about how to use computational tools to best advantage. Implications are discussed for how pen interfaces can be optimized for future educational purposes, and for establishing technology fluency curricula to improve students’ awareness of the impact of digital tools on their performance.

Practical Wisdom in Caring for Children with a Disability in the Czech Republic

This article offers a current view of the problems concerning the social inclusion of families caring for a child with a disability. It draws primarily from Central and East European expert publications and resources. The presented outputs identify the specifications and limits of social work carried out in the public-law social administration system in the Czech Republic, one of those countries in which the transformation of the economic structure and social system has been proceeding since the 1990s. Although the relationship of the majority society towards families with children with a disability in the Czech Republic is heading generally in a positive direction, some risk elements determining the fulfilment of the right to social protection of that vulnerable group of inhabitants remain. Their approach shows risk factors consisting, for example, of low application of integrated forms of support in problem solving in the client's life situation, or in adherence to entrenched bureaucratic procedures that often emasculate the client's position. But if the quality and the impact of social work should support the person in being able to enforce his or her rights and authorized interests, they must respect not only general social needs but particularly his or her individual needs. The tools for preserving and increasing the quality of life of families with children with a disability also include, besides efficient legislative measures, focused education and support for the development of key components of the human values and skills of social workers.

Social Integration of People with Serious Mental Illness: Network Transactions and Satisfaction

Social integration involves a process through which an individual establishes and maintains meaningful interpersonal relationships characterized by mutual exchange with community members in nonclinical settings. Using self-report data from a probability sample (n=252) of supportive independent housing residents, transactional (i.e., support exchanges) characteristics of social networks, paying particular attention to reciprocation of exchanges between residents and their network members, were analyzed. The study also examined the extent to which transactional characteristics are related to satisfaction with social relations. Findings indicated considerable reciprocity in social relationships. Controlling for sociodemographic variables and network structure characteristics, mutual exchanges of tangible and problem-solving support were positively associated with network satisfaction. Results suggest that supported socialization services aimed at network and resource development with this population could facilitate more frequent exchanges of tangible resources and problem-solving opportunities between consumers and network members, which, in turn, might promote social integration.

A culturally sensitive Transition Assistance Program for stroke caregivers: Examining caregiver mental health and stroke rehabilitation

This study developed and implemented the Transition Assistance Program (TAP) for stroke caregivers. The program is composed of (1) skill development, (2) education, and (3) supportive problem solving. Sixty-one dyads (n = 122) participated: thirty-nine from Puerto Rico and twenty-two from Texas. Participants were randomly assigned to the TAP treatment or a control group. As caregiver satisfaction with the TAP increased, strain and depression decreased, and caregivers reported a very high rate of program satisfaction (9.5 out of 10). The TAP effectively reduced caregiver strain at the 3-month follow-up. When controlling for baseline differences, we found that the treatment group had lower depression (p = 0.07) than the control group at follow-up and that the TAP may have had a preventative effect on depression for caregivers who had not been depressed at discharge, although this visual trend did not reach statistical significance. Among veterans with low functioning at baseline, veterans whose caregivers had received the TAP improved in functioning more than did veterans whose caregivers had been in the control group, although this visual trend was not significant. Functioning in veterans with stroke was also significantly linked to caregiver satisfaction with the TAP. The findings from the current study warrant further evaluation of the TAP intervention.

Psychometric characteristics of the improved four-factor coping with stress questionnaire

The article presents the process of improving the Lithuanian coping with stress questionnaire (Grakauskas ir Valickas, 2006). To assess the reliability and construct validity of the four-factor questionnaire, three studies with the participation of 831 respondents were conducted. The respondents were students of Vilnius University (average age 21.04 years) and of Vilnius gymnasiums (average age 16.42 years). In the first study, the questionnaire was submitted to 417, in the second study to 103 and in the third study to 311 respondents. In the first and second studies, statements of the questionnaire were improved, and the four-factor structure of the questionnaire was assessed. In the third study we assessed some psychometrical characteristics of the questionnaire. The following indexes of scales’ internal reliability (Cronbach’s alpha) were found: social support (α = 0.864), problem solving (α = 0.760), emotional venting (α = 0.692), avoidance (α = 0.661). The test–retest score reliability (Pearson’s correlation coefficients) varied from 0.630 (avoidance scale) to 0.802 (social support scale) (test–retest time interval was two weeks). It has been established that four factors of the questionnaire explained 48.504 per cent of data dispersion. The exploratory factor analysis also indicated a satisfactory suitability of scale items (factor loadings varied from 0.415 to 0.832). Confirmatory factor analysis data indicate a satisfactory suitability of the model of four factors (χ² = 287.58, df =74; RMSEA = 0.077; GFI = 0.93; CFI = 0.87; NFI = 0.84). A correlation between the four-factor coping with stress questionnaire and the COPE questionnaire was also assessed. The Pearson’s correlation indexes between similar scales of the two questionnaires varied from 0,360 to 0,809. Differences were also found between age and gender. University students used the problem solving and social support stress coping strategy more often than gymnasium students, while women used the social support, avoidance and emotional venting stress coping strategy more often than men.

Dunov, a project to develop a tool to support the vision of the life coaching model for people with ASD

Context: The Dr. Leo Kannerhuis has developed a vision on disease management for people with autism spectrum disorders (ASD), the life coaching model. In this light we wanted to develop a digital coach which would enhance empowerment, lead to a possible improvement of the quality of life and a reduction of care consumption. Purpose: The main research question was: What is the effect of using digital coaching, the iPod coach, on the travelling routine of an adolescent with autism spectrum disorder (ASD). Sub questions were: • Does it lead to an improvement of their travelling behaviour? • Does it improve the quality of life as experienced by the adolescent and/or the parents? • Is it cost-effective? • Are the adolescents satisfied with the digital coach? Case description and data sources: The project started with the development of the software and content. The content contains support for problem solving and planning support. It was developed in cooperation with adolescents and the professionals working with them. The research trial was a combination of n=1 study and a small group analysis. Determining the baseline in skills and a short user training were part of the trial. Data were collected from an experimental group and a small control group. Preliminary conclusions: The trial ends in June but the first data analysis shows an increase in self-esteem and a good match between application and target group. Publicity has generated a huge interest in the iPod coach for many daily operations both for people with ASD, but also for people with other disorders. Discussion: Further development for other life aspects such as school and work as well as added functionalities are necessary and requested by the users. Is it possible to have the iPod coach function as a life coach on all aspects of life?

Emotional Intelligence and Nursing Leadership: A Successful Combination

Successful leadership in nursing requires many skills. Management competence, technical competence, integrity, strategic vision, and communication skills are all vital to success in any nursing leadership role. (Carroll, 2005) Another hallmark of eff ective leadership in nursing is the use of Emotional Intelligence (EI). Emotional intelligence is defi ned as the ability to do the following three things: * Control impulses and delay gratifi cation, * Regulate one's moods and maintain motivation in the face of frustrations, and * Empathize with others. (Goleman, 1995) Emotional intelligence allows one to focus on goal-based decision making and not to be led totally by emotions. Awareness and management of one's emotions are paramount to the successful employment of EI. Knowing the role that emotions play in guiding actions is important; EI can be further understood as the aptitude to combine emotion with intelligence, utilizing emotions as a means to support problem solving and other managerial processes (Akerjordet & Severinsson, 2004). An important indicator of nursing leadership style is the development of personal and social competence (Stichler, 2006). Emotional intelligence allows for the development of personal and social ability, with a focus on the foundation for one's actions. Eff ective communication in a context that is mindful of the emotional basis for many cognitive decisions is a requirement of true EI. Emotional intelligence promotes the growth of refl ection on and awareness of infl uences that can aff ect nursing leadership. Being insightful about emotions and their infl uence on management decisions and practices lends to the development of the characteristics of self-awareness, self-regulation, determination of motivations, demonstration of social skills, and empathic ability (Salovey & Mayer, 1990). Congruence of emotion and cognitive ability is required for eff ective leadership. Nursing, like many other disciplines, requires a thorough understanding of how emotions aff ect thinking and thinking aff ects emotions. The ability to demonstrate professional empathy in caring for patients and in managing organizations and personnel is o.. en a core responsibility of nurse leaders. Emotional intelligence validates the philosophy of using both an emotional and a mental focus in any nursing leadership role. Emotional intelligence exemplifies the process of sensing, understanding, valuing, and effectively applying the power and acumen of emotions as a source of human energy, information, trust, creativity, and infl uence (Goleman, 1998). …

Team Cognition and External Representations: A Framework and Propositions for Supporting Collaborative Problem Solving

Team Cognition and External Representations: A Framework and Propositions for Supporting Collaborative Problem Solving

Using educational software to support collective thinking and test hypotheses in the computer science curriculum

This study analyses the discourse among the teacher and the students, members of three (3) small groups, who learn in the environment of a stand-alone computer. Two educational environments are examined: the first one, a "virtual laboratory" (Virtual scale-DELYS) and the second one, a computer modeling environment (ModelsCreator). The `Virtual Scale' environment provides users with curriculum focused feedback and in that sense it can be categorized as directive. The ModelsCreator environment provides users merely with a representation of their own conception of curriculum concepts, so it can be categorized as an open-ended environment. The goal of this research is to exemplify the way the two educational software environments support (a) the development of collective thinking in peer-- and teacher-led discussion and (b) students' autonomy. The software tools of the "Virtual scale" along with the resources provided for the problem solving created an educational framework of hypothesis testing. This framework did not limit the students' contributions by directing them to give short answers. Moreover, it supported the students' initiatives by providing tools, representations and procedures that offered educationally meaningful feedback. Based on the above results, we discuss a new educationally important structure of software mediation and describe the way the two software activities resourced collective thinking and students' initiatives. Finally, for each type of software environment, we propose certain hypotheses for future research regarding the support of collaborative problem solving.

Provider Perspectives on Adopting and Using Collaborative Consultation in Natural Environments

An exploratory case study was undertaken to investigate the perspectives and experiences of six early intervention providers as they adopted and implemented a collaborative consultation approach to home visiting in urban neighborhoods. Survey, semistructured interview, and focus group methods were used over a 2-year period to obtain data about provider perspectives about the home visiting approach and their experiences in implementing it with parents of infants and toddlers receiving Part C services. The intensity of provider concerns about the use of collaborative consultation and routines-based, family-centered home visiting practices improved at posttest. Providers attributed these changes in large part to the culture of the organization as a learning community and its ongoing administrative support for reflective practice and problem solving about implementation issues. Providers also identified specific factors, such as time and opportunity to practice and problem solving with feedback, as having an impact on their ability to move forward in adopting and using family-centered home visiting practices. Challenges were identified related to home visiting generally, and a consultative approach specifically, in complex urban family settings. Implications for research and practice are discussed.

Team Cognition and External Representations: A Framework and Propositions for Supporting Collaborative Problem Solving

Teams are increasingly asked to solve complex and novel problems. From a broad range of domains such as the military, healthcare, and industry, difficult problems requiring the adaptation of a diverse set of expertise to one-of-a-kind situations are becoming more commonplace. These types of performance contexts require collaborative problem solving; however, the bulk of research on teamwork has dealt with behavioral coordination in routine tasks. This leaves a gap in the theory available for guiding design and training interventions to support collaborative problem solving, or knowledge-work, in teams. This paper addresses this gap by 1) providing a review of relevant theoretical issues, specifically the team cognition and externalized cognition literature, 2) advancing a theoretical framework and propositions rooted in this literature that relate the role of group process and external representations of problem spaces on problem solving outcomes, and 3) discussing future directions for testing, applying, and refining this model.