Problem Solving Thinking Research Articles

Sex Differences in Primary Process Thinking and Flexibility in Problem-Solving in Children

The relationship between primary process thinking and flexibility in problem-solving was investigated. Specifically, it was hypothesized from psychodynamic theory that primary process integration on the Rorschach (Holt's scoring system) would be positively related to the capacity to shift problem-solving strategies on the Luchins' water-jar test. The Rorschach and water-jar test were individually administered to 47 third grade children. The hypothesis was confirmed for boys in that the Adaptive Regression score on the Rorschach was significantly related to performance on Luchins' water-jar test (r = .64, df = 16, p < .01). This relationship remained significant when IQ was partialed out (r = .59, df = 16, p < .01). There was no relationship between primary process integration and flexibility in problem solving for girls (r = .02, df = 26, NS). These results and sex differences were replicated with a second sample of children. Consistent sex differences also were found in the amount of primary process material expressed. Girls showed a significantly smaller percentage of primary process material than boys. Primary process integration was also related to Iowa test achievement scores, independent of IQ. This finding is consistent with previous studies.

Social Effectiveness and Problem-Solving Thinking of Reformatory Inmates

This study tested the hypothesis that reformatory inmates who are identified by their peers and institutional officials as misfits and disciplinary problems are less able than more successful inmates to address themselves to hypothetical real-life problem situations and to provide solutions to such problems. Using a means-ends story completion technique, differences were found between the performances of inmates judged by peers as misfits (N = 20), inmates judged by officials as disciplinary problems (N = 20), and inmates judged as successful (N = 20) in utilizing institutional resources. The results of this study indicate that problem-solving cognition can discriminate personal-social adjustment.

The development and implications of a personal problem-solving inventory.

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The nursing process: application of current thinking in clinical problem solving.

This paper explores some of the ideas emanating from recent literature in clinical problem solving and applies it to the nursing process. The aim is to demonstrate that there is congruence between ideas developed in the medical educational literature that support and expand the somewhat‘looser’nursing process model. The conclusion is that the nursing process is further validated by the current literature, particularly the work of Elstein et al. (1978).

Social effectiveness and problem-solving thinking of reformatory inmates

Social effectiveness and problem-solving thinking of reformatory inmates

Adolescent problem-solving thinking.

Adolescent problem-solving thinking.

Problem-solving thinking of youthful incarcerated heroin addicts

Problem-solving thinking of youthful incarcerated heroin addicts

Problem-solving thinking of psychiatric patients.

Problem-solving thinking of psychiatric patients.

Social competence and effective problem-solving thinking in psychiatric patients.

Social competence and effective problem-solving thinking in psychiatric patients.

PROBLEM-SOLVING THINKING AND ADJUSTMENT AMONG DISADVANTAGED PRESCHOOL CHILDREN

SHURE, MYRNA B.; SPIVACK, GEORGE; and JAEGER, MARIANNE. Problemsolving Thinking and Adjustment among Disadvantaged Preschool Children. CHILD DEVELOPMENT, 1971, 42, 1791-1803. The relationship between school behavior adjustment of 4-year-old disadvantaged children and real-life problem-solving thinking was studied. The latter includes 3 parameters of thought-conceptualization of solutions to typical peer and authority problems, consequential thinking, and causal thinking. Resulting data show that the ability to conceptualize alternative solutions to problems was the only parameter directly related to teacher-rated judgments of classroom behavior but that all 3 parameters were significantly interrelated. Implications are that increasing a child's ability to think in terms of alternative solutions to real-life problems could supplement a primary preventive mental health program.