问题表征过程的一项研究

问题表征是解决问题时理解问题的方式．本研究选用智力数学题为实验作业,通过详细分析３４名大学生被试的问题表征环节及他们问题解决的结果,探讨问题表征中的信息加工过程及其对问题解决结果的影响．实验结果表明：（１）正确的问题表征是解决问题的必要前提,在错误的或者不完整的问题空间中进行搜索不可能求得问题的正确解．（２）问题表征是对问题信息的提取和理解的过程,问题规则在问题表征中起重要作用．（３）在问题表征过程中,导致建构出错误的或者不完整的问题空间的因素包括：信息遗漏（未能将问题的有关信息全部提取出来）,信息误解（对某些问题信息做了错误的分析和理解）,隐喻干扰（问题信息中潜在的歧义性使被试困惑或误导被试的解题思路）等．     

决策中的框架效应再探

框架效应是指对相同决策任务不同方式的描述会影响决策者对备择选项的认知．大量研究已证实了框架效应的存在。本研究采用经典的“海难”问题,进一步探讨了决策任务中的框架效应。结果发现,在生命问题和财产问题中均没有发现框架效应的存在。在面对生命问题时,总体上人们倾向于冒险;在面对财产问题时,总体上倾向于保守。另外在面对生命问题时,女生比男生更倾向于冒险。     

合作学习小组的认知风格对其问题解决的影响

本研究以认知风格为依据,将合作学习小组分为场依存同质组、场独立同质组及异质组,通过小组对开放问题以及逻辑问题的解决,考察不同认知风格个体、不同类型小组的问题解决水平。结果表明:(1)个体认知风格的作用依任务性质不同而不同。(2)异质组中存在的个体之间的差异会成为有效沟通合作的障碍,进而影响异质组的问题解决水平,影响程度受到问题本身对沟通合作要求程度的影响。(3)异质分组能更好解决开放性问题。     

Animals as cost‐based robots

The frame problem is a problem that arises when an agent attempts to assess the consequences of future behaviour. Strictly, it is a problem of modelling that arises during planning. The problem arises because many of the possible consequences of a planned action are not really relevant to the decision whether to perform the action. The frame problem is typical of the classical approach to artificial intelligence, but it is evident that animals do not suffer from this problem. In this paper it is suggested that animals can circumvent the frame problem because their decision‐making architecture is very different from that traditionally used in artificial intelligence.     

小学生表征数学应用题策略的实验研究

通过一个2(成功与否)×2(提示与否)×2(题型)的混合实验设计,对小学五年级学生解决和差应用题的表征策略进行了研究.结果表明:(1)与比较应用题的表征相类似,小学生对和差应用题的表征也存在着直译策略和问题模型策略;(2)不成功组解题者在表征和差应用题时倾向于运用直译策略,而成功组的解题者更倾向于运用问题模型策略,这导致了成功者与不成功者在列式上的差异,特别是在不一致题型上表现得更明显;(3)在读题前给以“请注意理解这道题的意思”这样简单的提示,对不成功的解题者对和差问题的正确表征并不能起到作用;(4)成功的和差应用题解题者和不成功的解题者在列式正确性的自我评价上存在显著差异.     

祖辈共同养育模式下幼儿母子依恋对问题行为的影响：祖孙依恋的中介作用

采用幼儿依恋量表和儿童行为量表（Child Behavior Checklist, CBCL）测量265名祖辈共同养育幼儿的母子依恋、祖孙依恋和问题行为的情况,考察祖辈共同养育幼儿的祖孙依恋在母子依恋与问题行为的中介作用。结果发现：（1）祖辈共同养育幼儿的母子依恋与祖孙依恋呈显著正相关,幼儿的母子依恋与内化问题行为、外化问题行为呈显著负相关,幼儿的祖孙依恋与内化问题行为、外化问题行为呈显著负相关;（2）祖辈共同养育幼儿的祖孙依恋完全中介母子依恋对内化问题行为、外化问题行为的影响。     

Divine intimacy and the problem of horrendous evil

The problem of horrendous evil is the problem of reconciling the existence of horrendous evils with the existence of a God that is nevertheless good to individuals. A solution to the problem along the lines of that proposed by Morilyn McCord Adams resolves the problem by appeal to various sorts of intimacy with God on the part of the participants in horrendous evils. One half of the problem concerns the victims of horrendous evils. A second half of the problem of horrendous evil is the same problem for those perpetrators of horrendous evils who also potentially have their lives defeated. The present paper argues not only that the intimacy such an overall strategy appeals to fails to solve the first half of the problem, but also that it makes no progress at all on the second half.     

国外关于问题解决的研究及其教学意义

提高学生解决问题能力已经成为现代教育的一个重要目标。问题解决就是由一定情境引起的,按照一定的目标,应用各种认知活动、技能等,经过一系列思维操作,使问题得以解决的过程。本文综述了问题解决的过程模型,影响问题解决的心理因素,并寻找其教学意义,以期给当前我国教育与教学改革提供参考。     

GRW and the tails problem

The GRW theory is a recent attempt to solve the measurement problem in quantum mechanics, and the tails problem is a well-known and potentially fatal criticism of the GRW theory. The first half of the paper is an exposition of the measurement problem, the GRW theory, and the tails problem. In the remainder of the paper, two methods of dealing with the tails problem are considered: first, altering the GRW theory so as to avoid the tails problem; and second, denying that the tails problem is more than a novel aspect of a universal vagueness in the way scientific theories relate to everyday language.     

The Effects of Type and Level of Personal Involvement on Information Search and Problem Solving1

The effects of type and level of personal involvement on information search and problem solving were investigated in a laboratory setting. Participants were given a problem eliciting high value involvement, high outcome involvement, or low involvement. Before providing a solution to the problem, participants had the opportunity to search for additional information about the problem using a computer. The amount of information searched and the time spent searching were measured, as was the quality of problem solutions. Results showed that increases in information search resulted in more original and more appropriate problem solutions. Results also revealed that solution originality and appropriateness were highest among participants who were involved because the problem's outcome was relevant to them and lowest among participants who were involved because the problem affected their values and morals. The results of this study indicate that high involvement may not be universally beneficial to the generation of high-quality problem solutions.     

中学教师处理学生心理健康问题策略特点探析

采用问卷法考察了268名中学教师在厌学、退缩行为、自我中心、攻击性行为和考试焦虑五种问题情境下教师对处理学生心理健康问题的策略有效性和使用可能性的评定以及性别、教龄因素对教师评定策略有效性的影响。结果表明:(1)中学教师处理学生心理健康问题策略具有情境性,教师对处理学生心理健康问题的策略的有效性的认可和真正在具体情境中采取的策略不尽相同。在厌学和退缩行为情境中,教师倾向于认为情感关爱型策略更有效;自我中心情境中,行为疏导型策略更有效;攻击行为情境中,惩罚约束型策略更有效;在焦虑情境中,言语疏导型策略更有效。在采用可能性的评定中,对学生的厌学、退缩行为、自我中心和焦虑问题,教师都更倾向于采用言语疏导型策略;在攻击行为情境中,教师更倾向于采用行为疏导型策略。(2)与性别相比,教龄是影响教师评定处理学生心理健康问题策略有效性的较为敏感的变量。在厌学情境中,20年以上教龄的教师认为责任转移型策略和情感关爱型策略更有效;在自我中心情境中,20年以上教龄的教师认为责任转移型策略更有效。     

Accessing relevant information during problem solving: Time constraints on search in the problem space

An experiment examines the effect of time constraints on the ability of subjects to utilize relevant information during problem solving. Previous studies found that potentially relevant information was not effectively utilized unless subjects were explicitly informed of the information’s relevance to the problem. The present study demonstrates that subjects who are not informed of the relation between relevant information and the problem are still able to access the information if allowed adequate time. These findings are interpreted within a model of problem solving that postulates search in a problem space as fundamental to the problem solving process.     

十文钱问题再探

本研究设计了三个实验,探讨了被试在经典的十文钱问题以及与其异质同构的组团旅游问题中的推理情况。实验1通过调查法发现,被试在十文钱异质同构问题中表现出了与十文钱问题同样高的错误率,属于推理错觉问题。在此基础上,实验二、三就其推理错误的可能原因进行了实证探究,结果发现：（1）题目表面特征的弱化能显著提高被试的推理成绩。（2）批判性思维意识与批判性思维技巧的线索提示能显著提高被试的推理成绩。     

Dynamics and constraints in insight problem solving

This article reports 2 experiments that investigated performance on a novel insight problem, the 8-coin problem. The authors hypothesized that participants would make certain initial moves (strategic moves) that seemed to make progress according to the problem instructions but that nonetheless would guarantee failure to solve the problem. Experiment 1 manipulated the starting state of the problem and showed that overall solution rates were lower when such strategic moves were available. Experiment 2 showed that failure to capitalize on visual hints about the correct first move was also associated with the availability of strategic moves. The results are interpreted in terms of an information-processing framework previously applied to the 9-dot problem. The authors argue that in addition to the operation of inappropriate constraints, a full account of insight problem solving must incorporate a dynamic that steers solution-seeking activity toward the constraints.     

Language and modeling word problems in mathematics among bilinguals

The study was conducted to determine whether the language of math word problems would affect how Filipino-English bilingual problem solvers would model the structure of these word problems. Modeling the problem structure was studied using the problem-completion paradigm, which involves presenting problems without the question. The paradigm assumes that problem solvers can infer the appropriate question of a word problem if they correctly grasp its problem structure. Arithmetic word problems in Filipino and English were given to bilingual students, some of whom had Filipino as a first language and others who had English as a first language. The problem-completion data and solution data showed similar results. The language of the problem had no effect on problem-structure modeling. The results were discussed in relation to a more circumscribed view about the role of language in word problem solving among bilinguals. In particular, the results of the present study showed that linguistic factors do not affect the more mathematically abstract components of word problem solving, although they may affect the other components such as those related to reading comprehension and understanding.     

Representing and Solving Arithmetic Word Problems: A Study of Developmental Interaction

This study investigated the developmental relationship between children's mental representations of the arithmetic change problem structure (the change problem schema) and their use of part-whole strategies to solve change problems. Two hypotheses were contrasted. The first suggests that part-whole knowledge is a prerequisite for the development of the change problem schema. The second suggests that the change problem schema provides a framework for the development of part-whole knowledge. Part-whole knowledge was inferred from children's abilities to solve the most difficult type of change problem, that with start set unknown. The change problem schema was inferred from children's abilities to anticipate completion of the "how many?" question when given all information about the problem except the question. Only children who used part-whole strategies performed at greater than chance levels on the question generation measure. Part-whole knowledge, therefore, was seen as a prerequisite for the change problem schema.     

流动儿童的问题行为与人格、家庭功能的关系

以北京市806名流动儿童和319名城市儿童为被试,采用问题行为问卷、小五人格问卷和家庭功能问卷,考察流动儿童问题行为的特点及其与城市儿童的差异,并探讨人格和家庭功能对流动儿童问题行为的影响。结果发现:(1)流动儿童内、外化问题行为的自我报告率分别达到了31.0%2、0.1%,与城市儿童相比,流动儿童的内化问题行为较为突出。(2)人格的情绪性、开放性显著正向预测流动儿童的内化问题题行为,外向性、家庭功能的亲密度显著负向预测其内化问题行为,情绪性、开放性显著正向预测流动儿童的外化问题行为,宜人性、谨慎性、亲密度显著负向预测外化问题行为。(3)人格在家庭功能的亲密度与内化问题行为之间起部分中介作用,在亲密度与外化问题行为之间起完全中介作用。     

The role of analogy in transfer between similar problem states

The study investigated the effect of transfer between two problems having similar (homomorphic) problem states. The results of three experiments revealed that although transfer occurred between repetition of the same problems, transfer occurred between the Jealous Husbands problem and the Missionary—Cannibal problem only when (a) Ss were told the relationship between the two problems and (b) the Jealous Husbands problem was given first. The results are related to the formal structure of the problem space and to alternative explanations of the use of analogy in problem solving. These include memory for individual moves, memory for general strategies, and practice in applying operators.     

Deconstructing the tower: Parameters and predictors of problem difficulty on the Tower of London task

The Tower of London (TOL) task has been widely used in both clinical and research realms. In the current study, 104 healthy participants attempted all possible moderate- to high-difficulty TOL problems in order to determine: (1) optimal measures of problem solving performance, (2) problem characteristics, other than the minimum moves necessary to solve the problem, that determine participants’ difficulty in solving problems successfully, quickly, and efficiently, and (3) effects of increased task experience on which problem characteristics determine problem difficulty. A factor analysis of six performance measures found that, regardless of task experience, problem difficulty could be captured well either by a single factor corresponding to general quality of solution or possibly by three subordinate factors corresponding to solution efficiency, solution speed, and initial planning speed. Regression analyses predicting these performance factors revealed that in addition to a problem’s minimum moves three problem parameters were critical in determining the problem difficulty: goal position hierarchy, start position hierarchy, and number of solution paths available. The relative contributions of each of the characteristics strongly depended on which performance factor defined performance. We conclude that TOL problem performance is multifaceted, and that classifying problem difficulty using only the minimum moves necessary to solve the problem is inadequate.     

Topographies and functions of emerging problem behavior and appropriate requests in neurotypical preschoolers

The current study builds on a small but growing body of research evaluating the formal and functional characteristics of emerging problem behavior before it becomes harmful and requires costly treatment. The researchers tested 21 preschool children's sensitivity to establishing operations that commonly precede severe problem behavior. Sensitivity tests were embedded in a small group play context to optimize safety, efficiency, and ecological validity. The tests screened several levels of problem-behavior severity as well as the presence of adaptive alternatives (i.e., communication) to problem behavior. Overall, outcomes suggested sources of reinforcement for minor- and moderate-severity problem behavior in 86% of children. Only 17% of children exhibiting problem behavior also engaged in appropriate requests in the same condition(s) as problem behavior. The present data are compared to published functional analyses of severe behavior. The results are discussed as a preliminary step towards a function-based model of risk identification and behavioral prevention of severe problem behavior.