简单与复杂物理问题解决及状态元认知

本研究采用认知作业分析及问卷法,研究了中学生简单与复杂物理问题解决的表征机制及状态元认知结构。结果显示：(1)物理问题解决是对问题的表征状态不断转换的过程,其受认知主体信息的提取、转换、整合能力及状态元认知的影响;(2)中学生物理问题解决中的状态元认知主要由他的自我效能感、自我监测、策略系统三种成分构成;(3)复杂问题解决的关链是正确提取范畴性知识以形成对问题的深层表征。     

质性比较专家与新手的物理问题解决过程

本实验致力于回答两个问题 :(1 )在何种任务限制下 ,专家表现出对新手的解题优势 ;(2 )可以采用何种实验手段 ,来细致刻画解题过程中运用的程序性知识 (“条件 -行动”)。本实验以物理学领域的“欧姆定律”为研究内容 ,采用专家 -新手比较范型 ,对被试的言语报告进行编码与分析 ,进而描绘了解题活动所依赖的“条件 -行动”关系 ,从中展现了专家解题相对于新手的整体优势。对这些优势的进一步个案分析表明 ,物理学解题专长的实质在于 :(1 )条件化操作 (从已知条件得出复杂关系 ) ;(2 )精致化知识 (比例公式与嵌套公式 )。     

Problem Solving Therapy

This paper describes how problem solving therapy (PST) would be applied to the treatment of Sylvia (I. Caro, 2001), a 27-year-old depressed wife and mother of three. PST involves training individuals in five major processes: problem orientation, problem definition and formulation, generation of alternatives, decision making, and solution implementation and verification. We briefly describe a problem solving model of depression that highlights the moderating nature of problem solving ability regarding the stress–depression relationship. Based on this model, we then delineate how PST can be specifically applied to Sylvia. This is followed by a brief overview of the research base supporting the efficacy of PST for depression.     

Incubation in Insight Problem Solving

A break in the attentive activity devoted to a problem may eventually facilitate the solution process. This phenomenon is known by the name incubation. A new hypothesis regarding the incubation mechanism is suggested. It is based on analysis of the structure of insight problems and their solution process. According to this hypothesis, no activity takes place during the break. The break's only function is to divert the solver's attention from the problem, thus releasing her mind from the grip of a false organizing assumption. This enables the solver to apply a new organizing assumption to the problem's components upon returning to the problem. The numbers of experimental studies that confirm the existence of the incubation phenomenon, and those that do not support it, are roughly equal, thus the primary experimental aim of the study is to improve the methodology of manipulating the break. This was done by starting the break only after an impasse has been reached. The results indicate that the break improves performance in insight problem solving, but its length does not make a difference. This supports the suggested hypothesis and does not support hypotheses that postulate unconscious ongoing processes during the break.     

Promoting Insightful Problem Solving

This work assessed whether insightful problem solving could be trained. Specifically, we tested whether solutions to a heterogeneous set of verbal insight problems could be promoted. A training scheme was developed to promote the application of mechanisms that underlie the process of restructuring. Training across the five experiments consisted of different combinations of the following training techniques: advance strategic instructions, varying amounts of practice, practice with different types of feedback, and problem comparison. Results from all five experiments showed that training can promote solutions to verbal insight problems. Facilitation effects ranged from a 14%–24% gain in overall solution rates relative to no‐treatment controls. This work demonstrated that insightful problem solving could be trained at a relatively high level of generality.     

Solving the Flagpole Problem

In this paper I demonstrate that the causal structure of flagpole-like systems can be determined by application of causal graph theory. Additional information about the ordering of events in time or about how parameters of the systems of interest can be manipulated is not needed.     

影响9点问题解决的关键行为

在已有研究的基础上,作者提出划出第三条线是解决9点问题关键行为的假设,并设计了三个实验来验证假设.结果表明:任意两条线的提示训练使9点问题的解决率接近或达到100%,因而,提示两条线不能被看成是解决9点问题的关键行为;而提示划出第三条线的训练使9点问题的解决率明显高于提示其它任何一条线训练的效果,可以被认为是解决9点问题的关键行为;能够引导被试划出第三条线的训练使9点问题的解决率明显提高.     

Problem Solving Style and Beliefs about Teaching,Learning, and Problem Solving

Seventy-four pre-service teachers in an urban graduate school of education were administered VIEW: An Assessment of Problem Solving Style and a questionnaire in which they were asked to rate the importance of numerous principles of learning, teaching, and problem solving. Judges had previously classified these principles according to the six different VIEW problem solving styles (Explorer, Developer, External, Internal, Person-oriented, Task-oriented). Participants categorized by a particular style rated more highly those principles that matched their style. Implications for instruction and the development of problem solving skills are discussed.     

Gender Differences in Problem Solving: Expectancy and Problem Context

In this study, we investigated gender differences in problem solving as a function of problem context and expectations for success. Subjects were 90 women and 56 men from introductory psychology classes who were administered a set of mathematical problems varying in gender context under male-expectancy, female-expectancy, and neutral-expectancy conditions. No significant gender differences or interaction of gender with problem context were found. However, significant effects of problem context and expectancy were found. Both male and female subjects made higher scores on female-context problems and lower scores in the female-expectancy condition. When mathematics aptitude was used as a covariate, an interaction of gender with expectancy was found. Men in the female-expectancy condition made significantly lower scores than either men or women in the male-expectancy condition.     

No Role of Initial Problem Representation in Insight Problem Solving

The literature on insight problems—problems that supposedly can only be solved by rejection of an initial faulty problem representation and sudden comprehension of another, nonobvious representation (restructuring)—suggests that the size of initial representations affects the very process of problem solving. Large initial representations impose systematic, analytical search, whereas only small representations promote intuitive, associative processes assumed by some theorists to underpin insight. In a group of 353 young healthy participants, 6 previously validated insight problems were applied in either a small or large initial representation variant. Results demonstrated no reliable difference in performance between the problem variants with regard to (a) solution accuracy, (b) self-reported insight accompanying solutions, (c) effects of fatigue, (d) correlations with another 6 small representation-size problems, and (e) correlations with working memory capacity (which were notable). This outcome suggests that the size of initial faulty representation plays no role in insight problem solving process, supporting the account assuming its strong similarity to systematic, analytical problem solving.     

论数学问题解决中情境模型与问题模型的关系

情境模型与问题模型是数学问题解决研究中的两个重要概念,前者是对问题所述情境的日常化的定性表征,后者是基于图式知识对问题关键变量的数量关系表征。本文介绍了两种模型的发展历史以及目前存在的争议,并提出了未来研究需要解决的问题。     

Solving the Color Incompatibility Problem

It is commonly held that Wittgenstein abandoned the Tractatus largely because of a problem concerning color incompatibility. In this paper, I solve the color incompatibility problem and argue that the central program of the Tractatus can in fact be accomplished.     

Gender and Mathematical Problem Solving

The relationship between gender and mathematical problem-solving among high ability students depends on the attributes of the problem solving questions. This was evident in the present study of 12-year-olds. The children were from predominately White families. Eighty-three males and 76 females were tested in both the fall and the spring on the Fennema-Sherman Mathematics Attitudes Scales and on the Canadian Test of Basic Skills (CTBS). In the Spring, students were also tested on the GAUSS. Both the CTBS and the GAUSS measure mathematical problem solving. Among high ability students, there were gender differences on the problem-solving scale of the CTBS but not on the GAUSS, even though the GAUSS was independently rated as the more abstract and difficult of the two tests. The present study describes the implications of this for the question of the origin of gender differences in mathematics, and also looked at the relationship between attitudes toward mathematics and mathematical problem-solving performance.     

Problem Solving and Suicidal Behavior

Research on suicidal behavior falls into two main areas: studies that aim to identify demographic and social risk factors, and studies that aim to investigate the psychological processes mediating suicidal behavior. Within the latter approach, impaired problem-solving ability has been found to be an important variable. This paper reviews recent research focusing on problem-solving deficits and their relation to suicidal behavior and considers some of the methodological problems that arise. These findings are discussed in terms of active versus passive problem solving, state or trait factors, and the psychological processes underlying problem solving. Suggestions for further research are made, focusing on the links between suicidal behavior, problem solving, and autobiographical memory.     

团队问题解决的知识结构转换研究

本研究利用多维标度分析法,通过计算机联网实验．对团队问题解决过程中的知识结构进行获取与分析。我们考察了团队共享知识结构在群体讨论过程中结构性的区别,结果得出团队知识结构在概念聚集度、概念群数量、结构明晰性三个指标上发生了变化。我们认为,这些指标可以作为团队综合能力的指标,为团队评估与培训提供依据。     

Intuition and Visualization in Mathematical Problem Solving

In this article, I will discuss the relationship between mathematical intuition and mathematical visualization. I will argue that in order to investigate this relationship, it is necessary to consider mathematical activity as a complex phenomenon, which involves many different cognitive resources. I will focus on two kinds of danger in recurring to visualization and I will show that they are not a good reason to conclude that visualization is not reliable, if we consider its use in mathematical practice. Then, I will give an example of mathematical reasoning with a figure, and show that both visualization and intuition are involved. I claim that mathematical intuition depends on background knowledge and expertise, and that it allows to see the generality of the conclusions obtained by means of visualization.