DIRECTIONAL PREFERENCE IN PROBLEM SOLVING

The study investigated the influence of acquired directional scanning habits on two versions (horizontal versus vertical presentation of stimuli) of an inductive reasoning test by contrasting Japanese-speaking and English-speaking (Australian) groups. The developmental trend of that influence was also investigated. Subjects were Grades 1, 5 and 7 students in both groups. The results indicated that the Japanese sample scored higher on the vertical version of the experimental test, while the Australian group scored higher on the horizontal version when timed group testing was administered to the subjects. For the individually administered test without time limit, the most marked effect was with the Australian Grade 5 students who performed better on the horizontal version than on the vertical version.     

大学生合作学习的问题解决过程及其对问题解决水平的影响

以认知风格为依据,将合作学习小组分为场依存同质组、场独立同质组以及异质组。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过程。同时考察问题解决过程对问题解决水平的影响。结果表明：（1）个体在解决不同类型问题时的过程体验不同。（2）问题解决过程在个体的认知风格和逻辑问题解决水平之间起调节作用。（3）不同类型小组的问题解决过程不同。（4）合作是影响小组合作学习效果的重要因素之一。     

SOLVING THE PROBLEM OF LOGICAL OMNISCIENCE

This paper looks at three ways of addressing probabilism's implausible requirement of logical omniscience. The first and most common strategy says it's okay to require an ideally rational person to be logically omniscient. I argue that this view is indefensible on any interpretation of ‘ideally rational’. The second strategy says probabilism should be formulated not in terms of logically possible worlds but in terms of doxastically possible worlds, ways you think the world might be. I argue that, on the interpretation of this approach that lifts the requirement of certainty in all logical truths, the view becomes vacuous, issuing no requirements on rational believers at all. Finally, I develop and endorse a new solution to the problem. This view proposes dynamic norms for reasoning with credences. The solution is based on an old proposal of Ian Hacking's that says you're required to be sensitive to logical facts only when you know they are logical facts.     

PROBLEM SOLVING,PLANNING AND PERSONALITY*

The present study was designed to investigate student behaviour in a river-crossing problem in light of prior experience, intelligence, personality, mode of presentation and age. Ninety-six students at Year 6 and 61 students at Year 8 from schools in Australia were administered the Eysenck Junior EPQ and IVE scales, together with six cognitive tasks used to index the Luria successive and simultaneous processing and planning functional units. Each student was given a river-crossing problem presented in one of two modes and at one of two levels of difficulty. Success on the river-crossing problem was found to be independent of age, mode of presentation or prior experience on the task. There was a significant effect due to problem awareness, intelligence and empathy and a mode by success interaction. An attempt was made to group students into problem-solver ‘types’. The results were discussed in terms of the link between cognitive and affective variables and intervention programmes.     

婴儿问题解决行为的特点与发展

采用标准化的实验室测验法 ,考察了 8～ 11个月婴儿问题解决过程中的行为表现与策略特点、注意力集中水平及其与问题解决成效的关系。结果表明 :(1)在问题解决过程中 ,婴儿的尝试行为及方法的有效性水平都呈逐步上升的趋势。在初次面临问题情境时 ,所有 8个月组婴儿不能有效解决问题 ,但到 11个月时 ,6 1 5 %的婴儿已能正确解决问题 ;(2 )在问题解决过程中 ,婴儿的注意力集中水平在 8～ 11个月间显著提高 ;(3)婴儿注意集中水平与其解决问题的成效显著相关。     

PROBLEM SOLVING AND THE ABILITY TO FIND REPLACEMENTS

Problem situations of the practical construction type may be regarded as situations characterized by a 'missing part'. The solution of a problem depends on the subject's awareness of what is missing, along with his ability to find a replacement for it. Scores on a test measuring this ability are compared with performance on two practical construction problems. Subjects who are successful on the problems have a higher mean score on the 'replacement test'. Scores on a 'function-naming' test are not found to correlate with performance on the problem.     

PROBLEM SOLVING TO PREVENT WORK INJURIES IN SUPPORTED EMPLOYMENT

A problem-solving strategy was used to teach three groups of 3 individuals in supported employment how to prevent work-related injuries. The problem-solving strategy was taught in two training phases. The first training phase involved the use of cue cards, and the second involved the withdrawal of the cue cards. Interviews and staged generalization assessments in the participants' natural work environments were conducted before, during, and up to 12 weeks after training. In these assessments, situations were presented that were either similar or dissimilar to situations presented in training. Results of both the interviews and staged assessments indicated that the participants' newly acquired problem-solving skills generalized to similar and dissimilar situations.     

独粒钻石棋问题解决中的知觉搜索深度

本实验研究在不实施具体棋子移动的条件下,被试进行知觉搜索加工的能力。被试是40名具有解决独粒钻石棋问题近期经验的工科中专生。实验过程中被说不移动棋子,只对屏幕上呈现的棋盘上的棋子移动步骤进行心理表征。实验结果表明,在呈现问题初始状态与目标状态的情况下,被试有能力完成长达12步的棋子移动的知觉搜索加工深度(平均正确反应率>60％);平均反应时间随知觉搜索深度的增加而增加。     

顿悟问题解决的心理机制的验证性研究

目前顿悟问题解决的心理机制主要存在两个有争议性的理论：进程监控理论和表征变化理论。现以非限制性的停车场问题为实验材料,检验顿悟问题解决的这两个心理机制。结果发现：（1）进程监控理论可解释顿悟被试的成绩优劣;（2）表征变化理论可对顿悟问题能否解决做出解释。     

PROBLEM SOLVING AND THE AWARENESS OF THE MISSING PART

R aaheim , K. Problem solving and the awareness of the missing part. Scand. J. Psychol ., 1962, 3 , 129–131.—When university students were asked to solve the so-called Pea Problem, with the added instruction of first looking for the missing instrumental part, solutions were not more frequent than without this addition, although the latter may have led to a greater awareness of the reason for choosing the correct line of attack.     

成年人现实生活问题解决的年龄差异

采用自行编制的十个与现实生活有关的问题,对２０至８５岁的成年人,分成青年至老老年四个年龄组进行测验,试图探讨成年人现实生活问题解决的年龄差异;并同时进行２０个问题（简称猜图）作业的实验,以期对比研究。结果看到：（１）两组主试对现实生活问题解决的评分一致率合格（ｒ值均在０．７４以上）。（２）对现实生活问题解决提出方案的数量（Ｎ）,三个较年轻组比老老年组答案多些;解决问题有效最高分（Ｈ）和各方案的平均     

数学学习不良儿童视觉-空间表征与数学问题解决

采用临床访谈的方法,考察了30名数学学习不良(MD)儿童和31名一般儿童的数学问题解决、视觉-空间表征策略和空间视觉化能力。结果发现：图式表征能促进数学问题的解决,图像表征则起妨碍作用;空间视觉化能力与解题正确率及图式表征策略有显著正相关,与图像表征策略有显著负相关。MD儿童的解题正确率以及使用图式表征策略的程度显著低于一般儿童,使用图像表征策略的程度则显著高于一般儿童。在解题正确率和图式表征策略这两个变量上,MD儿童和一般儿童的年级发展趋势相同,都随年级的升高而提高。但在图像表征策略的使用上,一般儿童有随年级的升高而下降的趋势,MD儿童却没有下降的趋势。两类儿童的空间视觉化能力都随年级的升高而提高。     

通过样例和问题解决建立产生式

我们对学生通过例题和问题学习学科知识的问题作了一些实验研究。本文介绍了其中的一项研究结果。结果表明:学生以这种形式进行学习,只要例题和问题安排得合适,学生能较快地和较好地掌握有关知识。学生不仅学会了解决问题,而且能从中总结出某些解题策略和启发式规则,并能调用新建立的启发式规则指导解题,从而加速了解题的进程。 本文还讨论了学生在这种学习情境中的学习过程。依据本实验所揭示的人对符号产生式建立的一般过程和有效的训练示例,为计算机摸拟人的学习提供了某些依据。