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．     

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。     

Transfer of compound and component solution modes

The present experiment compares the shift performance of four groups on the following types of shift problems: a component problem following a previous component problem with a different relevant dimension, a component problem following a compound problem, a compound problem following a previous compound problem with a different relevant dimension, and a compound problem following a component problem. Facilitation of shift performance was found following prior solution of a problem of the same type either compound or component, while interference resulted from prior solution of the other type of problem. The shift effects are interpreted in terms of Levine’s (1974, 1975) transfer hypothesis and an extension of the attention theory of Zeaman and House (1963, 1974).     

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。     

Giving up problem solving

How do people decide to abandon a problem? Participants were presented with unsolvable water jar problems, having been accurately informed of the prior probability of solvability. Across three experiments, we discovered effects of prior probability of solvability and of problem size (number of distinct problem states) on measures of effort and confidence. If a problem is more likely to be solvable and allows more problem states, a problem solver spends longer trying to solve the problem. Giving-up decisions are informed by the same judgments of probability of success and costs of solution that inform move-choice in a rational model of problem solving.     

Framing the framing effect: the impact of context cues on solutions to the ‘Asian disease’ problem

Participants were exposed to the ‘Asian disease’ problem (Tversky & Kahneman, 1981). When the problem was subtly framed as a medical decision problem previous findings were replicated: participants avoided the risky option when the problem was framed positively, but preferred the risky option when the problem was framed negatively. This reversal of preferences was eliminated however, when the same problem was subtly introduced as a statistical problem. The results are interpreted as evidence for the impact of context cues on the representation of decision problems. © 1998 John Wiley & Sons, Ltd.     

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。     

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。     

行为抑制性、母亲养育方式和学步儿问题行为的关系

采用实验室观察及问卷法,考察学步儿行为抑制性、母亲养育方式和问题行为的关系。结果发现:(1)行为抑制性正向预测内隐问题行为;母亲拒绝正向预测外显问题行为;母亲保护担忧负向预测外显问题行为。(2)性别能调节母亲养育方式与问题行为之间的关系,母亲鼓励独立负向预测男孩内隐问题行为;母亲拒绝正向预测女孩内隐问题行为;保护担忧负向预测男孩外显问题行为;母亲惩罚正向预测男孩外显问题行为。     

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.     

The effects of presession attention on problem behavior maintained by different reinforcers

The effect of presession attention on the later occurrence of problem behavior was examined with elementary-school children with a range of disabilities. Results of analogue functional analyses suggested an escape function, an attention function, or both. Following the analogue functional analyses, the effects of two antecedent conditions (10-min ignore vs. 10-min attention) were compared on problem behavior in subsequent test conditions. For participants who displayed attention-maintained problem behavior, the test condition involved contingent attention for problem behavior. For participants who displayed escape-maintained problem behavior, the test condition involved contingent escape for problem behavior. Results indicated that participants who displayed attention-maintained problem behavior displayed less problem behavior following presession exposure to attention than when ignored. No such effect was found for presession attention on escape-maintained problem behavior. We discuss matching antecedent-based interventions to the results of functional analysis.     

"Company motivates the miserable": the impact of consensus information on help seeking for psychological problems

Based on an attribution theory analysis, it was predicted that normal individuals (people who do not evidence a particular target problem) would be least motivated to seek help for a psychological problem when they believe that the problem is actuarially common (i.e., high consensus). Based on an analysis of how target problem people evaluate their psychological problem, however, it was predicted that such individuals (unlike normal individuals) should be maximally motivated to seek help when they believe that the problem is common. To test these predictions, target problem and normal individuals (high vs. average test anxious females) were given feedback that they possessed a problem (test anxiety). Individuals were then told that their problem was either common, uncommon, or given no consensus information. As predicted, the higher consensus information led to the least help-seeking behavior for the normal individuals and to the most help-seeking behavior for the target problem individuals.     

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。     

Contextualization in Perspective

In this article, we examine the hypothesis that problem comprehension and computational processes interact during the solving of an arithmetic word problem. Two experiments tested subjects on a series of addition and subtraction word problems, the content of which varied on the basis of problem type and on the magnitude of the numbers involved (problem size). Performance data are presented and analyzed in terms of solution reaction times and error patterns. Results confirmed the main effects of problem size and problem type as factors determining reaction times but failed to show any significant interaction between the two factors. These results suggest that the cognitive processes involved in understanding an arithmetic word problem and in performing the required computations are best explained by a serial processing model. The absence of an interaction between problem comprehension and computational processes questions the notion that automatized retrieval facilitates problem solving and assertions suggesting that increasing computational requirements can interfere with problem-solving performance.     

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.     

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.     

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。     

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。     

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.