The role of schizotypy and creativity in a group problem-solving task

The well-studied link between psychotic traits and creativity is a subject of much debate. The present study investigated the extent to which schizotypic personality traits – as measured by O-LIFE (Oxford–Liverpool Inventory of Feelings and Experiences) – equip healthy individuals to engage as groups in everyday tasks. From a sample of 69 students, eight groups of four participants – comprised of high, medium, or low-schizotypy individuals – were assembled to work as a team to complete a creative problem-solving task. Predictably, high scorers on the O-LIFE formulated a greater number of strategies to solve the task, indicative of creative divergent thinking. However, for task success (as measured by time taken to complete the problem) an inverted U shaped pattern emerged, whereby high and low-schizotypy groups were consistently faster than medium schizotypy groups. Intriguing data emerged concerning leadership within the groups, and other tangential findings relating to anxiety, competition and motivation were explored. These findings challenge the traditional cliché that psychotic personality traits are linearly related to creative performance, and suggest that the nature of the problem determines which thinking styles are optimally equipped to solve it.     

The effect of one night without sleep on problem-solving and immediate recall

Summary The aim of the study was to investigate the effect of spending one night without sleep on the performance of complex cognitive tasks, such as problem-solving, in comparison with a purely short-term memory task. One type of task investigated was immediate free recall, assumed to reflect the holding capacity of the working memory. The other type of task investigated was represented by syntactical reasoning and problem-solving tasks, assumed to reflect the processing (the mental transformation of input) and monitoring capacity of the working memory. Two experiments with a repeated-measures design were performed. Experiment 1 showed a significant decline in performance as a function of sleep loss on Raven's progressive matrices, a problem-solving task. No other main effect of sleep loss was found. Experiment 2 had a different order between tasks than Experiment 1 and the time without sleep was increased. A number-series induction task was also used in Experiment 2. A significant, negative effect of sleep loss in performance on Raven's progressive matrices was found in Experiment 2. The effects of sleep loss on the other tasks were nonsignificant. It is suggested that Raven's progressive-matrices task reflects the ability to monitor encoding operations (selective attention) and to monitor mental computations.     

Impact of interpersonal problem-solving training on preschoolers' social competency

In order to test Shure and Spivack's theoretical position that a child's ability to verbally generate solutions to interpersonal problems and think about their consequences is directly related to the child's behavioral adjustment, preschoolers were tested on verbal problem-solving skills and their classroom behavior was rated by their teachers. Further, their behavior was observed by independent observers. No significant relationship between problem-solving skills and behavior was found. Following assessment, 54 of these children completed an 11-week training program, designed by Shure and Spivack, to improve their ability to think through and verbally generate solutions to interpersonal problems and to examine the possibility of mediation of such training to behavioral improvement. Preschoolers' ability to verbally generate alternative solutions to problems significantly increased due to training, however, this increase did not have an ameliorative effect on behavioral adjustment.     

The effectiveness of men and women in problem-solving groups as a function of group gender composition

Previous research suggests that the fewer women in a group, the less likely their ideas will be considered. The present study was designed to test the effect of gender composition on women's influence. Thirty groups were asked to solve two problems, first as individuals, then as groups. Composition and gender of the subject receiving a helpful clue were varied. Subjects rated the second task and members of the group, and a Bales Interaction Analysis was conducted. Results indicated that men were more influential than women only when in the minority, that women had smaller proportions of leadership acts than men, and that some stereotyped attitudes existed. Results were discussed in terms of previous findings, and suggestions for future research were made.     

Effects of social problem-solving training on classroom behavior of urban disadvantaged students

Sixty-four urban disadvantaged fourth- and fifth-grade students were assigned to one of the following four treatment conditions: social problem-solving training, response cost, social problem-solving training plus response cost, and no treatment control. Those exposed to problem-solving training improved on measures of alternative thinking and consequential thinking skills. The training, however, did not affect teacher ratings of student behavior or observed classroom behavioral functioning. In addition, the response cost procedure did not enhance acquisition or utilization of problem-solving skills.     

Doctoral training in behavior analysis: Training generalized problem-solving skills

This essay provides guidelines for designing a doctoral program in behavior analysis. First, we propose a general accomplishment for all behavior analytic doctoral students: that they be able to solve problems concerning individual behavior within a range of environments. Second, in order to achieve this goal, we propose that students be trained in conceptual and experimental analysis of behavior, the application of behavioral principles and the administration of behavioral programs. This training should include class work, but it should emphasize the immersion of students in a variety of environments in which they are required to use behavior analytic strategies. Third, we provide an example of a hypothetical graduate program that involves the proposed training. Finally, an evaluation plan is suggested for determining whether a training program is in fact producing students who are generalized problem-solvers. At each step, we justify our point of view from a perspective that combines principles from behavior analysis and educational systems design.     

The development of problem-solving abilities in a population of candidate detection dogs (Canis familiaris)

Animal Cognition - Both ontogenetic and phylogenetic factors have shaped dogs’ cognitive capabilities, resulting in a heightened social sensitivity at the apparent cost of non-social...     

认知训练对健康老年人认知能力的影响

近年来,认知训练被广泛应用于防治和延缓老年人的认知功能衰退。通过总结近7年(2008~2014年)关于老年人认知功能训练的研究,比较训练的有效性、训练效果的迁移和保持,结果表明,大部分实验都发现了积极的即时训练效果,训练效果得到保持的研究以认知控制和综合认知能力训练为主;大部分的迁移都集中在与流体智力联系较密切的认知功能如工作记忆和注意力等上;部分研究探索了认知功能提升的大脑神经可塑性基础。未来研究应进一步将行为训练与神经测量手段相结合考察训练效果的迁移与保持,更加注重个体差异的影响,并深入考察认知训练对日常生活能力的迁移。     

The influence of verbalization on problem-solving

The performance of subjects who were required to state reasons for moves while solving the Tower-of-Hanoi problem was compared to the performance of subjects who were not required to do so. In accordance with previous research it was found that stating reasons facilitated performance in reducing superfluous moves (errors). In addition it was found that the effect was due to a significant decrease in errors for moves close to important subgoals in a goal hierarchy of moves. The effect was explained in terms of the replacement of an automated process with controlled calculations for moves close to subgoals.     

Personal problem-solving scoring of the TAT: sensitivity to training

The Thematic Apperception Test (TAT; Murray, 1943) is one of the most frequently taught and administered projective instruments in the United States. Nevertheless, formal scoring systems are not often used when evaluating story responses; thus, the reliability and validity of response interpretations remain controversial. The sensitivity-to-training of a procedure that uses the TAT to assess personal problem-solving skills, namely the Personal Problem-Solving System (PPSS; Ronan, 1990), was evaluated. In Experiment 1, undergraduate students received either detailed (n = 30) or minimal (n = 29) training in the problem-solving skill of generating alternative solutions to personal problems and subsequently wrote responses to three TAT cards. In Experiment 2, subjects received either detailed (n = 22) or minimal (n = 22) training in a utility model of decision making and thereafter responded to the same three TAT cards. Subjects who received detailed training, when compared to their minimally trained counterparts, reported an increase in their knowledge of the relevant problem-solving skill, and this increased knowledge influenced their responses to the TAT cards as measured by the PPSS scores. Implications for the construct validity of the PPSS are discussed.     

The development and exploration of group experiential training models

This paper describes the development and changes in the cognitive and experiential portions of a group psychotherapy training program. The integration of these two components has shifted during the two decades of the program. Educational strengths and limitations of the different models are described. The two current models are of 16 weeks duration and begin with four didactic sessions. The succeeding 12 sessions consist of 1 hour of experiential group followed immediately by a 30-minute review. In one of these models the experiential group is leaderless. An illustration of the dynamics and educational potential of this leaderless experiential group is presented.