不确定性问题解决策略研究及存在的问题分析

通过对不确定性问题解决及认知策略方面颇有代表性的研究的回顾、分析了该领域的研究特点、现状及存在的问题。     

An investigation of the validity of the SPSI and SPSI-R in differentiating high-suicidal from depressed,low-suicidal college students

The present study examined the validity of the Social Problem-Solving Inventory (SPSI) and SPSI—Revised in differentiating 65 high-suicidal from 63 depressed, low-suicidal college students. Results from multivariate analyses indicated overall differences in problem-solving between these two groups as measured by the SPSI but not by the SPSI-R. Further examination of these differences revealed the high-suicidal group was different in problem-solving orientation, rather than problem-solving skills, compared to the depressed, low-suicidal group. However, when depression was statistically controlled in hierarchical regression analyses, none of the problem-solving measures predicted group membership. The superiority of the SPSI to the SPSI-R in differentiating these two groups appears to be accounted for by the elimination of 28 items in the revised version, many of which measure orientation to problem-solving. Also explored was the possibility that objective measures of problem-solving provide a better prediction of adjustment than do self-report measures.     

Examples,practice problems,or both? Effects on motivation and learning in shorter and longer sequences

Research suggests some sequences of examples and problems (i.e., EE, EP) are more effective (higher test performance) and efficient (attained with equal/less mental effort) than others (PP, sometimes also PE). Recent findings suggest this is due to motivational variables (i.e., self-efficacy), but did not test this during the training phase. Moreover, prior research used only short task sequences. Therefore, we investigated effects on motivational variables, effectiveness, and efficiency in a short (Experiment 1; four learning tasks; n = 157) and longer task sequence (Experiment 2; eight learning tasks; n = 105). With short sequences, all example conditions were more effective, efficient, and motivating than PP. With longer sequences, all example conditions were more motivating and efficient than PP, but only EE was more effective than PP. Moreover, EE was most efficient during training, regardless of sequence length. These results suggest that example study (only) is more effective, efficient, and more motivating than PP.     

问题解决中顿悟的原型位置效应的fMRI研究

科学发明创造中, 人们往往对一个问题百思不得其解, 但在看到某一启发性事物(原型)时, 突然产生顿悟, 继而发现解决问题的新思路。本研究以科学发明创造问题为实验材料, 采取“先呈现问题、后呈现原型”和“先呈现原型、后呈现问题”两种范式, 探讨问题解决中顿悟的原型位置效应, 并采用fMRI技术记录大脑的BOLD信号变化。结果发现：行为结果上, “问题在先”条件下正确率显著高于“原型在先”条件; 大脑激活结果上, 问题先导条件下的原型启发的大脑机制主要表现为左侧颞中回(left middle temporal gyrus)和左侧额中回(left middle frontal gyrus)的显著激活, “原型在先”条件下, 主要激活左侧扣带回(left cingulate gyrus)、左侧中央前回(left middle frontal gyrus)。     

元认知在画图表征策略和小学生数学问题解决能力中的中介作用

该研究采用自然实验和问卷调查法,对268名小学五年级学生进行画图表征策略训练,在此基础上根据策略学习情况筛选出掌握了该策略的218名学生,以这些学生为被试,探讨元认知在画图表征策略和小学生数学问题解决能力中的作用。结果表明:(1)策略学习后,小学生的画图表征策略水平和数学问题解决成绩均显著高于策略学习前。(2)画图表征策略通过元认知这一中介变量对小学生数学问题解决能力有显著的促进作用。     

Question Design Affects Students' Sense-Making on Mathematics Word Problems

Mathematics word problems provide students with an opportunity to apply what they are learning in their mathematics classes to the world around them. However, students often neglect their knowledge of the world and provide nonsensical responses (e.g., they may answer that a school needs 12.5 buses for a field trip). This study examined if the question design of word problems affects students' mindset in ways that affect subsequent sense-making. The hypothesis was that rewriting standard word problems to introduce inherent uncertainty about the result would be beneficial to student performance and sense-making because it requires students to reason explicitly about the context described in the problem. Middle school students (N = 229) were randomly assigned to one of three conditions. In the standard textbook condition, students solved a set of six word problems taken from current textbooks. In the modified yes/no condition, students solved the same six problems rewritten so the solution helped answer a “yes” or “no” question. In the disfluency control condition, students solved the standard problems each rewritten in a variety of fonts to make them look unusual. After solving the six problems in their assigned condition, all students solved the same three “problematic” problems designed to assess sense-making. Contrary to predictions, results showed that students in the modified yes/no condition solved the fewest problems correctly in their assigned condition problem set. However, consistent with predictions, they subsequently demonstrated more sense-making on the three problematic problems. Results suggest that standard textbook word problems may be able to be rewritten in ways that mitigate a “senseless” mindset.     

Divergent and Convergent Group Creativity in an Asynchronous Online Environment

This study examined the influence of various group diversity dimensions on collaborative creativity related to the healthcare system. Research findings on the association between diversity and brainstorming performance has been mixed. Diversity that increases cognitive stimulation or promotes elaboration has been shown to increase group performance. Participants exchanged ideas, replied, and elaborated using an electronic discussion board in an asynchronous fashion in groups of five over a period of 4 weeks. The groups varied in diversity of ethnicity, gender, age, and political orientation, but participants were not made aware of this diversity. Age and gender diversity were related to lower levels of replying to ideas and lower idea novelty but political diversity was related to increased replies and novelty. If a topic engages people with different perspectives to actively respond to others’ ideas, this can increase the creative potential of idea sharing in groups. Political or value-based diversity has the potential for creative solutions if the other participants’ political or value-based identities are not made salient.     

Solving problems or seeing troubles? A day-level study on the consequences of thinking about work on recovery and well-being,and the moderating role of self-regulation

This study examined, using a within-person design, how fluctuations in work-related affective rumination and problem-solving pondering are related to recovery and well-being (N = 171; 677 day-level data points over five consecutive work days). We hypothesized that trait self-regulation moderates the relationship between problem-solving during the evening and the state of being recovered at bedtime. We analyzed our data using a moderated multilevel mediation approach. The results showed that affective rumination during the evening was indirectly related to impaired well-being in the subsequent morning through its negative relationship with the state of being recovered at bedtime. Problem-solving was indirectly related to well-being in the subsequent morning through its relationship with the state of being recovered at bedtime. However, this indirect effect was moderated by trait self-regulation in a way that problem-solving pondering was positively related to the state of being recovered, and consequently, to improved well-being for employees higher in self-regulation, whereas it was negatively related to the state of being recovered, and consequently, to impaired well-being for those lower in self-regulation. These findings suggest that problem-solving pondering may be beneficial or unfavorable for recovery and well-being depending on the degree to which employees can regulate their cognitions and feelings.