This experiment was designed to give further understanding of the underlying factors which influence group idea generation. The first objective of this study was to compare the impact of using computer technology and traditional technologies for creating ideas. The effectiveness of three idea generating techniques, original brainstorming, nominal group technique, and electronic brainstorming were considered. It was, however, hypothesized that electronic brainstorming would outperform the nominal group technique and original brainstorming regardless of the length of time provided.The second objective of this study was to probe how subjects in different idea generating conditions discerned their performance during and after sessions. It was expected that subjects in the original brainstorming groups would perceive that they produce more ideas and they would be more satisfied with results and the process.An ANOVA with a 3x2 factorial design was planned for the study. The independent variables for the study were types of group and types of session. Yet, on account of small sampling size an inferential analysis was precluded. A descriptive analysis was followed.The analysis of five dependent variables, quality, originality, practicality, numbers of nonoverlapping ideas, and perceptions showed that there were no significant differences among three idea generation techniques regarding the length of time provided. However, a quantity variable showed that numbers of nonoverlapping ideas were increased as the length of time were prolonged in six idea generating conditions. / Department of Counseling Psychology and Guidance Services

Two experiments were designed to compare methods of generation used in solving social problems. First, the experimenters explored the effectiveness of a new approach based on hierarchical organization. One hour of training was sufficient for subjects to learn the technique.Subjects reported that they found the hierarchical technique to be very valuable and easy to use.The purpose of the second experiment was to compare three methods of generation, two active methods and an inactive approach. Clearly, active participants generated more solutions to a social problem than subjects in the inactive condition. This result points to the importance of direct problem solving training.The performance of participants in the active hierarchical and brainstorming conditions was compared. Although the two approaches were equally effective in facilitating the production of numerous, quality solutions, the experimenters found the hierarchical technique to be a superior method of generation for practical problems. / Department of Psychological Science

One employs the mathematical analysis of decision making when the state of nature is uncertain but further information about it can be obtained by experimentation. Bayesian Decision Theory concerns practical problems of decision making under conditions of uncertainty and also requires the use of statistical and mathematical methods.In this thesis, some basic risk sharing and group decision concepts are provided. Risk is the expected value of the Loss Function of Bayesian Estimators. Group decisions consider situations in which the individuals need to agree both on utilities for consequences and on conditional probability assessments for different experimental outcomes. / Department of Mathematical Sciences

The broad aim of this research was to investigate group work in schools with friends and acquaintances. More specifically, the study sought to identify motivational factors that may underlie students' attitudes and behaviours when working in these contexts. Independent and interdependent self-construal, and self-efficacy for group work, were identified as variables that may be important for working in friendship and acquaintance groups. The participants were Year 10 and Year 11 students from secondary schools in the metropolitan area of Sydney, Australia. Data collection was carried out in three phases, the first two were survey-based, and the third was a mixed-methods study. In phase 1, participants (N = 188) attended two Independent schools. The main data analyses comprised exploratory factor analysis and multiple regression analysis. In phase 2, the participants (N = 583) attended nine randomly selected public schools. Data analysis was carried out using confirmatory factor analysis and structural equation modelling. In phase 3, participants (N = 38), attended two randomly selected public schools. In this phase, survey, observational and interview data were collected and analysed. The observational analysis centred on how students in friendship and acquaintance groups interacted whilst working on a group problem-solving activity. The interviews focused on students' experiences in the group problem-solving activity and their general perceptions, beliefs, and feelings about group work with friends and acquaintances. Group performance in the problem-solving activity was measured. Two results seemed particularly important. First, was the suggestion that self-efficacy for being receptive to the ideas of others and- self-efficacy for group facilitation in the friendship context may "flow-on" to corresponding self-efficacy beliefs in the acquaintance context. Second, interdependent and independent self, and self-efficacy for group work, were identified as important variables with regard to students' attitudes and behaviours in friendship and acquaintance groups. From a theoretical perspective the focus in this research on self-beliefs represents a relatively new way of studying group work with friends and acquaintances. From a practical perspective, the findings from the research should provide direction for teachers when they make decisions about how to organize students into groups for the purposes of learning.

Thesis (M.A.)--University of Toronto, 2004.

Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 153-161).

Thesis (M.P.A.)--University of Hong Kong, 1992.

Thesis (Ph. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vii, 100 p. Includes abstract. Includes bibliographical references (p. 62-74).

Thesis (M.A.)--Carleton University, 1992. / Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Iowa, 1991. / Includes bibliographical references (p. 158-164).