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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Expert and novice performance in an industrial engineering scaled world simulation

Elson, John L., January 2003 (has links)
Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xi, 230 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Clark Mount-Campbell, Dept. of Industrial, Welding and Systems Engineering. Includes bibliographical references (p. 224-230).
2

The relationship between improvisation and cognition

Lewis, Carine January 2012 (has links)
“After the group had played [improvisation] game[s]…colours became brighter, people and spaces seem of a different size, focus is sharper. Our normal thinking dulls perception…” Keith Johnstone (1979, pg. 131) Improvisation is considered to be both the process and product of creativity. It involves the creation of new ideas, on the spur of the moment that are novel and unplanned. Spontaneity, the ability to do something on the spot with no prior preparation is seen as a key element of improvisation and distinction in relation to creativity. The process of improvisation involves thinking in different ways and as a result, could influence our thought processes. It is important to note here that while we are interested in the process of improvisation, it is only possible to measure this through the product. The product is therefore seen as a direct outcome of the process of thinking that occurs during improvisation. It has been suggested that improvisation could relate to cognitive processes (Karakelle, 2009; Schmidt, Goforth & Drew, 1975; Scott, Harris & Rothe, 2001). This program of research therefore aims to identify the cognitive changes in relation to the process of improvisation. This is measured by looking at cognitive tasks pre and post improvisation. Several studies were therefore conducted investigating the effects of improvisation on various cognitive abilities, with a focus on differences between divergent and convergent thinking; (i) the Effect of Verbal Improvisation on Mood, Creativity and Cognition; (ii) verbal improvisation in relation to divergent and convergent thinking; (iii) dance improvisation in relation to divergent and convergent thinking; (iv) Divergent thinking; Differences among expert and novice improvisers and (v) length of Treatment; Cognitive effects following a shorter improvisation treatment length. As a result of the above experiments, results were extended to a clinical sample of Parkinson’s disease. An extensive investigation was also carried out investigating the scoring of method of the Alternative Uses Task (AUT; Guilford, 1957b). Furthermore, the level of cognitive load as a result of improvisation was investigated by observing gesture in improvisation. Taken together, results showed that after a series of verbal improvisation activities, participants improved in scores of divergent thinking tasks. However, this was not observed in scores of convergent thinking tasks. Issues surrounding reliability of the scoring method of the AUT were also discussed. However, this did not affect the consistency of the results observed in this program of research. A theory of schemas was applied to the process of improvisation as a result of the cognitive changes that occured, such that improvisation helps people think in more original and flexible ways by improving access to schemas and working memory.
3

Problem-solving strategies must be taught implicitly

Ragonis, Noa January 2013 (has links)
Problem solving is one of the central activities performed by computer scientists as well as by computer science learners. Whereas the teaching of algorithms and programming languages is usually well structured within a curriculum, the development of learners’ problem-solving skills is largely implicit and less structured. Students at all levels often face difficulties in problem analysis and solution construction. The basic assumption of the workshop is that without some formal instruction on effective strategies, even the most inventive learner may resort to unproductive trial-and-error problemsolving processes. Hence, it is important to teach problem-solving strategies and to guide teachers on how to teach their pupils this cognitive tool. Computer science educators should be aware of the difficulties and acquire appropriate pedagogical tools to help their learners gain and experience problem-solving skills.
4

Parents' perspective of the effectiveness of family therapy for children's school-related problems /

Cormier, Sandra Louise Cano, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 143-150). Available also in a digital version from Dissertation Abstracts.
5

Parents' perspective of the effectiveness of family therapy for children's school-related problems /

Cormier, Sandra Louise Cano, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 143-150). Available also in a digital version from Dissertation Abstracts.
6

An exploration into how year six children engage with mathematical problem solving

Walden, Rachel Louise January 2015 (has links)
This thesis provides some new insight into children’s strategies and behaviours relating to problem solving. Problem solving is one of the main aims in the renewed mathematics National Curriculum 2014 and has appeared in the Using and Applying strands of previous National Curriculums. A review of the literature provided some analysis of the types of published problem solving activities and attempted to construct a definition of problem solving activities. The literature review also demonstrated this study’s relevance. It is embedded in the fact that at the time of this study there was very little current research on problem solving and in particular practitioner research. This research was conducted through practitioner research in a focus institution. The motivation for this research was, centred round the curiosity as to whether the children (Year Six, aged 10 -11 years old) in the focus institution could apply their mathematics to problem solving activities. There was some concern that these children were learning mathematics in such a way as to pass examinations and were not appreciating the subject. A case study approach was adopted using in-depth observations in one focus institution. The observations of a sample of Year Six children engaged in mathematical problem solving activities generated rich data in the form of audio, video recordings, field notes and work samples. The data was analysed using the method of thematic analysis utilising Nvivo 10 to code the data. These codes were further condensed to final overarching themes. Further discussion of the data shows both mathematical and non-mathematical overarching themes. These themes are discussed in more depth within this study. It is hoped that this study provides some new insights into children’s strategies and behaviours relating to problem solving in mathematics.
7

Problemlösning i förskoleklass : En dokumentstudie om problemlösningsuppgifter i läroböcker för förskoleklass.

Gewargis, Ashur, Zell, Sjölin, Josefin January 2021 (has links)
Syftet med studien är att få en inblick i hur matematiska läroböcker, riktade till förskoleklass, kan bidra till utvecklingen av en problemlösningskompetens. Detta gjordes genom att undersöka omfattningen och placeringen av problemlösningsuppgifter i läroböcker riktade till förskoleklass. Med hjälp av ett tidigare beprövat ramverk kunde vi kategorisera uppgifter från sex olika läroböcker genom en kvantitativ innehållsanalys. Resultatet visade att problemlösningsuppgifter var underrepresenterade i alla läroböckerna och att högst procent problemlösningsuppgifter var placerade som en första deluppgift och minst procent som avslutande uppgifter. Vid de tillfällen där läroböckerna explicit markerat att det handlade om problemlösning var majoriteten av uppgifterna problemlösningsuppgifter. Samtliga läroböcker ansågs innehålla för låg andel problemlösningsuppgifter för att i tillräcklig mån kunna bidra till utvecklandet av en problemlösningskompetens. Placeringen av problemlösningsuppgifterna i läroböckerna var generellt positiv för att kunna bidra till ökat problemlösningskompetens. Att problemlösningsuppgifter dominerar där det beskrivs handla om problemlösning anses vara positivt, dock återfanns ändå 29,5% andra uppgifter, vilket kan skapa en skev bild av vad problemlösning är. / The purpose of the study is to gain an insight into how mathematical textbooks, aimed for preschool class, can contribute to development of a problem-solving competence. This was done by examining the extent and location of problem-solving tasks in textbooks aimed for preschool class. Using a previously proven framework, we were able to categorize data from six different textbooks through a quantitative content analysis. The results showed that problem-solving tasks were underrepresented in all textbooks and that the highest percentage of problem-solving tasks was placed as a first sub-task and the lowest percentage as concluding tasks. At the times when the textbooks explicitly stated that it was a problem-solving task, the majority of the tasks were problem-solving tasks. All textbooks were considered to include too low a share of problem-solving tasks, for it to be able to contribute to the development of a problem-solving competence. The placement of the problem-solving tasks in the textbooks was generally positive, in the meaning that it enabled them to contribute to increased problem-solving competence. Problem-solving dominates where it is described to be a problem-solving task which is considered positive, however, 29.5% other tasks were still found, and that can create a skew picture of what problem-solving is.
8

Interpersonal Functions of Non-Suicidal Self-Injury and Their Relationship to Facial Emotion Recognition and Social Problem-Solving

Copps, Emily Caroline January 2019 (has links)
No description available.
9

Konstruktion lehren - Wirkung einer konstruktionsmethodischen Ausbildung auf das Konstruieren bei Studenten und Konstrukteuren

Pietzcker, Frank 15 October 2004 (has links)
Studenten und Konstrukteure mit verschiedener konstruktionsmethodischer Ausbildung wurden bezüglich ihres Vorgehens beim Konstruieren und ihrer Konstruktionsleistungen untersucht. Dabei zeigte sich, dass die Wirkung der Ausbildung für drei Teilleistungen (Konzepte erstellen, Konzepte bewerten, Entwürfe erstellen) verschieden ist. Für die konstruktionsmethodischen Empfehlungen für die frühen Phasen wird eine neue Konzeption vorgeschlagen. Der Einfluss kognitiver Variablen (Arbeitsgedächtnis, heuristische Kompetenz, Interferenz) wurde untersucht.

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