Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 59).
Assessing the effectiveness of the problem solving skills of mold technicians who have completed the problem solving course at Phillips Plastics CorporationSchultz, John R. January 2005 (has links) (PDF)
Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.
Effectiveness of strategies for solving everyday problems during early and later adulthood a reexamination of the everyday problem solving inventory /McFall, Joseph P. January 1900 (has links)
Thesis (Ph. D.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains x, 133,  p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 68-74).
A study to determine the relationship between the perception of the difficulty of a task and persistence in attempts to solve a problemHolan, Richard W. January 2004 (has links) (PDF)
Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.
Davis, Gary A.,
Thesis (Ph. D.)--University of Wisconsin. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
Seals, James Howard.
Thesis (M.S.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 54-55).
Harvey, Donald James,
Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
Hibler, Russell J.
No description available.
A Study on Problem-Solving Process of One-Variable Linear Equation Among Grade Seven Junior High School StudentsChen, Chien-ting 05 February 2007 (has links)
This study employed thinking aloud and semi-structured interviews to explore problem-solving representations, problem-solving processes, and problem-solving strategies of six grade seven students on word problems of linear equation in one variable. The instrument of the study was a researcher-designed test with literal, graphics and/or symbolic descriptions and was examined and revised by three senior secondary mathematics teachers. According to their mathematics scores of 3rd midterm exam last semester, students were divided into three achievement groups¡Ð¡Ðlow achievement group (the lowest 27%)¡Amiddle achievement group (46%) and high achievement group (the highest 27%). One subject was selected from each of middle and high achievement groups of three grade seven classes. Six subjects, in total, had taken thinking aloud training for three weeks, and then they took the paper and pencil test individually with a follow-up interview. All the processes of individual tests and interviews were video recorded. The videotapes were transcribed and provided the major evidence of the analyses of participants¡¦ performances of problem-solving processes, their problem-solving representations, and their problem-solving strategies. The results of problem-solving representation, problem-solving process, and problem-solving strategy were reported separately as follows: (1)Problem-solving representation. Participants applied literal, algebraic and numeral representations to solve one-variable leaner equation problems more often than used graphic one. (2)Problem-solving process. (a)When graphic representation was applied in this test, the time of problem solving could be shortened effectively. (b)The times that Participants repeat to read and analyze the topic increased relatively in the topics with more writing narration. (c)In more than one half of the fault problem-solving cases, the three stages of exploration, implementation, and planning were administered simultaneously. (d)The more verification was applied during participant¡¦s problem-solving process, his/her opportunity of success was higher. (e)Verification was often administered in problems with complex computations or questionable topics. (f)The relevance was higher between problem content and daily life, the opportunity of success was higher. (g)The time that the high achievement group used to solve problems was shorter than the middle achievement group used, and the opportunity of success was also higher than the middle achievement group. (3)Problem-solving strategy. (a)The problem-solving strategies applied by participants of high achievement group were more consistent, and the problem-solving strategies among participants of middle achievement group were more diverse. (b)The problem-solving strategies that participants often used to solve word problems of linear equations in one variable were translating the word problem into an equation, simplification of equation by collecting terms, using inverse operations, and properties of equality.
Locus of control, need for cognition, and a hierarchical approach to real-world problem solving : searching for a problem solving personalityVanhorn, Renee E. January 1994 (has links)
The purpose of this study was to explore the effects of two problem-solving techniques and two personality variables upon the quantity and self-reported quality of solutions people generated to an ill-structured problem. College students completed the Locus of Control and Need for Cognition Scales and, after having been trained in either brainstorming or a hierarchical problem-solving method, they used their new skill to solve a problem. They also rated their solutions on quality. Subjects in the hierarchical condition produced more solutions than those in brainstorming. Moreover, those in the hierarchical group produced solutions of subjectively higher quality than did the brainstormers. Analyses of the personality variables suggested that as need for cognition increased, people generated more solutions before training. No relationship was found between need for cognition and quality ratings. Locus of control was not related to either quantity or quality. Implications for business are discussed and suggestions for future research are provided. / Department of Psychological Science
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