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Human-computer cooperative problem solving in supervisory controlJones, Patricia Marie 08 1900 (has links)
No description available.
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Intermediate constructs in the Brunswik lens modelFrey, Jeffery Bryan 12 1900 (has links)
No description available.
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Learning by observing and understanding expert problem solvingRedmond, Michael Albert 12 1900 (has links)
No description available.
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Metacognition and problem solving in gifted childrenDover, Arlene Caplan. January 1983 (has links)
No description available.
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Deafness and mother-child interaction : scaffolded instruction and the learning of problem-solving skillsJamieson, Janet Ruth January 1988 (has links)
This study examines the effects of maternal teaching style on the developing problem-solving abilities of deaf and hearing preschool children. Mothers and children from three matched groups, hearing mother-deaf child, hearing mother-hearing child, and deaf mother-deaf child, were videotaped while the mother taught the child to construct a small pyramid from 21 interlocking blocks and again when the child attempted the task independently. The tapes were coded and analyzed to examine maternal instructional style and subsequent independent child performance. The mothers in the deaf mother-deaf child and hearing mother-hearing child dyads used appropriate scaffolding behavior significantly more often than the other mothers; their children were significantly more adept and independent problem-solvers than the deaf children of hearing mothers. The more contingent the mother's instructions, the more independent and successful child. Scaffolding is discussed in terms of its benefits for instructing deaf children.
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Children's problem-solving language : a study of grade 5 students solving mathematical problemsKlein, Ana Maria. January 1999 (has links)
This dissertation describes the personal problem-solving language used by grade five students as they solve mathematical problems. Student classroom interactions were audio-taped and filmed during the course of the 199711998 school year. Ethnographic methods and a qualitative research approach were used for gathering, analyzing and interpreting the data. The questions that guided the study were: (1) how children solve problems and (2) what tools and symbols systems do they use. The purpose was to understand the problem-solving process better. The underlying assumptions were that: (1) most students can generate their own strategies and problem-solving theories; (2) many students can solve complex mathematical problems. The findings revealed that students generate problem-solving strategies and symbol systems that resemble the tools that they chose to use and their individual learning styles. Most students needed to talk about their proceedings and often used a personalized language form and nomenclatures that were uniquely creative as place holders for the more exact terminology, which replaced the invented language. The data also captured highly creative moments when the students experienced a heightened sense of awareness and sensibility while they explored their problem spaces. It was also evident that there is a transfer from the child's personal problem-solving style, choice of tools and creative symbol systems into his unique representation of the problem's solution. This transfer supports Vygotskian notions that language mediates thought and that social interaction mediates language.
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Individual differences in knowledge representation and problem- solving performance in physicsAustin, Lydia B. (Lydia Bronwen) January 1992 (has links)
Concept mapping in college-level physics was investigated. The study was carried out in three parts. First, an attempt was made to validate concept mapping as a method of evaluating student learning at the junior college level (ages 16-21). Several measures were found to be sensitive to differences in students' achievement. Second, the effectiveness of concept mapping as an instructional strategy was investigated. It was found that the strategy led to improvement in multistep problem-solving performance but not in performance on single step problems. Third, the concept maps made by experts in the field were compared with the maps made by high achieving and average achieving students to see if this is yet another way in which high performance and expertise are related. It was found that the high achieving students made maps which more nearly resembled the maps made by experts than those made by average achieving students.
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Self-regulation of sport specific and educational problem-solving tasks by children with and without developmental coordination disorderLloyd, Meghann January 2003 (has links)
The purpose was to examine the domain specificity of the self-regulatory skills of children with Developmental Coordination Disorder (DCD) compared to their peers without DCD. Participants included 10 children with DCD and 10 without. A sport specific problem-solving task (shooting at a hockey net) and an educational problem-solving task (peg solitaire) were compared. Zimmerman's (2000) social cognitive model of self-regulation was used; it has three phases (a) forethought, (b) performance or volitional control, and (c) self-reflection. Participants were taught to think aloud during both tasks to access cognitive processes (Ericsson & Simon, 1984/1993). Codes were developed under five major categories, (a) goals, (b) knowledge, (c) emotion, (d) monitoring, and (e) evaluation. Verbalizations were transcribed and coded using the NUD*IST Vivo software. Results indicated that children with DCD have decreased knowledge in the motor domain, may have general difficulties with planning and set less challenging goals. The findings also support previous research regarding their negative emotions attached to motor tasks.
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An analysis of the strategies used by intellectually disabled children when learning to add small numbersPoth, Katalin N. January 1994 (has links)
There has been a growing trend towards integrating persons with disabilities into community life. Mathematics is important to the success of such an initiative, but very little attention has been given to this area. This paper presents the results of a four-year study examining the strategies used by intellectually disabled children when adding numbers. / At the beginning of the study, all subjects could count to 10 and recognize numbers to 10, but most could not add. Subjects were evaluated each year on their ability to solve addition problems with sums no greater than nine. Subjects were divided into three groups based on first year results. Those in group 1 demonstrated no knowledge of addition, group 2 used the erroneous strategy of adding one to an addend, and group 3 included children with Down Syndrome who used a variety of strategies. / Over the next three years, subjects, in general, progressed in a manner similar to nondisabled children with regard to strategies, the order in which they were developed, error patterns, and the order in which number pairs were memorized.
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Problem solving in open worlds: a case study in designHinrichs, Thomas Ryland January 1991 (has links)
No description available.
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