Thesis (Ph. D.)--Drexel University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 114-126).

Thesis (M.S.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 139-146). Also available on the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 1986. / Includes vita. Includes bibliographical references (leaves 159-173). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vi, 150 p. : ill. Includes abstract. Includes bibliographical references (p. 89-94).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Feb. 17, 2009). PDF text: xiii, 179 p. : ill. ; 391 Kb. UMI publication number: AAT 3326860. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--Boston University / Although assumptions regarding form and color on the Rorschach test constitute one of the main bulwarks of Rorschach personality theory, they have not been subjected to close experimental scrutiny. Several investigators have attempted in recent years to relate form and color determinants on the Rorschach test to selected measures of personality and behavior. However, the propriety of using the Rorschach test as the instrument to validate one or more of its own determinants is open to question. The purpose of this study was to provide an experimental examination of performance efficiency in a problem-solving situation as a function of the preference for form or color perception. A review of the literature with respect to color-form perception indicated a general agreement that form preference is closely associated with mental activity whereas preference for color is related to emotional and conative modes of behavior. From the nature of these relationships it was hypothesized that a person's perceptual preferences will indicate his mode of approach in a problem-solving situation. [TRUNCATED]

This study examined how the landscape studio has supported scholarly problem-solving pedagogy. Examination was limited to studio-educators’ published pedagogical research on problem-solving topics and on landscape architecture students’ preferences for solving studio-based problems. A unique multi-method research approach was used to assess the scholarly rigor and breadth of 467 academic articles published between 1997 and 2008 in Landscape Journal, Landscape Research, and Landscape Review. Scholarly rigor was assessed using Boyer’s model of scholarship, Cross and Steadman’s multiple scholarships of teaching, Weimer’s scholarly work on teaching and learning, and Groat and Wang’s architectural research methods. Content analysis was used to catalogue the breadth of problem-solving tools, techniques and theories mentioned in the articles. Research questionnaires, one-on-one interviews, focus groups and formal project presentations surveyed students’ problem-solving preferences. Seventy-eight first and final year students at Edinburgh College of Art, Scotland and Washington State University, United States participated. Data were tested to determine whether what studio-educators claimed in the articles were supported by landscape students’ preferences for solving studio-based problems. Results found 56 articles possessed characteristics of scholarly work on teaching and learning and advanced problem-solving knowledge. Twenty-two different problem-solving tools, techniques or theories were mentioned in the articles. Students independently reported a preference for using 20 of the 22 problem-solving approaches. Strongly shared approaches involved cultural awareness and site visits. Approaches recommended by educator-authors, but not preferred by students, involved the environment, teamwork and innovation. Further research may be needed to explain these differences. In conclusion, the landscape studio has supported scholarly problem-solving pedagogy through studio-educators’ pedagogical research published in discipline-based journals and students’ preferences for solving studio-based problems. This study is significant in its use of multi-method approaches to examine scholarly research and teaching. In the future, educator-authors may use information contained in this study to strengthen their teaching and scholarship.

Esta pesquisa investiga se e como a argumentação na resolução de problemas pode contribuir para o ensino e a aprendizagem da Matemática. Os objetivos deste trabalho são verificar e analisar as diferentes relações entre o fazer e o compreender na perspectiva da resolução de problemas utilizando a argumentação; observar, através da argumentação, o raciocínio subjacente à resolução do exercício; e analisar, a partir das teorias estudadas, como o estudante chegou à resposta final (correta ou não), buscando entender se ele compreende ou não o conteúdo matemático envolvido. Para tal, nossa unidade de análise é a argumentação na resolução de problemas de Matemática por estudantes de Ensino Fundamental II e Médio, constituindo um estudo de casos múltiplos. Nosso aporte teórico é a Epistemologia Genética de Jean Piaget, por seus subsídios para a análise dos procedimentos e raciocínios presentes na resolução, bem como para o estudo da compreensão da Matemática. Temos como proposição que, na argumentação, podemos observar os procedimentos e conceitos utilizados pelos estudantes e, como hipótese, que é possível encontrar quatro diferentes relações entre a resposta final e a compreensão do conteúdo matemático (verificada verdadeira). Para a argumentação oral, realizamos arguições com os estudantes individualmente e em grupo, com base no Método Clínico piagetiano. Concluímos que a argumentação contribui para o ensino e a aprendizagem da Matemática na perspectiva do professor, que pode identificar os erros cometidos pelos estudantes e se estes compreendem o conteúdo envolvido no problema, além de repensar sua prática docente. Contribui também na perspectiva do aluno, que, em algumas situações, repensa sua estratégia e compreende a Matemática envolvida na questão. / This research seeks to comprehend if and how the argumentation used in problem solving can contribute to Mathematics teaching and learning. The objectives are verify and analyze the different relations between action and comprehension on problem solving perspective using argumentation; observe, through argumentation, the reasoning used on the resolution of the problem; and analyze, using the theories studied, how the student found the answer, seeking to understand if he comprehends or not the mathematics of the problem. We analyzed the argumentation on problems resolution made by students of elementary and high school, composing a multiple cases study. Our theoretical basis is Jean Piaget Genetic Epistemology, because of it subsides to analyze the procedures and reasoning used by the student and to study mathematical comprehension. Our preposition is that, in argumentation, it is possible to observe the procedures and concepts used by the students and our hypothesis is that it is possible to find four different relations between the final answer and the comprehension of mathematics (verified positively). In oral argumentation, we argued the students individually and in groups, using the Clinical Method by Piaget. We concluded that argumentation contributes to mathematics teaching and learning in the perspective of the teacher, because he can identify the student’s errors and if he comprehends the mathematics involved in the problem. Nevertheless, the teacher can also rethink about his professional practice. Argumentation contributes also on the student’s perspective, because, in some situations, he can think about the procedures used and comprehend the mathematics.

Behavioural innovation, the use of new behaviours or modification of existing ones in novel contexts, has been suggested to aid animals in meeting the demands of new or changing environments. Many researchers have studied intra-specific variation in the propensity for technical innovation (i.e. use of new or modified motor actions) using problem-solving tasks, but have found mixed results concerning the influence of individual and ecological variables. Relatively few researchers have investigated the predictors of consumer innovation (i.e. consumption of novel food). The aim of the work presented within this thesis is to ascertain which characteristics explain intra-specific variation in the propensity for technical and consumer innovation in black-capped chickadees. In chapter 2 I analyze dominance rank, exploratory tendency, and habitat urbanization as predictors of problem-solving performance and persistence. I found, for one of the tasks presented to the birds, that dominants outperform subordinates, particularly among rural individuals. This goes against predictions from the necessity drives innovation hypothesis, but may be explained by differences in experience, as adults were found to outperform juveniles in a follow-up analysis. There was also evidence for a positive relationship between exploratory tendency and lever-pulling performance. The lack of consistency in performance across tasks likely arose from differences in task characteristics. In chapter 3 I analyze the predictors of food neophobia and willingness to consume novel food using the same variables as before, as well as baseline levels of corticosterone. I found that birds responded differently to each novel food type and individuals became less neophobic and more willing to consume novel food items as the study progressed through autumn. Additionally, I found a negative relationship between baseline corticosterone levels and food neophobia, and a positive relationship between corticosterone levels and the propensity for consumer innovation. This finding is in line with the knowledge of higher baseline corticosterone driving foraging behaviour. Overall this work provides further insights into the characteristics that may drive innovation and allow animals to meet novel challenges or take advantage of novel opportunities in their environment.