Dissertations / Theses on the topic 'Emotional intelligence and Problem-solving'
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Björnström, Martin, and Charlotta Lindvall. "Complex Problem Solving, Creativity and Emotional Intelligence: three success factors forthe 21st century workplace." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-81602.
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The purpose of the present study was to examine complex problem solving (CPS),emotional intelligence (EI) and creativity to further the knowledge aboutcompetencies that are important for the 21st century workplace. We hypothesizedthat CPS would be related to both creativity and EI. Furthermore, we hypothesizedthat age would show a negative relationship to CPS. 39 participants recruitedmostly from convenience sampling completed the CPS test, the creativity test andthe EI test at locations in Örebro and Stockholm. The results were analyzed withlinear and multiple regressions and showed that CPS significantly predictedcreativity and that CPS significantly predicted EI, with those two having a negativerelationship. A regression revealed that age significantly predicted CPS, with thosetwo having a negative relationship. It was theorized that working memory andintelligence were important factors explaining the regression of CPS and creativity.The unexpected negative relationship between CPS and EI was theoreticallyinvestigated, indicating that personality factors could have affected the results.Syftet med den här studien var att undersöka komplex problemlösning (CPS),emotionell intelligens (EI) och kreativitet för att främja kunskapen om kompetensersom är viktiga för 2000-talets arbetsplats. Vår hypotes var att CPS skulle vararelaterat till både kreativitet och till EI. Dessutom var en hypotes att ålder skulleha en negativ relation till CPS. 39 deltagare rekryterade främst frånbekvämlighetsurval genomförde CPS-testet, kreativitets testet och EI-testet iÖrebro och i Stockholm. Resultaten analyserades med linjära och multiplaregressioner och visade att CPS signifikant predicerade kreativitet och att CPSsignifikant predicerade EI, med ett negativt förhållande. En regression visade attålder signifikant predicerade CPS, med ett negativt förhållande. Teoretiskaförklaringar gavs att arbetsminne och intelligens var viktiga faktorer somförklarade regressionen av CPS och kreativitet. Det oväntade negativa sambandetmellan CPS och EI undersöktes teoretiskt vilket antydde att personlighetsfaktorerkan ha påverkat resultaten.
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Boshoff, Tanya. "The compilation and evaluation of a creativity programme for children in middle childhood / Tanya Boshoff." North-West University, 2006. http://hdl.handle.net/10394/23.
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Heckman, Abby L. "Age differences in emotion regulation in interpersonal situations." Thesis, Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/8075.
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Coster, Elizabeth. "Operation Houndstooth Gifted learners develop social and moral reasoning skills within a social capital framework." Thesis, University of Canterbury. College of Education, 2013. http://hdl.handle.net/10092/8927.
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Acceptance of emotional intelligence as a form of giftedness has been a very gradual process particularly when placed alongside more widely recognised forms of academic giftedness. This piece of research examines the incorporation of the gifted learning model Operation Houndstooth within the setting of a primary school environmental programme in order to meet the learning needs of a group emotionally gifted students. The project was initiated after observing the capacity of the New Zealand Enviro Schools programme as a learning vehicle to allow this group of gifted learners the opportunity to participate in a problem solving process within the Operation Houndstooth model. Houndstooth itself derives from the Enrichment Triad Model for learning and is the work of the American educational psychologist Joseph Renzulli. The Houndstooth model has been designed to extend the co-cognitive skills of each gifted learner.
The programme itself was conducted within a primary school environment in which the researcher was employed as a teacher and the participants were members of the senior classes. The research was carried out as a qualitative study with a single-case study placed alongside action research. The completion of the project saw the emergence of a group of students who had developed their confidence as efficient communicators and capable problem solvers. The study argues for the development of gifted programmes that recognise emotional giftedness within the New Zealand primary school setting which incorporates Renzulli’s Houndstooth as a delivery model.
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Mitchell-White, Kathleen. "Reflective thinking and emotional intelligence as predictive performance factors in problem-based learning situations." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/788.
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Continued improvement of the training and preparation of Federal Bureau of Investigation (FBI) special agents is critical to the organization's ability to protect the national security of the United States. Too little attention has been paid to the factors that improve new agent trainees' (NATs) ability to learn and succeed in their training programs. Based on the theories of reflective thinking and emotional intelligence, this nonexperimental, correlational study explored predictors of NATs' (N = 183) performance in problem-based exercises as part of the 20-week training program. Self-report instruments measured levels of critical reflection (CR), emotional intelligence (EQ), and perceived ability (PA). An established performance measure collected instructor-observed performance (OP) scores. Regression analysis tested the relationships of CR and EQ with OP but yielded no statistical significance. Due to concerns about the measure of OP, a second analysis revealed significance with PA scores for EQ (b = .193, p = <.001) only. Preparing effective special agents to respond to the challenges of a volatile global environment is a priority of the FBI and contributes to positive social change, as its mission is to ensure the safety and security of the United States. The main conclusion from the study was that a better measure of performance is needed to study the impact of CR and EQ on trainees. When measured more effectively, characteristics of trainees may be relevant to improving performance.
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Kellner, Frank Wade. "Examination of How Nursing Students' Coping Methods for Stress are Related to Ability and Personality as Indicated by Emotional Intelligence (Ability) and Locus of Control (Personality)." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505237/.
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Undergraduate nursing students face tremendous stress in regards to academic and clinical demands while emotional intelligence (EI) is a topic of interest in the nursing field. This study examined whether problem-focused coping methods for stress are related to ability and personality. In this study, EI represented ability and locus of control (LOC) represented personality. Confrontive coping, seeking social support, and planful problem-solving represented the problem-focused coping variables. A survey instrument which represented a combination of the Assessing Emotions Scale, Perceived Stress Scale, Ways of Coping Scale (Revised), and the Rotter Locus of Control Scale was administered to 11 undergraduate nursing schools during the spring semester of 2019. The results indicated that EI had strong and statistically significant correlations with each of the other variables in the study which were LOC, stress, confrontive coping, seeking social support, and planful problem-solving. The results further supported that EI was a statistically significant predictor for each of the three problem-focused coping variables. It was concluded that level of stress did not mediate the relationship between EI and any of the three problem-focused coping methods. In addition, LOC moderated the relationship between EI and stress. The limitations and possibilities for future research are addressed in this study. Specifically, future research should examine specific stressful encounters in addition to the participants' perception on if the stressful encounter was impactful and if the participant had the resources to cope with the stressful encounter. This information would provide insight into each participant's primary and secondary appraisals.
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Kellner, Frank Wade. "Examination of How Nursing Students' Coping Methods for Stress are Related to Ability and Personality as Indicated by Emotional Intelligence [Ability] and Locus of Control [Personality]." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1505237/.
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Undergraduate nursing students face tremendous stress in regards to academic and clinical demands while emotional intelligence (EI) is a topic of interest in the nursing field. This study examined whether problem-focused coping methods for stress are related to ability and personality. In this study, EI represented ability and locus of control (LOC) represented personality. Confrontive coping, seeking social support, and planful problem-solving represented the problem-focused coping variables. A survey instrument which represented a combination of the Assessing Emotions Scale, Perceived Stress Scale, Ways of Coping Scale (Revised), and the Rotter Locus of Control Scale was administered to 11 undergraduate nursing schools during the spring semester of 2019. The results indicated that EI had strong and statistically significant correlations with each of the other variables in the study which were LOC, stress, confrontive coping, seeking social support, and planful problem-solving. The results further supported that EI was a statistically significant predictor for each of the three problem-focused coping variables. It was concluded that level of stress did not mediate the relationship between EI and any of the three problem-focused coping methods. In addition, LOC moderated the relationship between EI and stress. The limitations and possibilities for future research are addressed in this study. Specifically, future research should examine specific stressful encounters in addition to the participants' perception on if the stressful encounter was impactful and if the participant had the resources to cope with the stressful encounter. This information would provide insight into each participant's primary and secondary appraisals.
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Turner, Roy Marvin. "A schema-based model of adaptive problem solving." Diss., Georgia Institute of Technology, 1989. http://hdl.handle.net/1853/9156.
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Herman, David Joseph. "An extensible, task-specific shell for routine design problem solving /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759914759341.
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Van, Tonder Rene. "An exploration of the female adolescent learner-educator interaction within the youth care centre." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/20863.
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Thesis (MEd)--Stellenbosch University, 2008.ENGLISH ABSTRACT: The study aims to explore and describe the Youth Care learner's relational interaction with her educators in order to establish what could enhance this relationship with her educators. The specific focus is on the female Youth Care learners' experiences of this relationship and how they impact on the learners' sense of well-being within a particular Youth Care Centre. The participants for this study consisted of eight female learners from the Youth Care Centre. The research methods which were used are semi-structured interviews with each participant. I also conducted focus groups with educators which resulted in confirmation of data. The analysis of the interview guides' data provided themes which are discussed according to certain categories that emerged in the data produced during the interviews. The study shows that various factors such as lack of empathy, trust, respect and understanding impact on the educator-learner relationship within a Youth Care Centre. These factors directly impact on Youth Care learners' well-being. The study shows that the presence of these factors could be used to decrease the number of Youth Care learners who have sad or hopeless feelings. The Youth Care learners also made suggestions on how this relationship with their educators could be enhanced. Thus, it can be concluded that Youth Care educators who possess superior competency in the different realms of emotional skills have many advantages that lead to mutually satisfying and responsible interpersonal relationships. This research therefore calls for a greater focus on the development of the emotional skills of Youth Care educators, which could lead to better interactions with their learners. I conclude by suggesting that further studies be conducted to assess the emotional skills of Youth Care educators and to determine in which realm they need improvement.
AFRIKAANSE OPSOMMING: Die ondersoek is daarop gemik om die aard van die jeugsorgleerder se verhouding met haar opvoeders te eksploreer en te beskryf met die doel om vas te stel wat gedoen kan word ten einde hierdie verhouding te verbeter. Die spesifieke fokus is op hoe jeugsorgleerders hierdie verhoudinge ervaar en die uitwerking daarvan op die leerders se verhouding met en gehegtheid aan hulle opvoeders in 'n besondere Jeugsorgsentrum. Die deelnemers aan die studie was agt vroulike leerders van die Jeugsorgsentrum. Die navorsingsmetodiek het bestaan uit semi-gestruktureerde onderhoude wat op elke deelnemer toegepas is. Opvoeders was ook by fokusgroep besprekings betrokke, wat gelei het tot bevestiging van my data. Data-analise van die vraelyste het die navorser voorsien van temas wat bespreek is volgens kategorieë wat na vore gekom het tydens die proses van dataversameling gedurende die individuele onderhoude. Die ondersoek toon dat 'n verskeidenheid faktore soos gebrek aan empatie, vertroue, respek en begrip 'n beduidende invloed op opvoeder - leerder verhoudinge binne 'n Jeugsorgsentrum uitoefen. Hierdie faktore het 'n direkte invloed op jeugsorgleerders se welsyn. Die ondersoek toon dat die aanwesigheid van hierdie faktore aangewend kan word om die aantal leerders te verminder wat gevoelens van hartseer of hopeloosheid ervaar. Die jeugsorgleerders het ook voorstelle gemaak wat gedoen kan word om hierdie verhoudinge te verbeter. Daar kan dus afgelei word dat dit voordelig is vir opvoeders van Jeugsorgsentrums om oor superieure emosionele vaardighede te beskik, omdat dit wedersyds bevredigende en verantwoordelike interpersoonlike verhoudings tot gevolg het. Hierdie navorsing vra dus vir 'n groter fokus op die ontwikkeling van die emosionele vaardighede van opvoeders, wat kan bydra tot verbeterde verhoudings met hulle leerders. Ten slotte wil ek verdere navorsing op hierdie terrein aanbeveel ten einde die emosionele vaardighede van die opvoeders te bepaal en om vas te stel op watter gebied hulle kan verbeter.
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Redmond, Michael Albert. "Learning by observing and understanding expert problem solving." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/9255.
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Buck, Fernando. "Cooperative Problem Solving With a Distributed Agent System - Swarm Intelligence." [S.l. : s.n.], 2005. http://nbn-resolving.de/urn:nbn:de:bsz:747-opus-299.
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Zhang, Lixi. "Solving the timetabling problem using constraint satisfaction programming." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20051104.155838/index.html.
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Jones, Patricia Marie. "Human-computer cooperative problem solving in supervisory control." Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/25291.
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Chiu, Mei-Shiu. "Children's emotional responses to mathematical problem-solving : the roles of teaching methods and problem types." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597616.
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The aim of the thesis is to investigate children’s emotional responses to mathematical problem solving, based on the concern that children in Taiwanese mathematical classrooms are experiencing a significant change in teaching methods and problem types from the ‘traditional mathematics’ to ‘constructivist mathematics’. The focused emotional variables include disposition toward teaching, liberal thinking styles, conservative styles, deep approaches, surface approaches, self-efficacy of effort and mistake anxiety. The research participants were 116 Year 5 (aged 9-10) children and their respective four mathematics teachers. Fraction and coordinates topics were chosen as two focused topics, in which a number of typical ill- and well-structured problems were chosen as focused problems from the participants’ textbooks. There are three main research findings. First, teaching methods revealed impacts on children’s emotional response. Second, there were four distinct patterns of children’s emotional and motivational responses to mathematical problem solving, with differential development processes in terms of emotional variables and preferred problem types. Third, the best determinants of children’s attainments in mathematics were self-efficacy, thinking styles and learning approaches, which however varied with genders, teaching methods and problem types. Chapter 1 explains the background and situation of mathematics education in Taiwan and outlines the goals of the thesis. Chapter 2 is concerned with the literature on emotional issues in mathematical learning, teaching styles, problem types, genders and achievement in mathematics, based on which, the research questions are proposed. In Chapter 3, an initial model is posited in order to answer the research questions and develop a research design, involving both quantitative and qualitative research methods. Chapter 4 explores the impact of teaching methods on children’s emotional responses to mathematical problem solving by analysing data of systematic and narrative classroom observations, teacher interviews, child interviews and children’s responses to the questionnaires. Chapter 5 investigates factors and patterns of children’s emotional responses to mathematical problem solving by a factor analysis, cluster analysis, discriminant analysis and analysis of data from child interview with a repertory grid technique. Chapter 6 examines the determinants of mathematics attainments in terms of genders, teaching method and emotional responses to problem solving by ANOVAs and correlation analyses. Chapter 7 focuses on discussion and conclusions.
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Collis, Jaron Clements. "An application of artificial intelligence to quantitative problem solving in engineering." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361311.
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Rogers, Erika. "Visual interaction : a link between perception and problem-solving." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/9117.
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Johnson, Kathy Anne. "Exploiting a functional model of problem solving for error detection in tutoring /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846354482533.
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Araújo, Ricardo Matsumura de. "Memetic networks : problem-solving with social network models." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/25515.
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Sistemas sociais têm se tornado cada vez mais relevantes para a Ciência da Computação em geral e para a Inteligência Artificial em particular. Tal interesse iniciou-se pela necessidade de analisar-se sistemas baseados em agentes onde a interação social destes agentes pode ter um impacto no resultado esperado. Uma tendência mais recente vem da área de Processamento Social de Informações, Computação Social e outros métodos crowdsourced, que são caracterizados por sistemas de computação compostos de pessoas reais, com um forte componente social na interação entre estas. O conjunto de todas interações sociais e os atores envolvidos compõem uma rede social, que pode ter uma forte influência em o quão eficaz ou eficiente o sistema pode ser. Nesta tese, exploramos o papel de estruturas de redes em sistemas sociais que visam a solução de problemas. Enquadramos a solução de problemas como uma busca por soluções válidas em um espaço de estados e propomos um modelo - a Rede Memética - que é capaz de realizar busca utilizando troca de informações (memes) entre atores interagindo em uma rede social. Tal modelo é aplicado a uma variedade de cenários e mostramos como a presença da rede social pode melhorar a capacidade do sistema em encontrar soluções. Adicionalmente, relacionamos propriedades específicas de diversas redes bem conhecidas ao comportamento observado para os algoritmos propostos, resultando em um conjunto de regras gerais que podem melhorar o desempenho de tais sistemas sociais. Por fim, mostramos que os algoritmos propostos são competitivos com técnicas tradicionais de busca heurística em diversos cenários.Social systems are increasingly relevant to computer science in general and artificial intelligence in particular. Such interest was first sparkled by agent-based systems where the social interaction of such agents can be relevant to the outcome produced. A more recent trend comes from the general area of Social Information Processing, Social Computing and other crowdsourced systems, which are characterized by computing systems composed of people and strong social interactions between them. The set of all social interactions and actors compose a social network, which may have strong influence on how effective the system can be. In this thesis, we explore the role of network structure in social systems aiming at solving problems, focusing on numerical and combinatorial optimization. We frame problem solving as a search for valid solutions in a state space and propose a model - the Memetic Network - that is able to perform search by using the exchange of information, named memes, between actors interacting in a social network. Such model is applied to a variety of scenarios and we show that the presence of a social network greatly improves the system capacity to find good solutions. In addition, we relate specific properties of many well-known networks to the behavior displayed by the proposed algorithms, resulting in a set of general rules that may improve the performance of such social systems. Finally, we show that the proposed algorithms can be competitive with traditional heuristic search algorithms in a number of scenarios.
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Hinrichs, Thomas Ryland. "Problem solving in open worlds: a case study in design." Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/8182.
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De, Obeso Orendain Alberto. "Cognitive modelling of complex problem solving behaviour." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48917/.
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In the universe of problems humans face every day there is subset characterized by a salient dynamic component. The FireChief task (Omodei & Wearing 1995) is a fire-fighting computer simulation that can be characterized as the acquisition of interactive skills involving fast-paced actions cued by external information. This research describes the process followed to create a cognitive model of this complex dynamic task where full experimental control is not available. The cognitive model provides a detailed description of how cognition and perception interplay to produce the interactive skill of fighting the fire. Several artefacts were produced by this effort including a dynamic task fully compatible with ACT-R, a tool for analysing the data, and a cognitive model whose features enable the replication of several aspects of the empirical data. A key finding is that good performance is linked to an effective combination of strategic control with attention to changing task demands, reflecting time and care taken in informing and effecting action. The contributions of this work towards our understanding of complex problem solving are the methodological approach to the creation of the model, the design patterns embedded in the model (which are a reflection of the cognitive demands imposed by the nature of the task) and mainly an explanation of how skill, described in terms of strategy use, is acquired in complex scenarios. This study also provides a deeper understanding of the interactions observed in the Cañas et al. (2005) dataset, including a computational realisation of how cognitive inflexibility occurs.
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Evans, Steven Wayne. "Attributions, means-end problem-solving and aggressive boys: The role of intelligence." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1054840727.
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Noble, Diego Vrague. "The impact of social context in social problem solving." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/115613.
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Nossa incapacidade em compreender todos os fatores responsáveis por fenômenos naturais faz com que tenhamos que recorrer a simplificações na representação e na explicação destes. Por sua vez, a forma com que representamos e pensamos a respeito destes fenômenos é influenciada por fatores de natureza interna, como o nosso estado psicológico, ou então de natureza externa, como o ambiente social. Dentre os fatores externos, o ambiente social, ou contexto social, é um dos que tem maior influência na forma que pensamos e agimos. Quando estamos em grupo, mudamos a todo instante a forma com que resolvemos problemas em resposta ao contexto que nos cerca. Entretanto, esta característica até então foi pouco explorada em modelos computacionais de resolução coletiva de problemas. Este trabalho investiga o impacto do contexto social na resolução coletiva de problemas. Nós apresentaremos evidências de que o contexto social tem um papel importante na forma com que o grupo e o indivíduos se comportam. Mais precisamente, nós mostraremos que a centralidade de um indivíduo na rede social nem sempre é um bom preditor de sua contribuição quando o mesmo pode adaptar sua estratégia de busca em resposta ao contexto. Além disso, mostraremos que a adaptação ao contexto social por parte dos indivíduos pode melhorar o desempenho coletivo, facilitando a convergência para soluções boas; e que a diversidade de estratégias de resolução do problema não leva necessariamente a uma diversidade de soluções na população; e que, mesmo que o contexto social seja percebido da mesma forma pelos indivíduos, a forma com que eles reagem pode levar a diferentes resultados. Todos estes resultados suportam a ideia de que o contexto social deve ser considerado em experimentos com resolução social de problemas. Por fim, concluímos o trabalho discutindo o impactso do mesmo e apontando novos problemas a serem investigados.Our inability to perceive and understand all the factors that account for real-world phenomena forces us to rely on clues when reasoning and making decisions about the world. Clues can be internal such as our psychological state and our motivations; or external, such as the resources available, the physical environment, the social environment, etc. The social environment, or social context, encompasses the set of relationships and cultural settings by which we interact and function in a society. Much of our thinking is influenced by the social environment and we constantly change the way we solve problems in response to our social environment. Nevertheless, this human trait has not been thoughtfully investigated by current computational models of human social problem-solving, for these models have lacked the heterogeneity and self-adaptive behavior observed in humans. In this work, we address this issue by investigating the impact of social context in social problem solving by means of extensive numerical simulations using a modified social model. We show evidences that social context plays a key role in how the system behaves and performs. More precisely, we show that the centrality of an agent in the network is an unreliable predictor the agent’s contribution when this agent can change its problem-solving strategy according to social context. Another finding is that social context information can be used to improve the convergence speed of the group to good solutions and that diversity in search strategies does not necessarily translates into diversity in solutions. We also determine that even if nodes perceive social context in same way, the way they react to it may lead to different outcomes along the search process. Together, these results contribute to the understanding that social context does indeed impact in social problem-solving. We conclude discussing the overall impact of this work and pointing future directions.
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Osthaus, Britta. "Learning and problem-solving in dogs : canine understanding of gravity and means-end tasks." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251113.
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Vasandani, Vijay. "Intelligent tutoring for diagnostic problem solving in complex dynamic systems." Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/24934.
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Li, Huaming. "Reasoning about actions and plans in artificial intelligence and engineering." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385690.
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Sullivan, Matthew John. "Applying knowledge-based techniques and artificial intelligence to automated problem solving in science, technology and bioinformatics." Thesis, Queen's University Belfast, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287431.
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Gagliolo, Matteo. "Online Dynamic Algorithm Portfolios: Minimizing the computational cost of problem solving." Doctoral thesis, Università della Svizzera italiana, Lugano, Switzerland, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/250787.
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This thesis presents methods for minimizing the computational effort of problem solving. Rather than looking at a particular algorithm, we consider the issue of computational complexity at a higher level, and propose techniques that, given a set of candidate algorithms, of unknown performance, learn to use these algorithms while solving a sequence of problem instances, with the aim of solving all instances in a minimum time. An analogous meta-level approach to problem solving has been adopted in many different fields, with different aims and terminology. A widely accepted term to describe it is algorithm selection. Algorithm portfolios represent a more general framework, in which computation time is allocated to a set of algorithms running on one or more processors.Automating algorithm selection is an old dream of the AI community, which has been brought closer to reality in the last decade. Most available selection techniques are based on a model of algorithm performance, assumed to be available, or learned during a separate offline training sequence, which is often prohibitively expensive. The model is used to perform a static allocation of resources, with no feedback from the actual execution of the algorithms. There is a trade-off between the performance of model-based selection, and the cost of learning the model. In this thesis, we formulate this trade-off as a bandit problem.We propose GambleTA, a fully dynamic and online algorithm portfolio selection technique, with no separate training phase: all candidate algorithms are run in parallel, while a model incrementally learns their runtime distributions. A redundant set of time allocators uses the partially trained model to optimize machine time shares for the algorithms, in order to minimize runtime. A bandit problem solver picks the allocator to use on each instance, gradually increasing the impact of the best time allocators as the model improves. A similar approach is adopted for learning restart strategies online (GambleR). In both cases, the runtime distributions are modeled using survival analysis techniques; unsuccessful runs are correctly considered as censored runtime observations, allowing to save further computation time.The methods proposed are validated with several experiments, mostly based on data from solver competitions, displaying a robust performance in a variety of settings, and showing that rough performance models already allow to allocate resources efficiently, reducing the risk of wasting computation time.Permanent URL: http://doc.rero.ch/record/20245
info:eu-repo/semantics/nonPublished
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Bahar, Abdulkadir. "The Influence of Cognitive Abilities on Mathematical Problem Solving Performance." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293594.
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Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The author investigated this relationship by separating performance in open-ended and closed situations. The second purpose of this study was to explore how these relationships were different or similar in boys and girls. No significant difference was found between girls and boys in cognitive abilities including general intelligence, general creativity, working memory, mathematical knowledge, reading ability, mathematical problem solving performance, verbal ability, quantitative ability, and spatial ability. After controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 53.3% (CTBS) of the variance in MPSP in closed problems as a whole. Mathematical knowledge and general intelligence were found to be the only variables that contributed significant variance to MPSP in closed problems. Similarly, after controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 46.3% (CTBS) of the variance in mathematical problem solving performance in open-ended problems. General creativity and verbal ability were found to be the only variables that contributed significant variance to MPSP in open problems. The author concluded that closed and open-ended problems require different cognitive abilities for reaching correct solutions. In addition, when combining all of these findings the author proposed that the relationship between cognitive abilities and problem solving performance may vary depending on the structure (type) and content of a problem. The author suggested that the content of problems that are used in instruments should be analyzed carefully before using them as a measure of problem solving performance.
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Muammar, Omar Mohammed. "An Integration of Two Competing Models to Explain Practical Intelligence." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194137.
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Practical intelligence that accounts for people's performance on real-life problem solving is not related to intelligence in the traditional theories. The primary purpose of this research was to investigate the role of two competing cognitive models in explaining practical intelligence. The author extracted from the literature four cognitive processes and two types of knowledge that significantly accounted for performance on real-life problem solving. The cognitive processes model included (a) metacognition, (b) defining a problem, (c) flexibility of thinking, and (d) selecting a solution strategy. The types of knowledge model included (a) structural knowledge, and (b) tacit knowledge. The secondary purpose of this research was to determine the contribution of some non-cognitive factors to practical intelligence. These factors included (a) self-efficacy, and (b) motivation. These processes and constructs were derived from contemporary theories of intelligence including the Triarchic Theory of Sternberg (1985a), the Bioecological Treatise of Ceci (1996), and theories of expertise.The author developed a Practical Intelligence Instrument (PII) battery based on components of the cognitive processes model, the types of knowledge model, and non-cognitive factors. The PII battery consisted of several subscales to measure components mentioned above. The PII also included items to measure familiarity with problems. The PII was administered to 116 volunteer participants. The validity of the PII subscales was derived from three sources: content, face, and construct validity, including convergent and discriminant. The reliability of the subscales in the PII battery ranged from .63 to .93. The PII also included four scenarios that are real-life problems. Participants were asked to provide solutions for these problems. Three experts from the social science field evaluated participants' strategies based on four criteria. Several statistical procedures were used to analyze the data including a hierarchal multiple regression model, ANOVA, and the Pearson Product-Moment correlation.The results showed that around 54% of the variance in practical intelligence was explained by the cognitive processes model, the types of knowledge model, and self-efficacy and motivation. The cognitive model explained around 42%. The types of knowledge model explained around 15%. The non-cognitive factors explained around 20 % of the variance in practical intelligence.
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Adams, Angela J. "Problem focused coping among a deaf population." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946239.
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Sloat, Daniel Lewis. "Indirect collaborative evolution for the facilitation of group intelligence in nursing care plan development." Diss., Online access via UMI:, 2009.
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Thesis (Ph. D.)--State University of New York at Binghamton, Thomas J. Watson School of Engineering and Applied Science, Department of Systems Science and Industrical Engineering, 2009.Includes bibliographical references.
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Rogers, Judith Ann. "Understanding spatial intelligence through problem-solving in art: An analysis of behaviors, processes, and products." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186422.
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Gardner (1985) defines intelligence broadly as the ability to solve problems and create products as well as to find or create new problems. He also suggests that every normal individual has the capacity to develop abilities in seven different areas or types of intelligence. Maker (1992, in press) hypothesizes that gifted individuals competently solve problems of all types, that is, problems ranging from well-defined to ill-defined. In this study of spatial intelligence, the theories of both researchers were tested. The primary purpose of the study was to describe behaviors that could be observed, processes subjects reported using, and characteristics of products subjects created as they solved the series of spatial problems. A secondary purpose of the study was to determine if careful observation of processes subjects employed, combined with the subject's report of processes used and an evaluation of products produced could, indeed, paint a clear picture of the subject's spatial abilities. Six research questions guided the study. The three primary areas of investigation were (a) the similarities and/or differences of behaviors observed, processes reported, and characteristics of products across tasks for individual subjects, (b) the similarities and/or differences of behaviors observed, processes reported, and characteristics of products across subjects for each task, and (c) the similarities and/or differences of behaviors observed, processes reported, and characteristics of products to Gardner's description of spatial intelligence. The researcher delineated eight broad categories of observed behaviors, two broad categories of processes reported, and nine characteristics of finished products. She noted both similarities and differences in behaviors, processes, and products across subjects for tasks and across tasks for subjects. Subjects reported that they used processes similar to those described by Gardner (1985); Gardner does not establish behaviors that can be observed as subjects solve spatial problems, nor does he clearly establish characteristics that might be included in products subjects created. Therefore, the behaviors noted and the characteristics of products created by the subjects in this study allowed the researcher to further define spatial intelligence. (Abstract shortened by UMI.)
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Bieszczad, Andrzej Carleton University Dissertation Engineering Systems and Computer. "Neuromorphic distributed general problem solvers." Ottawa, 1996.
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Mehrotra, Jena. "Predicting problem-solving behavior among preschoolers in India: a cross-cultural comparison." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/54317.
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There is evidence that the conceptualization of creativity as a process of original problem-solving is applicable to Indian preschoolers (N=66, mean age 54.8). The cross-cultural validity of the measuring instruments has been demonstrated. The lack of age and sex differences was consistent with results found in the U.S. (Moran, Milgram, Sawyers, & Fu, 1983) and in Israel (Milgram, Moran, Sawyers, & Fu, 1987).
Quantity and quality of ideational fluency responses were found to be strongly related; a marked order effect with popular responses occurring earlier and original responses later in the response sequence was found to exist more in high original subjects than in low. These findings duplicate those found with preschool children in the United States and in Israel.
The relationships between the variables proved to be more complex than hypothesized. In the present study with Indian preschoolers, fantasy did not act as a bridge between convergent and divergent thinking as hypothesized on the basis of results obtained in the U.S. The multidimensional model with ideational fluency, fantasy, metaphoric comprehension, intelligence and the home as predictors accounted for 48.9% of the variance in problem-solving.
The home environment was found to be a crucial factor in the prediction of original thinking and its role in conjunction with the cognitive variables needs further examination. Considering this, it is recommended that a measure of the home environment and its profound influence on the divergent and convergent thinking of the preschool child be studied. The investigations have also revealed that the measures for stringent problem-solving are not completely satisfactory and a more appropriate criterion measure of creativity needs to be established.Ph. D.
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Hoessen, Benoît. "Solving the Boolean satisfiability problem using the parallel paradigm." Thesis, Artois, 2014. http://www.theses.fr/2014ARTO0406/document.
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Cette thèse présente différentes techniques permettant de résoudre le problème de satisfaction de formule booléenes utilisant le parallélisme et du calcul distribué. Dans le but de fournir une explication la plus complète possible, une présentation détaillée de l'algorithme CDCL est effectuée, suivi d'un état de l'art. De ce point de départ, deux pistes sont explorées. La première est une amélioration d'un algorithme de type portfolio, permettant d'échanger plus d'informations sans perte d'efficacité. La seconde est une bibliothèque de fonctions avec son interface de programmation permettant de créer facilement des solveurs SAT distribuésThis thesis presents different technique to solve the Boolean satisfiability problem using parallel and distributed architectures. In order to provide a complete explanation, a careful presentation of the CDCL algorithm is made, followed by the state of the art in this domain. Once presented, two propositions are made. The first one is an improvement on a portfolio algorithm, allowing to exchange more data without loosing efficiency. The second is a complete library with its API allowing to easily create distributed SAT solver
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Russomano, Laura. "Achievement, locus of control, self-concept, social problem solving training and the acquisition of prosocial skills in children /." Also available online; Adobe Acrobat Reader required:, 2000. http://library.shu.edu/dissertations/Russomano-Laura.pdf.
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Thesis (Ed. D.)--Seton Hall University, 2000.Includes bibliographical references (leaves 105-115). Also available online from the Seton Hall University web site. Address as of 7/24/02: http://library.shu.edu/dissertations/Russomano-Laura.pdf.
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Isaia, Natalie C. "Effective therapeutic components in systems training for emotional predictability and problem solving (STEPPS) for borderline personality disorder." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/842255/.
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Psychotherapies for borderline personality disorder (BPD) utilise a variety of theoretical models and practical approaches to effect changes that ultimately lead to a reduction in BPD symptomatology or related improvements (e.g. quality of life). Different psychotherapies vary in the underlying mechanisms that are theoretically proposed to effect this change. Accordingly, they are composed of differing proposed therapeutic components. This thesis aimed to identify effective therapeutic components in psychotherapies for BPD broadly, and Systems Training for Emotional Predictability and Problem Solving (STEPPS) specifically. Part one of this portfolio presents a review of the empirical literature that specifically examines effective therapeutic components in psychotherapies for BPD. Semantic complexities inherent in conducting this type of process research are considered, and the specific scope of this portfolio within the wider ‘mechanisms of change’ literature is defined. Results synthesise identified effective therapeutic components into four themes that illustrate the broader landscape within which the empirical paper is set. Part two of this portfolio presents an empirical paper that investigated effective therapeutic components in STEPPS, a psychoeducational group treatment for BPD. Results support an association between acquisition of behaviour and emotion regulation skills (the primary treatment component proposed in the STEPPS manual) and improvement in BPD symptoms. Results also support an association between group process (a potential effective therapeutic component related to group alliance) and improvement in BPD symptoms, reflecting results from wider literature. Parts three and four of this portfolio summarise the clinical experience gained on placements throughout the PsychD course, and all other written assignments completed.
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Kunda, Maithilee. "Visual problem solving in autism, psychometrics, and AI: the case of the Raven's Progressive Matrices intelligence test." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47639.
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Much of cognitive science research and almost all of AI research into problem solving has focused on the use of verbal or propositional representations. However, there is significant evidence that humans solve problems using different representational modalities, including visual or iconic ones. In this dissertation, I investigate visual problem solving from the perspectives of autism, psychometrics, and AI.
Studies of individuals on the autism spectrum show that they often use atypical patterns of cognition, and anecdotal reports have frequently mentioned a tendency to "think visually." I examined one precise characterization of visual thinking in terms of iconic representations. I then conducted a comprehensive review of data on several cognitive tasks from the autism literature and found numerous instances indicating that some individuals with autism may have a disposition towards visual thinking.
One task, the Raven's Progressive Matrices test, is of particular interest to the field of psychometrics, as it represents one of the single best measures of general intelligence that has yet been developed. Typically developing individuals are thought to solve the Raven's test using largely verbal strategies, especially on the more difficult subsets of test problems. In line with this view, computational models of information processing on the Raven's test have focused exclusively on propositional representations. However, behavioral and fMRI studies of individuals with autism suggest that these individuals may use instead a predominantly visual strategy across most or all test problems.
To examine visual problem solving on the Raven's test, I first constructed a computational model, called the Affine and Set Transformation Induction (ASTI) model, which uses a combination of affine transformations and set operations to solve Raven's problems using purely pixel-based representations of problem inputs, without any propositional encoding. I then performed four analyses using this model.
First, I tested the model against three versions of the Raven's test, to determine the sufficiency of visual representations for solving this type of problem. The ASTI model successfully solves 50 of the 60 problems on the Standard Progressive Matrices (SPM) test, comparable in performance to the best computational models that use propositional representations. Second, I evaluated model robustness in the face of changes to the representation of pixels and visual similarity. I found that varying these low-level representational commitments causes only small changes in overall performance. Third, I performed successive ablations of the model to create a new classification of problem types, based on which transformations are necessary and sufficient for finding the correct answer. Fourth, I examined if patterns of errors made on the SPM can provide a window into whether a visual or verbal strategy is being used. While many of the observed error patterns were predicted by considering aspects of the model and of human behavior, I found that overall error patterns do not seem to provide a clear indicator of strategy type.
The main contributions of this dissertation include: (1) a rigorous definition and examination of a disposition towards visual thinking in autism; (2) a sufficiency proof, through the construction of a novel computational model, that visual representations can successfully solve many Raven's problems; (3) a new, data-based classification of problem types on the SPM; (4) a new classification of conceptual error types on the SPM; and (5) a methodology for analyzing, and an analysis of, error patterns made by humans and computational models on the SPM. More broadly, this dissertation contributes significantly to our understanding of visual problem solving.
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BELL, JOYCE ADAMS. "THE INFLUENCES OF AGE, INTELLIGENCE, AND TRAINING ON THE ACQUISITION OF A FORMAL OPERATIONAL CONCEPT (RULE-USAGE, PROBLEM-SOLVING, GIFTEDNESS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188176.
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Individual differences in problem-solving have been studied from both information-processing and developmental psychology perspectives. The purpose of the present research was to use an information-processing approach to investigate the effects of both age and intelligence on the performances by young persons on experimental tasks which required systematic application of appropriate solution rules. Eighty 10- and 15-year-old subjects were assigned to one of eight groups on the bases of their ages, sex, and intelligence levels. The testing condition was the same for all groups. Stimulus materials consisted of a two-pan balance and a variety of different-density cubes. Subjects' responses to the materials were their predictions of equilibrium or imbalance. Correct solutions required understanding of the physical science concepts of volume and density, and the mathematics concept of proportionality. From analysis of variance performed on the data, it was found that males and females did not differ in their abilities to problem-solve. The highly-intelligent subjects had a greater frequency of correct responses in both age groups, and the older subjects outperformed younger subjects. The equilibrium problems presented in the study were of six separate types, and the interaction effects in the data revealed that the six types were of varying levels of difficulty. It was in the analyses of the subjects' patterns of responses to the several types that the most theoretically interesting results appeared. Examination of the response patterns led to assignment of the respondents to categories of probable rule-usage. The less sophisticated problem-solvers did not take density into account and consistently relied on their knowledge of the volume concept in making their decisions. Solvers functioning at higher rule-levels were able to consider density as well before making their predictions, although a substantial number failed to use cues present in the experiment to reckon the respective densities correctly. Fully-functional problem-solvers gave responses which showed their mastery of the mathematics of proportionality. Twenty-four subjects participated in a second experiment which was a short demonstration-oriented training study providing feedback, although the algorithm for correct problem solution was not directly taught. Results were discussed in terms of the efficacy of the rule-usage model.
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Jin, Xiaolong. "Autonomy oriented computing (AOC) for web intelligence (WI) : a distributed resource optimization perspective." HKBU Institutional Repository, 2005. http://repository.hkbu.edu.hk/etd_ra/638.
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Lasek, Rebecca. "Understanding the effects of practice, process and ability on abstract problem-solving performance: A study of group intelligence." Case Western Reserve University School of Graduate Studies / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1057678417.
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Felkin, Mary. "Learning by Observation and Induction the Strategies of Humans Placed in a Problem-Solving Context." Paris 11, 2008. http://www.theses.fr/2008PA112070.
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L'apprentissage peut être effectué à tous les niveaux d'un agent artificiel, mais l'apprentissage par imitation ne concerne que les niveaux inférieurs de l'architecture de contrôle. L'agent peut apprendre ce qui est effectué par le démonstrateur humain et comment cela est fait. Personne n'avait encore essayé de faire apprendre à un agent les processus cognitif humain du niveau supérieur, à apprendre pourquoi quelque chose est fait. Cet apprentissage des fonctions cognitives supérieures fut réalisé à partir de vidéos montrant des être humains placés dans une situation de résolution de problèmes. Des volontaires aux yeux bandés ont exploré un labyrinthe à la recherche d'un trésor. Les stratégies des volontaires incluaient des buts tels que ne pas s'égarer, ne pas fouiller deux fois le même endroit, ne pas se cogner aux obstacles, etc. Ils évaluaient mentalement leurs stratégies et les modifiaient parfois durant un parcours. Détecter les changements de stratégies est important car cela offre une façon de d'indentifier les stratégies perdantes. La sélection d'attribut peut être utilisée pour apprendre quelles sont les séquences significatives à utiliser en tant que briques intermédiaires entre les paires de perception-action humaines et les tactiques humaines, et comment combiner ces paires pour construire un modèle implémentable de tactique humaine. Chaque stratégie peut être exprimée par une combinaison statistique de tactiques. Pouvoir donner une définition mathématique d'une stratégie humaine est un pas vers la construction d'un modèle implémentable de l'intelligence humaine. Notre robot humanoïde virtuel a appris et implémenté les stratégies humaines avec succèsLearning can occur at any or all levels of the control architecture of an artificial agent, but leaning by imitation, only concerns the lower levels of this control architecture. The agent can learn what is being done by the human demonstrator and, to some extent, how it is being done. No one had yet attempted to make an agent learn human topmost level cognitive processes i. E. Learn why is something being done. Learning this topmost level cognitive process, learning human strategies, was achieved from video footage of humans in a problem-solving situation. Blindfolded human volunteers explored a maze in search of a treasure. The volunteers' strategies included the goals of not getting lost, of not exploring the same place twice, of not bumping into obstacles, etc. They mentally evaluated their strategies and sometimes changed them during the course of their run. Detecting strategy changes is important because it is a way of achieving strategy failure recognition. Attribute selection can be used to learn which are the meaningful sequences to use as the intermediate building bricks between human perception-action pair and human tactics and how to combine these bricks to build a working definition of what a human tactic is. Each strategy can be expressed by a statistical combination of tactics. Being able to give a mathematical definition of a human strategy is a step towards building an engineering blueprint of human intelligence. Our virtual humanoid robot successfully learnt and implemented the human strategies
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Bekmann, Joachim Peter Computer Science & Engineering Faculty of Engineering UNSW. "Rapid development of problem-solvers with HeurEAKA! - a heuristic evolutionary algorithm and incremental knowledge acquisition approach." Awarded by:University of New South Wales. School of Computer Science and Engineering, 2006. http://handle.unsw.edu.au/1959.4/25748.
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A new approach for the development of problem-solvers for combinatorial problems is proposed in this thesis. The approach combines incremental knowledge acquisition and probabilistic search algorithms, such as evolutionary algorithms, to allow a human to rapidly develop problem-solvers in new domains in a framework called HeurEAKA. The approach addresses a known problem, that is, adapting evolutionary algorithms to the search domain by the introduction of domain knowledge. The development of specialised problem-solvers has historically been labour intensive. Implementing a problem-solver from scratch is very time consuming. Another approach is to adapt a general purpose search strategy to the problem domain. This is motivated by the observation that in order to scale an algorithm to solve complex problems, domain knowledge is needed. At present there is no systematic approach allowing one to efficiently engineer a specialpurpose search strategy for a given search problem. This means that, for example, adapting evolutionary algorithms (which are general purpose algorithms) is often very difficult and has lead some people to refer to their use as a ???black art???. In the HeurEAKA approach, domain knowledge is introduced by incrementally building a knowledge base that controls parts of the evolutionary algorithm. For example, the fitness function and the mutation operators in a genetic algorithm. An evolutionary search algorithm ismonitored by a human whomakes recommendations on search strategy based on individual solution candidates. It is assumed that the human has a reasonable intuition of the search problem. The human adds rules to a knowledge base describing how candidate solutions can be improved, or why they are desirable or undesirable in the search for a good solution. The incremental knowledge acquisition approach is inspired by the idea of (Nested) Ripple Down Rules. This approach sees a human provide exception rules to rules already existing in the knowledge base using concrete examples of inappropriate performance of the existing knowledge base. The Nested Ripple Down Rules (NRDR) approach allows humans to compose rules using concepts that are natural and intuitive to them. In HeurEAKA, NRDR are significantly adapted to form part of a probabilistic search algorithm. The probabilistic search algorithms used in the presented system are a genetic algorithm and a hierarchical bayesian optimization algorithm. The success of the HeurEAKA approach is demonstrated in experiments undertaken on industrially relevant domains. Problem-solvers were developed for detailed channel and switchbox routing in VLSI design and traffic light optimisation for urban road networks. The problem-solvers were developed in a short amount of time, in domains where a large amount of effort has gone into developing existing algorithms. Experiments show that chosen benchmark problems are solved as well or better than existing approaches. Particularly in the traffic light optimisation domain excellent results are achieved.
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Davies, Jim. "Constructive Adaptive Visual Analogy." Diss., Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/4775.
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Visual knowledge appears to be an important part of problem
solving, but the role of visual knowledge in analogical problem
solving is still somewhat mysterious.
In this work I present the Constructive Adaptive
Visual Analogy theory, which claims that visual knowledge is helpful
for solving problems analogically
and suggests a mechanism for how it might be accomplished.
Through evaluations using an implemented computer program, cognitive
models of some of the visual aspects of experimental participants, and
a psychological experiment, I support four claims:
First, visual knowledge alone is sufficient for transfer of some
problem solving procedures.
Second, visual knowledge facilitates
transfer even when non-visual knowledge might be available.
Third, the
successful transfer of strongly-ordered procedures in which new
objects are created requires the reasoner to generate intermediate
knowledge states and mappings between the intermediate knowledge
states of the source and target analogs.
And finally, that visual knowledge
alone is insufficient for evaluation of the results of transfer.
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Shepherd, Kirsty E. "Predictors of response to systems training for emotional predictability and problem solving (STEPPS) for the treatment of borderline personality disorder." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/844682/.
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Borderline Personality Disorder (BPD) is a heterogeneous diagnosis which encapsulates a wide range of symptom presentations. There are now a number of effective treatments for BPD but individuals vary in their response to these different treatments. Understanding people’s suitability to treatment would be beneficial in targeting and individualising BPD treatment efforts. This thesis aimed to explore the BPD related predictors of treatment response. Part one of this portfolio presents a narrative review of predictors of BPD treatment outcomes. BPD severity, symptoms and subgroups predictors were included in this review. Findings support previous reports that people with more severe BPD show larger improvements following treatment, although there was a tendency for this to occur in more skills-based treatments compared with reflective treatments. The findings on symptom level predictors were varied and would benefit from replication. Subgroup research is still in its early stages but findings suggest an important role of internal and external coping styles. Part two presents an empirical paper investigating predictors of response to Systems Training for Emotional Predictability and Problem Solving (STEPPS). Severity of BPD was examined as a predictor of outcomes alongside each of the 9 DSM symptom criteria for BPD. Findings are discussed in relation to the different methods of managing missing data. Severity was found to be predictive of response. When severity was broken down into its symptom level sub-parts, identity disturbance and dissociation were the most reliable predictors of response to STEPPS.
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Grubb, Dale Donald. "Processing capacity and intelligence as mediators of creativity and problem-solving : a study of elementary school and college-level students /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389395342.
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Corkill, Gail Waechter. "Understanding spatial intelligence through the problem-solving of young children from culturally different backgrounds: An analysis of behaviors and products." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284161.
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In this study the behaviors observed and the products created by Hispanic and Navajo children, ages four to five, are described. Each child participated in a performance-based assessment of problem solving designed to identify young children with gifts and talents. The assessment process entails careful observation of children's problem solving and resultant products to determine an individual's abilities and interests in each of the intelligences posited by Gardner (1983). All children were videotaped in the classroom while engaged in solving problems on the spatial activity of the assessment. An embedded, multiple case study design (Yin, 1994) was used as the formal research strategy to address the research questions posed. Case study methods and qualitative techniques were used. Thus, a total of eight single case studies were conducted. The primary purpose of the study was to describe in detail the behaviors that could be observed and the characteristics of the products created by young culturally diverse children on a problem solving task involving spatial abilities. A secondary purpose of the study was to determine if careful observation of the spatial problem solving behaviors exhibited by the children, combined with an evaluation of final products constructed, could clarify and extend the understanding of the spatial area of intelligence. The researcher delineated three broad categories of observed behaviors and three broad categories of characteristics of finished products. No sex-related differences were found between young female and male children. However, clear qualitative differences between young Navajo and Hispanic children were found in the spatial problem solving behaviors and in the ways that spatial representations were characterized. Similarly qualitative differences were found in the eye patterns and solution strategies used by young children who were characterized as highly able problem solvers on the spatial task. The behaviors noted and the characteristics of products created by the children in this study allowed the researchers to further define spatial intelligence children across the core capacities of the spatial domain.
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Hughes, Barbara. "Problem solving partnerships a mechanism for supporting students with statements for behavioural, emotional and social difficulties placed in mainstream secondary schools." Thesis, University of Essex, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549275.
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Paliwal, Divya. "A Negotiation Protocol for Optimal Decision Making by Collaborating Agents." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377870642.
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