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Klein, Ana Maria. "Children's problem-solving language : a study of grade 5 students solving mathematical problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/NQ64590.pdf.
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Walden, Rachel Louise. "An exploration into how year six children engage with mathematical problem solving." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/14285.
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This thesis provides some new insight into children’s strategies and behaviours relating to problem solving. Problem solving is one of the main aims in the renewed mathematics National Curriculum 2014 and has appeared in the Using and Applying strands of previous National Curriculums. A review of the literature provided some analysis of the types of published problem solving activities and attempted to construct a definition of problem solving activities. The literature review also demonstrated this study’s relevance. It is embedded in the fact that at the time of this study there was very little current research on problem solving and in particular practitioner research. This research was conducted through practitioner research in a focus institution. The motivation for this research was, centred round the curiosity as to whether the children (Year Six, aged 10 -11 years old) in the focus institution could apply their mathematics to problem solving activities. There was some concern that these children were learning mathematics in such a way as to pass examinations and were not appreciating the subject. A case study approach was adopted using in-depth observations in one focus institution. The observations of a sample of Year Six children engaged in mathematical problem solving activities generated rich data in the form of audio, video recordings, field notes and work samples. The data was analysed using the method of thematic analysis utilising Nvivo 10 to code the data. These codes were further condensed to final overarching themes. Further discussion of the data shows both mathematical and non-mathematical overarching themes. These themes are discussed in more depth within this study. It is hoped that this study provides some new insights into children’s strategies and behaviours relating to problem solving in mathematics.
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Parry, Lisa. ""Interpersonal behaviour and social problem solving in children" /." Adelaide, 1998. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psp264.pdf.
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Welch, Malcolm W. (Malcolm William). "The strategies used by ten grade 7 students, working in single-sex dyads, to solve a technological problem." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40467.
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The purpose of this study was to investigate the problem-solving strategies of students as they attempted to find a solution to a technological problem. Ten Grade 7 students, who had received no prior technology education instruction, were formed into single-sex dyads and provided with a design brief from which they designed and made a technological solution. The natural talk between the subjects was transcribed. A description of their designing-in-action was added to the transcript. Actions were coded using an empirically derived scheme grounded in both a general problem-solving model and theoretical models of the design process. Segments coded as designing were analyzed using descriptive statistics. This analysis provided the data for mapping, that is, visually representing the design process used by subjects.Results showed that novice designers do not design in the way described in textbooks. Their strategy is not linear but highly iterative. Subjects developed their ideas using three-dimensional materials rather than two-dimensional sketches. They were unlikely to generate several possible solutions prior to modelling, but developed solutions serially. The act of modelling stimulated the generation of additional ideas. Evaluation occurred repeatedly throughout their designing.
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Martin, Megan Nicole. "Clinical Measurement of Problem Solving in Children with Autism." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2071.
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The current study examined verbal and non-verbal problem skills in twenty-seven male children 10-16 years of age, twelve with autism and fifteen children who were neurotypical. The goal of this study was to assess problem solving abilities of children with autism when compared to gender and age matched peers. The twenty-seven participants completed two assessments of the Rapid Assessment of Problem Solving and one online assessment of Raven’s Standard Progressive Matrices. Results of this study showed a .92 reliability of the RAPS for all twenty-seven participants. Correlation between the RAPS and RPM was .419 for all participants. The results of this study indicate a decreased ability to problem solve in children with autism when compared to their neurotypical age and gender matched peers. This study also indicated an increase from verbal problem solving to non-verbal problem solving in children with autism, indicating difficulty with the cognitive load required to solve problems verbally.
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Sullivan, Gary E. (Gary Eugene). "The Impact of Student Thinking Journals and Generic Problem Solving Software on Problem Solving Performance and Transfer of Problem Solving Skills." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278982/.
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This study examined the effects of specially designed thinking journal activities that have been attributed with encouraging reflective thinking, on instruction using generic, or content-free problem solving software. Sixty-three fourth grade students participated in four instructional sessions using a software package called Moptown Hotel. Students completed separate posttests that measured (1) performance on problems of the same kind as those used in instruction, and (2) transfer of skills to other kinds of problems. Scores of students who wrote thinking journals prior to testing were compared with scores of students who did not. Results indicate that students who wrote thinking journals performed the same as students who did not when tested on problems similar to those practiced in class. Tests in which students transferred their skills to word problems, however, produced significant differences. There was no significant difference between scores when averaged over all four weekly occasions. However, for the final session alone, students who wrote thinking journals scored higher on tests of problem solving transfer than students who did not (p < .01). The study also examined the relationship between the degree of metacognitive thought displayed in students' journal entries, and their measured problem solving ability. Results indicate that students who had higher average reflectivity scores also had higher average problem solving performance and transfer scores (p < .05). It was also noted that the significant relationship between reflectivity and scores of problem solving ability was only observed in male students. It was concluded that under the right conditions, and for the right kinds of problems, thinking journal writing can help students understand their own thinking processes, resulting in improved problem solving behavior. The study also raises the question of whether there are differences between the ways that male and female students apply metacognitive awareness gained through journal writing experiences.
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Bushman, Bryan B. "Does Teaching Problem-Solving Skills Matter?: An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children." DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/6126.
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Parent training combined with problem solving skills training has been proposed as a comprehensive treatment for childhood oppositional behaviors, poor child social skills, and parental stress . The current study compared Parent Training + Problem Solving Skills Training with a Parent Training + nondirective condition. Parents of 32 children first attended Parent Training . After the parents completed Parent Training, children were randomly assigned to individual therapy in either a Problem Solving Skills Training condition or a nondirective condition. Data comparisons between the groups were made at postindividual therapy and at 6-week follow-up. Results indicated that children in the Problem Solving Skills Training condition improved more than their counterparts regarding parent-reported, parent-observed, and child-reported social skills. Children in the Problem Solving Skills Training condition also improved more than children in the nondirective condition on parent-observed oppositional behaviors ; however , children in the non-directive condition demonstrated more improvement than their Problem Solving Skills Training counterparts on parent-reported measures of oppositional behaviors . There were no differences between the groups regarding parental stress. The clinical implications and limitations of these findings are discussed.
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Ahmadi, Olounabadi Atefeh. "TARLAN: A Simulation Game to Improve Social Problem-Solving Skill of ADHD Children." Thesis, University of Canterbury. Computer Science and Software Engineering, 2015. http://hdl.handle.net/10092/10693.
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Traditional classrooms in which children are expected to sit down quietly and listen to the teacher are not attractive to students in the era of technology. Therefore, researchers have started to study the possibilities of applying modern approaches to educational contexts. The interactive nature and the attractive virtual environment of computer games have made them a high-potential context for learning purposes. Sitting in a classroom is challenging for students with Attention Deficit Hyperactivity Disorder (ADHD)because of their inattentiveness, impulsivity, and hyperactivity, so that they distract easily.However, researchers have discovered that children with ADHD are not distracted when playing computer games. Therefore, computer games can be beneficial learning contexts that can attract ADHD children’s attention in order to teach them.
So far, a large number of studies have been conducted to help ADHD children. Some researchers have worked on cognitive-training approaches to improve skills such as eye gaze, emotion recognition, and working memory enhancement of ADHD children. In addition to the core deficits associated with ADHD, children with ADHDalso face difficulties in social situations, because they are not equipped with the required social skills. Therefore, they face many problems in society that they cannot solve. Consequently, they face peer rejection or social isolation and other mental health problems.
Social problem solving is a step-by-step process. For ADHD children, learning the different steps of social problem solving is difficult because they are inattentive. Moreover, acting upon the steps is also hard for ADHD children because they are impulsive.
We developed a simulation game, named TARLAN, wherein different steps of solving a social problemare taught to ADHD children. We designed and developed real life scenarios in which children can practise, in order to enable them to apply what they have learnt from the game to real-life situations.TARLAN was designed in three phases, from the elementary level to more advanced levels in order to help the ADHD child gradually become an independent problem solver in society. That happens by building strong scaffolding around the child’s learning on the elementary level and remove it in the more advanced levels. This scaffolding/levelling within games has positive learning outcomes. Forty children with ADHD aged 8-12 were randomly allocated to two interventions, a computer-based intervention in which children worked with TARLAN and another intervention which was a standard psychological intervention. We also had a control group in which 20 children without ADHD also worked with TARLAN.
The effectiveness of our game in improving social skills as well as problem behaviour of ADHD children was evaluated using the Social Skills Improvement System (SSIS), which is a standard psychologicalmeasure. The results of the SSIS showed that TARLANimproves children’s social acquisition and problem behaviour significantly more than a more expensive standard intervention led by a psychologist (role playing).Moreover, after analysingdata collected during the study,we found out that TARLANimproved children’s performance: the ADHD children reached the same performance level as children without ADHD after working with the game.
These results open up the possibility of using games as helpful tools in teaching important life-changing subjects that are hard for ADHD children to learn from traditional approaches. Therefore, the educational life of ADHD children can be changedfrom a challenging experience into a rewarding and attractive experience and time and money can be saved.
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Lam, Tsz-ki. "Developing creativity and problem solving through story telling for preschool children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35372941.
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Vance, Emily Diane. "Class Meetings: Teachers and Young Children Co-Constructing Problem Solving." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195029.
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Class Meetings with a teacher and group of young children (ages 3-5) provide a forum for creative group problem solving, both establishing a community of learners and developing oral language skills. The construction of a child's oral language and problem-solving skills is far reaching and is an underlying theme in many areas of social and emotional growth including moral development, character development, conflict resolution, identification of values, self esteem, and academic improvement. The theoretical framework for this study is based on various scholarly sources including those concerned with early childhood group learning, oral language, and problem solving.During this 12 week action research study, both teacher-talk and children's problem solving strategies were addressed to answer the following research questions: What roles do teachers play in Class Meetings? What types of teacher talk are used to influence student thinking and talk within Class Meetings? What problems are identified in a Class Meeting with young children? What problem-solving strategies do young children develop within Class Meetings? The research design and methodology include videotaping, audio taping Class Meetings and transcribing these interactions with preschool children in an early childhood classroom setting.Results indicate that during this study, attendance at the Class Meetings increased, and that young children, when given the opportunity to self-select, chose to attend the Class Meetings over other available activities. Also, this study suggests that the Class Meeting model and effective teacher-talk support student oral language, the use of positive communication, problem identification, and the development of problem solving strategies. Implications for early childhood educators, teacher educators, policymakers and researchers are discussed.
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Hj, Abu Bakar Kamariah. "Young Malaysian Children’s Representations of Addition in Problem-Solving." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18913.
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In Malaysia, the National Preschool Curriculum Standard include the Mathematics standard contents that aim to provide children with knowledge and skills that are important for everyday life and future learning. In spite of the curriculum suggestion to integrate various learning approaches to enable children to have enriching, engaging and fun learning experiences, Asian (including Malaysian) teachers’ preferences are still towards emphasizing on symbols and employs traditional learning that put much attention on arriving at the correct answers. While Mathematics curriculum worldwide emphasize deep, conceptual understanding in mathematics as well as problem solving, teaching and learning of mathematics in Malaysian classrooms focuses on obtaining correct answers. This is often obtained through following the steps demonstrated to the children. Hence it is doubtful whether or not the correct answers came with understanding of the concepts.There are numerous studies reporting on children’s early mathematics learning and understanding. However, there is little research on young children’s understanding of addition particularly involving Malaysian context. Thus, this study investigates children’s usage of representations to support effective learning and problem solving of early mathematics. Drawing on theories emphasizing representation-processing in the development of mathematics understanding, this study explores multiple forms of representation usage by young children (aged six years) in a classroom in Malaysia. The study explores how children create and use a variety of representations and how they make translations between different forms of representations to define their understanding of mathematics concepts. The research design employs a qualitative study involving seven children in a public preschool in Malacca, Malaysia. This study incorporated several methods of data collection including interviews, classroom observations, field notes, photographs and reviews of students’ artefact. The data for this study is collected over a period of five weeks. The study comprised of three phases including initial meetings and an observation of the current lesson, a teaching sequence and problem creation as well as problem solution.The findings showed that there are both distinct as well as similarities in the creation and usage of representations across children of diverse mathematical performances. Concrete and semi concrete representations were the predominant representations used by children of low and middle performances of number skills (as assessed at the start of the study). High performers preferred using symbolic representations, though it is not necessarily that they utilized the symbols successfully. Despite utilizing distinct representation forms by distinct children, it was found that the representations are equally powerful in facilitating all children’s solution for the problems. In addition to using different representation forms, it was also found that children utilized representations at different phases; that resulted in using the representations in different ways during their problem attempt, hence revealed the important roles that representations play for problem solution.As a result of exploring the notion of understanding using both the Pirie-Kieren framework and Lesh Translation model, the findings from this data suggest that there are levels of representation through which children progress. It is an individual process that is influenced by factors related to the student, the teacher, and the problem context. This study also presents evidences that children’s deep understanding is dependent on their flexibility in utilizing multiple representations and performing translations between different representation forms. Hence, providing support that there exist a strong connection between the children’s skills in using representations and their growth in understanding.An important implication of this study for mathematics educators is that there should be emphasis on the use of multiple representations when introducing children to a new concept so as to provide learners with a wide variety of ways to learn the concept being introduced; that can be later utilized to solve posed problems. This is especially beneficial for children of diverse mathematical ability. In addition, to help learners grow in their understanding of mathematical concepts, it is suggested that there is an increased emphasis on assisting children to being flexible in using representations as well as making translations within various representation forms.
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Will, Sean. "Increasing Problem Solving in a Special Education Class by Teaching Talk Aloud Problem Solving (TAPS)." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011828/.
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Although there is extensive research demonstrating the benefits of teaching problem solving repertoires to typically developing individuals, there is little research on the effectiveness of these kinds of procedures with individuals with special needs. In this study, a group of special education students in a public school were taught problem solving skills using a curriculum called Talk Aloud Problem Solving (TAPS), which was developed by Robbins (2014). TAPS teaches students five problem solving skills and five active listening skills. This study utilized a multiple baseline design to examine whether training in TAPS would change the way that students solve problems and increase their accuracy when solving problems. In addition, a reversal design was used for each participant, consisting of the presence and the removal of the active listener during different stages of the study. After TAPS training and guided practice sessions, all students demonstrated new problem solving repertoires and their accuracy improved. For some students, having an audience (an active listener) was necessary to maintain their behavior. Further research is needed to determine how to teach students to be their own active listener.
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Zheng, Xinhua. "Working memory components as predictors of children's mathematical word problem solving processes." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871874331&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 83-98). Issued in print and online. Available via ProQuest Digital Dissertations.
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李婉雯 and Yuen-man Mandy Lee. "Social problem solving and its relation to central coherence and theory of mind in children with autistic spectrum disorders." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716784.
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Lee, Yuen-man Mandy. "Social problem solving and its relation to central coherence and theory of mind in children with autistic spectrum disorders." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716784.
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Wilson, Fay Janet. "The use of analogical reasoning as a problem solving strategy." Thesis, Queensland University of Technology, 1994. https://eprints.qut.edu.au/36487/1/36487_Wilson_1994.pdf.
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This study investigated the viability of developing analogical reasoning as
strategy to improve problem solving in the classroom. The research was carried
out with children from Years 4 and 5 in a middle sized rural school. There were
two groups, the control group and the treatment group. The technique used to
develop analogical reasoning was reciprocal teaching. The study was attempting
to show that reciprocal teaching enhanced metacognitive awareness which
assisted in the development of analogical reasoning.
Although the study's quantitative data produced no significant difference
between the control and the treatment group, the qualitative data provided enough
evidence to warrant further investigation into the use of both reciprocal teaching
and analogical reasoning as a problem solving strategy as well as several
implications for teaching.
The major findings and implications of this study were the following:
1. Metacognitive awareness seemed to assist in the development of analogical
reasoning but was not necessary to sustain it;
2. The use of reciprocal teaching was a major contributor to building the
children's confidence as was evident in the positive qualitative change in
attitudes during the intervention which was due to the children developing
skills which, in turn, aided them in problem solving. As a result, the
children found the problems less threatening and enjoyed the work more;
3. There was a strong link between the children's ability to determine the
underlying structure of a problem and their use of analogical reasoning;
4. The initial results of the study indicated that the children could not reason
analogically. Correlation analysis of the trend in the children's performance
during the study supported the contention that the longer the children were
involved in this type of work, the more they were able to make the
connections unaided. This provided evidence to support the proposal that
children can be taught to reason analogically;
5. The qualitative evidence indicated that the control group were better able to
cope with the problems through discussion and analogical reasoning.
These findings and implications lend support to the use of analogical
reasoning as a problem solving strategy.
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Lam, Tsz-ki, and 林子琪. "Developing creativity and problem solving through story telling for preschool children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35372941.
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Quamma, Julie Perkins. "Executive function and social problem-solving in maltreated and non-maltreated preschool children /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9191.
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Goetz, Cameron Allen. "Social skills and social problem solving as stress protective factors in childhood depression." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992800.
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Lloyd, Lorraine Gladys. "The problem-solving strategies of grade two children : subtraction and division." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28106.
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This study was aimed at discovering the differences in how children responded to word problems involving an operation in which they had received formal instruction (subtraction) and word problems involving an operation in which they have not received formal instruction. Nineteen children were individually interviewed and were asked to attempt to solve 6 subtraction and 6 division word problems. Their solution strategies were recorded, and analysed with respect to whether or not they were appropriate, as to whether or not they modeled the structure of the problem, and as to how consistent the strategies were, within problem types.
It was found that children tended to model division problems more often than subtraction problems, and also that the same types of errors were made on problems of both operations. It was also found that children were more likely to keep the strategies for the different interpretations separate for the operation in which they had not been instructed (division) than for the operation in which they had been instructed (subtraction). For division problems, the strategies used to solve one type of problem were seldom, if ever used to solve the other type of problem. For subtraction problems, children had more of a tendency to use the strategies for the various interpretations interchangeably.
In addition, some differences in the way children deal with problems involving the solution of a basic fact, and those involving the subtraction of 2-digit numbers, were found. The 2-digit open addition problems were solved using modeling strategies about half as often as any other problem type. The same types of errors were made for both the basic fact and the 2-digit problems, but there were more counting errors and more inappropriate strategy errors for the 2-digit problems, and more incorrect operations for the basic fact problems.
Finally, some differences were noted in the problem-solving behaviour of children who performed well on the basic fact tests and those who did not. The children in the low group made more counting errors, used more modeling strategies, and used fewer incorrect operations than children in the high group.
These implications for instruction were stated: de-emphasize drill of the basic facts in the primary grades, delay the formal instruction of the operations until children have had a lot of exposure to word problem situations involving these concepts, use the problem situations to introduce the operations instead of the other way around, and leave comparison subtraction word problems until after the children are quite familiar with take away and open addition problems.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Bakjac, Michelle Anne. "Play, exploration and problem solving in 3-5 year old children /." Title page, table of contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsb169.pdf.
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Lamanna, Jennifer. "A brief problem-solving intervention for caregivers of children with cancer." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2709.
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OBJECTIVE: Pediatric cancer treatment is stressful for caregivers. Research has indicated that problem-solving coping reduces stress related to caregiving. The current study examines the effects of a problem-solving intervention (Parent Empowerment Program), based on Problem-Solving Therapy, for caregivers of children on active cancer treatment. It was hypothesized that participants who received the intervention would show decreases in caregiving stress and posttraumatic stress symptoms, and increases in problem-solving ability between baseline and post-test assessments compared to those who received an attention control. METHOD: Thirty-nine caregivers (all parents; 48% participation rate) participated. The majority were mothers (90%), married or partnered (59%) and Caucasian (56%). Participants were randomly assigned to condition (intervention vs. attention control) after completing baseline questionnaires. Participants who received the intervention received one session of problem solving intervention and a follow-up session. Those in the attention control condition received two general support sessions. Participants were assessed at baseline, one month after the second session, and three months after the second session. RESULTS: There were no effects of the intervention on any of the outcome variables when data for all participants was examined. However, there was a significant effect of the intervention on problem-solving ability among participants of children between 4-16 weeks post-diagnosis. CONCLUSIONS: There were many factors that contributed to the lack of effect, including small sample size, variations in time since diagnosis, low participation rates, and limited number of sessions. Future studies should target parents who are under the highest levels of stress and increase the intensity of sessions. However, the finding that the intervention has an effect on problem-solving ability early in the treatment trajectory replicates previous research and has potential clinical utility.
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Bramel, Michael H. "Patterns of cooperation, conflict, and domination in children's collaborative problem-solving." FIU Digital Commons, 1987. http://digitalcommons.fiu.edu/etd/1744.
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This study examined the influence of age, expertise, and task difficulty on children's patterns of collaboration. Six- and eight-year-old children were individually pretested for ability to copy a Lego model and then paired with each other and asked to copy two more models. The design was a 3 (dyad skill level: novice, expert, or mixed) X 2 (age: six or eight) X 2 (task difficulty: moderate or complex) factorial. Results indicated that cooperation increased with age and expertise and decreased with task difficulty. However, expertise had a greater influence on younger than older children's interaction styles. It is argued that with age, social skills may become as important as expertise in determining styles of collaboration. The issue is raised of whether cooperation, domination, and independence represent developmental sequences (i.e., independence precedes cooperation) or whether they represent personal styles of interaction. Finally, it is suggested that an important goal for future research is to assess the relationship between patterns of collaboration and learning.
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Hedden, Chet. "A guided exploration model of problem-solving discovery learning /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7683.
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Bernadette, Elizabeth. "Third grade students' challenges and strategies to solving mathematical word problems." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Edwards-Omolewa, Nicola D. "Elementary school children's strategy use and strategy preferences on multidigit addition and subtraction story problems." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 130 p, 2007. http://proquest.umi.com/pqdweb?did=1397899581&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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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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Fung, Tak-fong Agnes. "An investigation of young children's thinking processes on solving practical mathematics tasks." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057854.
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Griffin, Shari L. "It's the thought that counts the portrayal of problem solving in children's literature /." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=994236061&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Zoller, Tamar. "The effect of anxiety on real life problem solving performance of gifted children in Israel." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32444.
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The purpose of this study was to explore the effect of anxiety on real life problem solving performance of gifted children. The study was carried out in Israel, a country in which the necessity of solving real life problems under conditions of anxiety is a real concern.
142 gifted and nongifted subjects from 4th, 5th and 6th grades participated in the study.
Trait and State Anxiety Inventories for Children (Spielberger, 1973), and a Real Life Problem Solving Situation Set (RLPSSS), were used to assess the subjects' Trait anxiety, State anxiety and real life problem solving performance respectively.
The subjects in each class were divided into two matched groups based on their Trait Anxiety scores, the subjects gender and their scholastic achievements. One of them was randomly assigned to be the treatment group and the other the nontreatment group.
The "treatment" consisted of deliberate induction of anxiety via a combination of elements that are known to elicit anxiety in school children. Matched t-tests on anxiety scores, before and after treatment, indicated that the treatment was effective in both populations, the gifted and the nongifted. Ethical issues were taken into consideration.
Analysis of RLPSSS indicated that: (1) gifted children performed significantly better than their nongifted counterparts under conditions of treatment as well as under condition of non-treatment; (2) the performance of all the
groups who experienced anxiety, was lower than that of their matched groups who performed under their natural setting conditions; (3) no interaction was found between giftedness and anxiety; (4) under conditions of anxiety gifted girls appeared to perform slightly better than gifted boys.
The implications from this study concern the attitude toward anxiety which should be dealt with as part of life, rather than as a pathological feature. It is suggested to consider the introduction of anxiety scales into test batteries used for the identification of gifted children and that special programs for the gifted make provisions for providing the gifted students with the necessary skills to cope with life problems under all kinds of anxiety circumstances.Education, Faculty of
Graduate
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Leung, Nim-sang, and 梁念生. "The problem solving process of mathematically gifted students: three cases in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957250.
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Luebbe, Aaron M. "Specificity of anxiety and depression in social problem-solving response construction and selection in children /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p1418047.
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Jamieson, Janet Ruth. "Deafness and mother-child interaction : scaffolded instruction and the learning of problem-solving skills." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75921.
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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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Kwong, Oi-man. "The effect of metacognitive training on the problem solving behaviour of primary 6 students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35517797.
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Cherian, Leela. "Parental control styles and creative problem-solving abilities in children with vision impairment." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36577/1/36577_Digitised%20Thesis.pdf.
Full textAbstract:
Vision is an extremely important sense mode for learning. A great deal of learning takes place through the use of the visual modality. Therefore, children with vision impairment miss many valuable opportunities for learning and development.
The research reported in this thesis is an exploration of parental styles of control and teaching styles and children's creative problem-solving abilities in Australia and Gujarat (India). The children in the study were children with sight and vision impairment (Australia) and children with vision impairment across two cultures (Australia and Gujarat) in the age group of 7 to 12 years. The aims of the two studies were to investigate the relationship of parental styles of control and teaching styles to children's performance on creative problem-solving tasks and to examine similarities and differences in the parenting styles of control and teaching styles of parents in Australia and Gujarat.
This study provided findings from research undertaken in Brisbane (Australia) and in Gujarat (India). The Australian study provided a comparison of outcomes on creative problem-solving tasks by 11 sighted children and 17 children with varying degrees of vision impairment. The inclusion of 13 children with vision impairment from Gujarat (India), provided further comparison and consideration of cultural aspects of parental control and teaching style.
The creative problem-solving tasks covered problems that involved concrete materials and problems that involved verbal information. These tasks were further subdivided into open-ended and goal-directed problems. In the open-ended problem, the children were required to generate as many responses as possible to the problem, whereas in the goal-directed problem, children were required to generate one or more creative solutions to the problem.
Qualitative data were obtained and analysed from the parents of the children in each of the three groups through the use of questionnaire and semi-structured interview. The questionnaire provided reported information about parental styles of control and teaching style. Interviews with the parents provided information about their child's development and about their parental styles of control and teaching styles.
Results from these studies indicated that sighted children managed the creative problem-solving tasks more easily and successfully than a matched sample of Australian children with vision impairment. The comparison of outcomes between the Australian and Gujarati children with vision impairment showed different levels of performance in favour of the Australian children. Children who scored high on their creative problem-solving tasks enjoyed the effects of early interaction with their parents, and of exploring the environment in order to understand their world.
Reported information from interviews and questionnaires indicated that children of parents with permissive styles of parenting tended to be more successful in generating creative solutions to the tasks. Consideration of cultural and environmental features indicated that the children of the Gujarati sample had fewer resources available to them. The findings generally supported the need for parents of children with vision impairment to be active in assisting their children to become independent.
The study also reports a number of methodological issues to be considered when undertaking this kind of research with subjects in widely varying cultures and environments.
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Chan, Lai-shan, and 陳麗珊. "Gender effect on computer-based problem-solving tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29409202.
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Poth, Katalin N. "An analysis of the strategies used by intellectually disabled children when learning to add small numbers." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22619.
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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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Ulfarsdóttir, Lilja Ósk. "The effects of short term interpersonal cognitive problem solving therapy with young children." Thesis, University of Northampton, 2002. http://nectar.northampton.ac.uk/2691/.
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The primary aim of this study is to investigate the effects of short term Interpersonal Cognitive Problem Solving (ICPS) training with pre-school children compared to an alternative treatment of Music Therapy (MT). The MT treatment served to investigate the relationship between creativity and Alternative Solutions Thinking (AST). No treatment control was included in the design (Study 1). Seven-month follow-up measures of effects from the treatments are included (Study IT), to determine the stability of therapeutic gains. The results reveal a successful elevation of AST and Consequential Thinking (CT) following ICPS training, stable over at least seven months and a sleeper effect from the MT treatment. Behavioural observation revealed improved social interactive behaviours following treatment, but there is some indication that behavioural gains may not be stable. The influence of music on AST and CT was further examined in Study III by comparing AST and CT fluency of children who attended a musically enriched pre-school to that of the children who received short term MT treatment and a non-treatment Control group. The children in Study III proved significantly better at AST and CT than the children in the previous studies were. Finally, in Study IV, an alternative mode of mediating ICPS skills was attempted. This involved a short training of pre-school staff to apply ICPS training techniques in daily dealings with the children. Girls benefited more from this treatment, and only CT skills were elevated. Results are related to previous findings in ICPS research and discussed in terms of developmental theories, especially Vygotsky’s conception of thought development and Crick and Dodge’s (1994) social information processing model. A developmental relationship between AST and CT is suggested and it is argued that AST may be a form of creative thought. Implications of the results for education and therapy are discussed
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McElwee, S. J. "Meta cognitive and problem-solving abilities in 8-9 year old gifted children." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517441.
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Ho, Mei-hwei. "The selection and use of strategies for everyday problem solving by high-functioning adolescents with autism /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Wolfersberger-Melcher, Deborah Rae. "Children's self-efficacy and perceived problem-solving skills, an investigation of parental communication styles." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/2164.
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A number of studies have investigated the factors that lead to peer acceptance in children. Particularly, the problem-solving skills of accepted and unaccepted children have been examined, with differences being substantiated. The present study investigated the possibility that problem-solving skill differences may be attributed to varying self-efficacy levels in children. Further, the communication styles of parents of high vs. low self-efficacy children were examined by observing parent/child interactions in a problem-solving situation. The results indicated that children did not differ in their ability to identify effective solutions to problems; rather, they did differ in their perceived ability to engage in effective solutions, with high self-efficacy children choosing more appropriate solutions as those that they would actually enact. Low self-efficacy children, on the other hand, chose less appropriate solutions as those that they would engage in. Finally, it was discovered that parents of high self-efficacy children utilized more positive types of messages (praise and modeling) than did those parents of low self-efficacy children. Low self-efficacy children had parents who utilized more controlling and negative types of communication styles. This study supports the motion that parents may be a significant contributing factor in the development of their child’s self-efficacy, which in turn affects the social problem-solving skills of children.
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Wellburn, Elizabeth. "Computer-assisted problem solving : the interaction between conceptual tempo and feedback." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26938.
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A study was conducted with 76 grade seven students to determine the interaction between conceptual tempo (defined as reflectivity versus impulsivity) and three levels of instruction (no strategy instruction, strategy instruction fed forward, and strategy instruction in a feedback format) on a computer generated transformation problem (a maze).
As has been found previously, reflectives have an advantage over impulsives in problem solving performance. Performance was based on several criteria, including speed and accuracy of a first attempt at the problem, speed and accuracy in a direct repeat of the problem and speed and accuracy in a related problem where generalizable skills could have been transferred.
In all cases, different instructional presentations had no effect if the total population was considered, but some strong interactions were found between instruction and conceptual tempo. This led to a conclusion that aptitude-treatment interactions should be considered in problem-solving research.
Some exploratory observations regarding other aspects of individual characteristics, such, as gender differences in computer anxiety and differences in cognitive processing of problems for the different conceptual tempos are also discussed.Arts, Faculty of
Psychology, Department of
Graduate
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Wyver, Shirley Rose. "An analysis of the relationship between pretense play and divergent problem solving." Thesis, The University of Sydney, 1991. https://hdl.handle.net/2123/26334.
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Previous research has identified the existence of two major relationships between play and problem solving, these being the relationship between constructive play and convergent problem solving and the relationship between pretense play and divergent problem solving. On the basis of these findings, it has traditionally been assumed that participation in these forms of play acts as a precursor to the development of problem solving skills, and that these relationships, which have largely been isolated through experimental studies or observations of nonhuman subjects, provide an accurate account of the acquisition of problem solving skills in young children. The focus of the present study was to test the these assumptions through a series of correlational and experimental studies. Additional aims were to identify the specific forms of pretense play which were related to divergent problem solving, examine the generalisability of the pretense play/divergen t problem solving relationship to divergent problems with content other than semantic, to examine the role of intelligence in the relationship of play to problem solving, and to investigate the extent to which social play factors contribute to the relationships which are found to occur between play and problem solving.
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Ticao, Cynthia J. "Mother's problem solving in relation to child nutrition in the Philippines." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28541.
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This study examined Filipino mothers' problem solving on issues related to child feeding, using a dyadic, peer-help approach. The participants were mothers of children under 6 years of age from the town of Camaligan, in the southern Philippines, where malnutrition among children is prevalent. Two studies were conducted: one using a controlled experimental session and the second using a multi-session nutrition education format. In the first study, mothers were paired with a mutual or unilateral friend to discuss a feeding problem to which they initially gave similar solutions and one to which they gave different solutions. Their post-discussion solutions were better in quality and number than the pre-discussion solutions; also mothers paired with a mutual friend gave more and better finaL solutions to the initially-agreed problem than other mothers. Mothers' final solutions were more likely to come from their own than their partner's discussed solutions, suggesting that the partner's role was to facilitate the mother's own problem-solving process. In the second study, mothers paired with a mutual or unilateral friend were compared with an unpaired control group, after pacing themselves through four problem-based nutrition education sessions. For all three groups, mothers' nutrition knowledge and target child's weight-for-age and height-for-age improved from before to after the sessions. In conclusion, mothers show improvements in the number and quality of solutions they generate and the nutrition knowledge they acquire as a result of a problem-solving approach to nutrition education.
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Cormier, Sandra Louise Cano. "Parents' perspective of the effectiveness of family therapy for children's school-related problems /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004243.
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Mooney, Edward S. Langrall Cynthia Willey. "Development of a middle school statistical thinking framework." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927773.
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Thesis (Ph. D.)--Illinois State University, 1999.Title from title page screen, viewed July 20, 2006. Dissertation Committee: Cynthia W. Langrall (chair), Carol A. Thornton, Graham A. Jones, Kenneth N. Berk. Includes bibliographical references (leaves 159-171) and abstract. Also available in print.
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Hook, Richard J. "A self-help problem-solving video for parents and teens: social validity and generalization of acquired skills." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/38648.
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A self-administered problem-solving skill training video for nonclinical families with teens is evaluated. The study focuses on the generalization of skills to naturalistic family conversations and the program's social validity: potential iatrogenic aggravation of family problems, perceived effectiveness, and program enjoyment.
Seventy families with young teens were randomly assigned to two treatment groups. One group (skill) viewed a skill training program that included information about the human immunodeficiency virus (HIV). Another group (control) viewed a similar program that lacked the skill training component. Family conversations were recorded in the families' homes before (pretest), two weeks after (posttest), and four months after (follow-up) the families received the programs.
In an associated study, the skill group demonstrated greater levels of skill than controls in role-plays. In the present study, skill families demonstrated greater knowledge of problem-solving than controls at posttest and follow-up (p < .001). Analysis of the conversations revealed generally superior skill performance in the skill group. Significant group differences in skill were found in naturalistic conversations about previously discussed problems at posttest (p < .05). Performance differences in conversations about novel topics were not significant. No significant skill differences were observed at follow-up. Correlations of skill measures from the role-play and conversation assessments revealed moderate behavioral consistency (r = -.02 to .37). The conversation analysis revealed no significant group differences in the number of families showing increases or decreases in their use of degrading comments after program exposure, but a somewhat significantly greater number of skill families demonstrated a reduction in the number of additional problems raised in their conversations at posttest and follow-up (p = .06). No significant group differences were found in observer ratings of problem-solving effectiveness, measures of parent problem-solving confidence, family ratings of the program's effects on their ability to cope with family problems, program enjoyment, or satisfaction with the management of family problems. Implications for the development of effective, socially valid, self-help, media programs are discussed.Ph. D.
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Duke, Nikki L. Swerdlik Mark E. Hesson-McInnis Matthew S. "Social problem-solving among incarcerated children with and without high callous and unemotional traits." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1221717301&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177271755&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2006.Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Mark Swerdlik, Matthew Hesson-McInnis (co-chairs), Adena Meyers, Kathryn Hoff, Raymond Redick. Includes bibliographical references (leaves 102-113) and abstract. Also available in print.
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Lai, Kam Yan. "The impact of prior knowledge on the mathematics learning of newly arrived children (NACs) from mainland China in Hong Kong." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343352.
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Sun, Jin. "Scaffolding preschool children's problem solving commonalities and differences between Chinese mothers and teachers /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42664652.
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