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Welsh, Kimberly D. "Individuals solving problems : the effects of problem solving strategies and problem solving technologies on generating solutions." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045625.
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This experiment was designed to compare two problem solving strategies, brainstorming and the hierarchical technique, and two problem solving technologies, computer software and pencil and paper. The first purpose of this study was to explore what effects computer software and pencil and paper have on the facilitation of solutions for individual problem solvers. Subjects generated solutions by either recording ideas on a computer or by writing ideas down on paper. The second purpose of this study was to examine how individuals evaluate solutions they have generated.Specifically, we were looking for solution evaluations to differ according to which problem solving strategy subjects received training on, brainstorming or the hierarchical technique. Solutions were rated on overall quality, practicality, and originality on a scale ranging from 0 (being the lowest possible score) to 4 (being the highest possible score).Subjects who used a computer to record ideas generated significantly more solutions than those subjects recording ideas on paper. Subjects trained with the hierarchical technique generated ideas higher in quality than those trained with brainstorming. Subjects trained with brainstorming generated more original ideas than those trained with the hierarchical technique. Finally, subjects rating of practicality did not differ according to problem solving strategy.<br>Department of Psychological Science
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Yuen, Gary. "Problem solving strategies students use when solving combinatorial problems." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5535.
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This research is a case study that examines the strategies that three grade 11 students use
to manoeuvre through a series of three combinatorial problems. Grade 11 students were chosen
as participants because they have had no formal training in solving this class of math problems.
Data includes video recordings of each participant’s problem solving sessions along with each
participant’s written work. Through analysis of this data, several themes related to problem
solving strategies were identified. First, students tend to rely on algebraic representation and
methods as they approach a problem. Second, students use the term “guess and check” to
describe any strategy where the steps to a solution are not clearly defined. Thirdly, as students
negotiate problems, they tend to search for patterns that will streamline their methods. Fourthly,
students approach complicated problems by breaking up the problem into smaller parts. Finally,
students who verify their work throughout the problems solving process tend to experience more
success than those who do not. From these findings, I suggest that mathematics teachers need to
ensure that they are not over-emphasizing algebraic strategies in the classroom. In addition,
students need to be given the opportunity to explore various solution strategies to a given
problem. Finally, students should be taught how to verify their work, and be encouraged to
perform this step throughout the problem solving process.
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3
Arant, Charles. "Kinetic Problem Solving." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6997.
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Government leaders stand to benefit from improved program management capabilities within their organizations. Often, they are faced with crisis situations that require a rapid-fire, precise, effective problem solving process. Some of these programs are more severe or complex than others. With time and certainty of the solution as constraints, efficient program management supporting the Defense Acquisition Life Cycle remains an enigma for organizations at best and a hazard at worst.
Program management dealing with crisis problem solving, which is characterized by critical events and high cost, is a real-time process where requirements are identified and resolved to achieve a desired goal, with the path to the goal blocked by known or unknown obstacles. Program management that deals with crisis problem solving situations are plagued by several issues. The crisis situation is likely one not previously encountered; therefore, solutions from past experiences cannot be drawn upon to solve the problem (Heichal, 1992). An individual not experienced or trained often feels the situation is too complex, information is incomplete, time is short, and failure consequences are extreme (Hockey, 1986). Managers who face these dilemmas must have responsive, failure-proof processes in place.
This dissertation explores program management as it deals with problem solving processes in time-critical contexts, including task consolidation and resource selection, with the critical objective of improving crisis event management. The intent is to focus on processes that can be improved in crisis problem solving, specifically time needed to execute current problem solving processes, and introduce a kinetic problem solving approach to increase the momentum of implementing the solutions during crisis situations. This flexibility is facilitated by the researcher’s genuine desire to improve the organizational situation (rather than merely study it) and a client’s willingness to share the details of how they will use the technology and lessons learned.
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Bokun, I. "Interactive Problem Solving." Thesis, Видавництво Дніпропетровського університетуту, 2004. http://essuir.sumdu.edu.ua/handle/123456789/62589.
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Ege, Ozalkan Bilgen. "The Effects Of Problem Solving On The Topic Of Functions On Problem Solving Performance, Attitude Toward Problem Solving And Mathematics." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611945/index.pdf.
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The purpose of the study was to investigate the effect of Problem Solving Method on 9th grade students&<br>#8223<br>problem solving performance and attitudes toward mathematics and problem solving. This study was done in 2007-2008 academic year, in a private high school in Ankara. In the present study the experimental-control group pre-test post-test research design was used.
The study was done with 67 students of the private high school. Experimental group was instructed with Problem Solving Method and control group was instructed with Traditional Method. The treatment was given for seven weeks, 21 lesson hours.
Problem Solving Performance Test, Problem Solving Attitude Scale and Mathematics Attitude Scale were administered as a pre test and a post test.
Independent samples t-test was used to examine the hypotheses of the present study. The results revealed that there were no statistically significant mean differences between experimental group and control group related to gained scores of understanding the problem, making a plan and carrying out the plan steps in Problem Solving Performance Test and Mathematics Attitude Scale. However, there was a statistically mean difference between these groups with respect to gained scores of Problem Solving Attitude Scale.
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Blick, Neil. "The effects of a problem-solving program on adolescent's problem-solving skills." Thesis, The Author [Mt. Helen, Vic.] :, 2000. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/41291.
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The purpose of the study was to examine the effect of a group training program, based on cognitive behavioural theory and techniques, on the problem-solving skills of adolescents. Evidence of a link between suicidal ideation (engaging in suicidal thinking) and reported deficits in social problem-solving or coping competence levels in adolescents is an area of investigation that offers some hope for suicide primary prevention programs. The study tried to determine if teaching social problem solving skills in a school would better equip adolescents with coping with problematic situations. The work of Hawton (1997) Hawton and Kirk (1989), Lerner and Clum (1990) and McLeavey, Daly, Ludgate and Murray (1994) formed the basis of the training program design. The emphasis was on general problem-solving skills rather on a participant’s specific current problems. Included was training in listening skills, assistance in developing problem-solving skills rather on a participant’s specific current problems. Included was training in listening skills, assistance in developing appropriate problem-solving behaviours and role simulation through the use of structured video case scenarios. Seventy four male and female year 10 secondary school students were subjects in the study. They were randomly divided into two, approximately equal, groups. Thirty six subjects established the control group and the remaining thirty eight constituted the experimental group. The findings indicated that students exposed to the problem solving training program did not have significantly higher problem-solving ability, as measured by the Problem Solving Inventory (PSI) than those who were not exposed to the training. However, females in the experimental group were significantly more likely to make conscious decisions about when they would approach or avoid a problem when compared to control group females. It is suggested that the adaptation of training, designed for suicidal clients, needs to be explored further for application to Year 10 students in the general population. More research is needed into ways to provide school based preventative training programs that will assist in the development of coping skills.<br>Master of Health Science (Health Promotion)
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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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Golightly, David. "Manipulation supported problem solving." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298076.
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Scanlon, Eileen. "Modelling physics problem solving." Thesis, Open University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277276.
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Dahl, Jonas. "The problem-solving citizen." Licentiate thesis, Malmö högskola, Institutionen för natur, miljö, samhälle (NMS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7646.
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The present thesis is made up by three articles and in all of these the mathematics curriculum for upper secondary school in Sweden is analysed. The main focus is the citizen and citizenship and the point of departure is problem solving as a competence. Besides an investigation of the connection between citizenship and the curricu- lum or the role the citizen have in the curriculum, questions about what tensions appear when problem solving is recontextualised in- to the curriculum are posed. Following an international trend in (mathematics) education, the mathematics curriculum in Sweden stresses demands made on the students and citizens instead of rights that the students or citizens have. Demands that everyone must become problem-solving citizens. By the use of Bernstein’s theories about the pedagogic device and his division of different knowledge forms into a vertical and a horizontal discourse, I inves- tigate possible effects of these demands. Despite intentions that all should be included, I show that there is a risk for exclusion instead. Bernstein suggested that school reproduces social inequity. In this thesis I discuss how this is done in the curriculum. My conclusion points at a risk of segregation and exclusion of lower socio- economic groups from influence, power and control. Furthermore, the reproduction of social inequity is build more solidly into the system with the new curriculum as although it is unclear whether the purpose of the changes to the curriculum was really to divide groups and exclude some from power.
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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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Toy, Serkan. "Online ill-structured problem-solving strategies and their influence on problem-solving performance." [Ames, Iowa : Iowa State University], 2007.
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Adams, Wendy Kristine. "Development of a problem solving evaluation instrument; untangling of specific problem solving assets." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3303822.
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Elson, John L. "Expert and novice performance in an industrial engineering scaled world simulation." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1067371218.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 230 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Clark Mount-Campbell, Dept. of Industrial, Welding and Systems Engineering. Includes bibliographical references (p. 224-230).
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Chay, Allan James, and N/A. "Lawyer Problem Solving: An Investigation of the Knowledge Used in Solving Practical Legal Problems." Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070927.100346.
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This study investigates the knowledge that legal practitioners use to solve authentic practical legal problems in naturalistic settings. The study examines the declarative and procedural knowledge that practitioners use in that context and whether experienced practitioners use knowledge organised in encapsulated and script form (Boshuizen & Schmidt, 1992; Schmidt, Norman, & Boshuizen, 1990) to enable expert performance. The purpose of the study is to provide an empirically-based understanding of the knowledge used in solving real-life practical legal problems, for the information of the providers of practical legal training in Australia and other common law countries. The providers of that training use assumptions about that knowledge and how it is acquired, which do not always rest on coherent theoretical or empirically-derived foundations. The study uses the lawyering literature to identify the knowledge such literature considers is required to solve practical legal problems in lawyer and client interview settings. The study also examines the assumptions about the nature of that knowledge, and how it is acquired, which are apparent in the approaches of the providers of practical legal training. The limitations of those assumptions are identified from a cognitive perspective. The study examines cognitive conceptions of the knowledge used in problem solving in particular fields and how that knowledge becomes proceduralised and organised into structures called chunks and schemas. A particular examination is made of cognitive theories developed in the field of medical problem solving, which use the concepts of encapsulations and illness scripts to explain expert performance in diagnosing disease in clinical settings. This analysis is used to synthesise the prediction that experienced legal practitioners may develop and use structures similar to encapsulations and illness scripts in problem solving. This prediction is based on the similarities between the way medical practitioners and legal practitioners are educated and trained, and are taught to solve problems using a hypotheticodeductive method (or a domain variant in the case of law), and on the similarities between clinical settings and lawyer and client interview settings. The study also examines theories that explain human problem solving by reference to a metaphorical problem space, and synthesises the prediction that practical legal problem solving can be explained by a problem space theory that was developed to accommodate complex, ill-defined problems. That theory uses the concepts of a problem zone to reflect the ill-defined nature of the problem as presented to the problem solver, a search and construction zone to reflect the phenomenon that the problem solver will have to construct operators to use to solve the problem, and a satisficing zone to reflect the phenomenon that there will be no single unambiguous solution to the problem (Middleton, 1998). The study uses the lawyering literature to identify the characteristics of practical legal problems in a lawyer and client interview setting. The cognitive literature is used to identify the cognitive conceptions that correspond to those characteristics. It is argued that these problems are complex, ill-defined problems that have to be found by the problem solver using weak problem solving strategies such as problem decomposition, attribute identification and means-ends analysis (Simon, 1973; Dillon, 1982; Newell, 1980). Based on these predictions two research questions are developed as follows: How do legal practitioners find and construct practical legal problems? Are there differences in the knowledge that experienced legal practitioners use and that which novice practitioners use? Do those differences reflect differences in the individual practitioners underlying knowledge and how that knowledge is organised? These questions are investigated in four case studies. Two of these studies involve experienced legal practitioners and two involve novices. These studies reveal that all the subjects used similar general problem solving strategies to find and construct problems. The subjects all constructed a series of problems rather than one large problem. The subjects did not all find and construct the same problems and some subjects constructions of problems changed as new information came to light. Most subjects did not finish the construction of problems at the interview. The processes that the subjects use to construct problems can be explained by Middletons (1998) problem space model, although this study suggests that model needs to be modified to accommodate the on-going emergent character of practical legal problems as they occur in lawyer and client interview settings. The investigation revealed qualitative differences between the problem attributes and moves that the experienced subjects identified and those that the novices identified. In summary, the experienced subjects identified attributes and moves that were more detailed, more directly related to the facts and more concrete than those that the novices identified. Both the experienced subjects and the novices appeared to rely on recognition (Newell & Simon, 1972) to identify problem attributes and moves rather than on any apparent step-by-step legal analysis and reasoning process. This study suggests that the superior performance of the experienced subjects may be explained by their use of knowledge in encapsulated and script form, as predicted. The study discusses the implications of its findings for practical legal training courses as a need to provide students with general problem solving knowledge, provide them with the knowledge that they will need to recognise problems in specific areas of practice, to help them start to develop knowledge in encapsulated and script form, and to develop an understanding of the limits of institutional training in developing professional expertise.
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Chay, Allan James. "Lawyer Problem Solving: An Investigation of the Knowledge Used in Solving Practical Legal Problems." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/366172.
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This study investigates the knowledge that legal practitioners use to solve authentic practical legal problems in naturalistic settings. The study examines the declarative and procedural knowledge that practitioners use in that context and whether experienced practitioners use knowledge organised in encapsulated and script form (Boshuizen & Schmidt, 1992; Schmidt, Norman, & Boshuizen, 1990) to enable ‘expert’ performance. The purpose of the study is to provide an empirically-based understanding of the knowledge used in solving real-life practical legal problems, for the information of the providers of practical legal training in Australia and other common law countries. The providers of that training use assumptions about that knowledge and how it is acquired, which do not always rest on coherent theoretical or empirically-derived foundations. The study uses the lawyering literature to identify the knowledge such literature considers is required to solve practical legal problems in lawyer and client interview settings. The study also examines the assumptions about the nature of that knowledge, and how it is acquired, which are apparent in the approaches of the providers of practical legal training. The limitations of those assumptions are identified from a cognitive perspective. The study examines cognitive conceptions of the knowledge used in problem solving in particular fields and how that knowledge becomes proceduralised and organised into structures called chunks and schemas. A particular examination is made of cognitive theories developed in the field of medical problem solving, which use the concepts of ‘encapsulations’ and ‘illness scripts’ to explain ‘expert’ performance in diagnosing disease in clinical settings. This analysis is used to synthesise the prediction that experienced legal practitioners may develop and use structures similar to encapsulations and illness scripts in problem solving. This prediction is based on the similarities between the way medical practitioners and legal practitioners are educated and trained, and are taught to solve problems using a hypotheticodeductive method (or a domain variant in the case of law), and on the similarities between clinical settings and lawyer and client interview settings. The study also examines theories that explain human problem solving by reference to a metaphorical ‘problem space’, and synthesises the prediction that practical legal problem solving can be explained by a problem space theory that was developed to accommodate complex, ill-defined problems. That theory uses the concepts of a problem zone to reflect the ill-defined nature of the problem as presented to the problem solver, a search and construction zone to reflect the phenomenon that the problem solver will have to construct operators to use to solve the problem, and a satisficing zone to reflect the phenomenon that there will be no single unambiguous solution to the problem (Middleton, 1998). The study uses the lawyering literature to identify the characteristics of practical legal problems in a lawyer and client interview setting. The cognitive literature is used to identify the cognitive conceptions that correspond to those characteristics. It is argued that these problems are complex, ill-defined problems that have to be found by the problem solver using weak problem solving strategies such as problem decomposition, attribute identification and means-ends analysis (Simon, 1973; Dillon, 1982; Newell, 1980). Based on these predictions two research questions are developed as follows: How do legal practitioners find and construct practical legal problems? Are there differences in the knowledge that experienced legal practitioners use and that which novice practitioners use? Do those differences reflect differences in the individual practitioner’s underlying knowledge and how that knowledge is organised? These questions are investigated in four case studies. Two of these studies involve experienced legal practitioners and two involve novices. These studies reveal that all the subjects used similar general problem solving strategies to find and construct problems. The subjects all constructed a series of problems rather than one large problem. The subjects did not all find and construct the same problems and some subjects’ constructions of problems changed as new information came to light. Most subjects did not finish the construction of problems at the interview. The processes that the subjects use to construct problems can be explained by Middleton’s (1998) problem space model, although this study suggests that model needs to be modified to accommodate the on-going emergent character of practical legal problems as they occur in lawyer and client interview settings. The investigation revealed qualitative differences between the problem attributes and moves that the experienced subjects identified and those that the novices identified. In summary, the experienced subjects identified attributes and moves that were more detailed, more directly related to the ‘facts’ and more concrete than those that the novices identified. Both the experienced subjects and the novices appeared to rely on recognition (Newell & Simon, 1972) to identify problem attributes and moves rather than on any apparent step-by-step legal analysis and reasoning process. This study suggests that the superior performance of the experienced subjects may be explained by their use of knowledge in encapsulated and script form, as predicted. The study discusses the implications of its findings for practical legal training courses as a need to provide students with general problem solving knowledge, provide them with the knowledge that they will need to recognise problems in specific areas of practice, to help them start to develop knowledge in encapsulated and script form, and to develop an understanding of the limits of institutional training in developing professional expertise.<br>Thesis (Professional Doctorate)<br>Doctor of Education (EdD)<br>School of Education and Professional Studies<br>Faculty of Education<br>Full Text
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Phillips, Danielson Waltraud. "Managerial Problem Definition: A Descriptive Study of Problem Definers." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331384/.
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This research examines problem definition as the first step in a sequential problem solving process. Seventy-seven managers in four diverse organizations were studied to determine common characteristics of problem definers. Among the variables considered as differentiating problem definers from non-problem definers were cognitive style, personal need characteristics, preference for ideation, experience, level of management, and type and level of education. Six hypotheses were tested using the following instruments: the Problem Solving Inventory, the Myers-Briggs Type Indicator Schedule, the Preference for Ideation Scale, the Edwards Personal Preference Schedule, a Problem Definition Exercise, and a Personal Data Questionnaire. Among the managers studied, only twelve were found to be problem definers. Such small numbers severely limit the ability to generalize about problem definers. However, it is possible that problem definers are scarce in organizations. In terms of cognitive style, problem definers were primarily thinking types who preferred evaluation to ideation in dealing with problems, making judgmental decisions on the basis of collected facts. Problem definers were not predominant at lower levels of the organization. One-third of the problem definers held upper level management positions while another one-fourth were responsible for specialized activities within their organizations, overseeing special projects and individuals much like upper level managers. Sixty-eight of the problem definers had non-business educations with none having more than a bachelors degree. As knowledge and judgment on which to base evaluation expands, managers may become less adept at defining problems and more adept at selecting and implementing alternatives. Several tentative hypotheses can be tested in future research including: 1) determining whether problem definers are scarce in organizations, 2) determining whether problem definers are more prevalent in some types of organizations than others, 3) verifying unique cognitive and personal need characteristics, 4) determining whether non-managers rather than managers have problem defining skills.
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Coleman, Elaine B. "Problem-solving differences between high and average performers on physics problems." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63961.
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Sterner, Paula Franzen. "The influence of process utilization and analogous problem solving experiences in solving complex, multiple-step problems /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841337.
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Lam, Siu-Yuk Rebecca. "Acupuncturists' clinical problem-solving strategies." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28477.
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This study investigates the clinical problem-solving among Western-trained and traditionally trained acupuncturists. Fifty-six subjects with varying clinical experience were divided into four groups: physicians without acupuncture training (control), physician-acupuncturists, non-licensed physician-acupuncturists, and traditionally trained acupuncturists. Three clinical cases (two routine and one non-routine), were given to the subjects to provide diagnostic and treatment plans. The data were quantitatively and qualitatively analyzed. Subjects' diagnostic and treatment plans were evaluated against reference models for Western medicine and traditional Chinese medicine (TCM).<br>The results indicate that acupuncturists were influenced by their initial medical training. Physician-acupuncturists and non-licensed physician-acupuncturists' practices were greatly influenced by the training in Western medicine, regardless of their exposure to traditional Chinese medicine. The traditionally trained practitioners outperformed the other groups of subjects in the non-routine case. Accuracy in diagnoses and treatments for the non-routine case was also positively related to the length of clinical experience. The findings support theories of expertise that experts use forward reasoning when coping with familiar cases, and backward reasoning when encountering difficult cases.
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Viriyasuthee, Chatavut. "Problem solving by spatial conformation." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107862.
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In computational complexity theory, a reduction is an approach to solving one problemby transforming it into another reference problem in which a solution already exists,thus providing the solution to the original problem in an efficient manner especiallywhen compared with solving the problem directly, which can be costly or even infeasible.The concept of reduction is not only limited to theory; in practice, humansuse past experience to solve problems by \emph{conforming} them, based on analogical reasoning, to known ones that are contained in references or memories.However, because the information retained in references is not always accurate and sometimes filled with redundancies or missing details, the conformation must somehow be robust enough to tolerate these uncertainties.In this thesis, we construct a framework for problem solving by reduction, and we present it in the robotics domain where contexts of problems can be represented using graphical spaces. The process has to match an input problem space to another one in a reference in order to retrieve a solution; we call this process spatial conformation. The content of this thesis can be divided into two parts.First, we develop a general approach and mathematical framework for a range of problem solving challenges to be addressed by reduction. Then we shift our attention to a class of constraint satisfaction problems formulated within the spatial conformation framework. An implementation for each part in robotics applications has been demonstrated to serve as empirical evaluation.<br>Selon la théorie de la complexité des algorithmes, une réduction est une approche pour résoudre unproblème en le transformant en un autre problème de référence qui a déjà été résolu. Ceci permet de trouver une solution à ce problème initial d'une manière efficace, comparemment à essayer de le résoudre directement, ce qui pourrait être coûteux ou même infaisable. Le concept de réduction n'est pas seulement constrainte à la théorie, en pratique,les humains utilisent leurs expériences pour résoudre de nouveaux problèmes en se basant surleurs raisonnements analogiques et en les conformant aux problémes qui se trouvent dans leurs références ou leurs souvenirs. Cependant, parce que les informations conservées dans les références ne sont pas toujours exactes etparfois manquent des détails, la conformation doit en quelque sorte être suffisamment robuste pour tolérer ces incertitudes. Dans cette thèse, nous construisons un systéme de résolution de problèmes basé sur la méthode de réduction, et nous le présentons dans le domaine de la robotique dans lequel les contextes des problèmes peuvent être représentés dans une espace geométrique. Nous définissons la conformation spatiale par le processus de correspondence entre un probléme d'origine et un autre probléme de référence. Tout d'abord, nous développons une approche générale pour résoudre une série de problèmes devant être traités par réduction. Par la suite, nous mettons l'accent sur une catégorie de problèmes de satisfaction de constraintesformulé dans le système de conformation spatiale. Une implémentation de chaque partie dans les applications de la robotique a été démontrée pour servir d'évaluation empirique.
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Gee, Andrew Howard. "Problem solving with optimization networks." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261506.
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Marx, E. M. "Depression and social problem-solving." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233508.
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Hunt, Stephen Anthony. "Adaptation and analogical problem solving." Thesis, University College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298541.
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Rummery, Gavin Adrian. "Problem solving with reinforcement learning." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363828.
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Newman, Victor. "Teaching problem-solving in teams." Thesis, University of Bath, 1988. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760587.
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Byrne, William Frederick. "Situated creativity-inspired problem-solving." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6956/.
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Creativity is a useful attribute for people to have. It allows them to solve unfamiliar problems, introduce novelty to established domains, and to understand and assimilate new information and situations - all things we would like computers to be able to do too. However, these creative attributes do not exist in isolation: they occur in a context in which people tend to solve problems routinely where possible rather than consider non-standard ideas. These more mundane attributes might also be useful for problem solving computers, for the same reasons they are useful for us. However, they are often ignored in attempts to implement systems capable of producing remarkable outputs. We explore how the study of both human and computational creativity can inform an approach to help computers to display useful, complete problem-solving behaviour similar to our own: that is, robust, exible and, where possible and appropriate, surprising. We describe a knowledge-based model that incorporates a genetic algorithm with some characteristics of our own approach to knowledge reuse. The model is driven by direct interactions with problem scenarios. Descriptions of the role or appearance of key themes and concepts in literature in functioning problem-solving systems is lacking; we suggest that they appear as artefacts of the operation of our model. We demonstrate that it is capable of solving routine problems flexibly and effectively. We also demonstrate that it can solve problems that would be effectively impossible for a genetic algorithm operating without the benefit of knowledge-driven biasing. Artefacts of the behaviour of the model could, in certain scenarios, lead to the appearance of non-routine or surprising solutions.
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Brehmer, Daniel. "Problem solving in mathematics textbooks." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27739.
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The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.
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Miller, Jaclyn. "Social problem-solving and suicidality." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6212/.
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Aims. This thesis aimed to investigate the relationships between social problem-solving, defeat, entrapment and other cognitive risk factors (rumination, goal adjustment) for suicidal ideation and behaviour. The investigation was carried out using the framework of the Integrated Motivational-Volitional Model of Suicidal Behaviour (IMV; O’Connor, 2011) and this thesis aimed to test aspects of this theoretical model. In addition, this thesis also aimed to critically evaluate the measures of social problem-solving employed in suicide research. Method. Five empirical studies across five chapters were conducted. In order to achieve the study’s aims, a systematic review was conducted first which informed the selection of the social problem-solving measures employed within the thesis (Chapter 3). The review also identified the need to update the original Means End Problem-Solving task (MEPS; Platt and Spivack, 1975). A series of focus groups were conducted to revise and update the measure (Chapter 6), two studies were then conducted to test the revised measure (MEPS-R; Chapter 7). A further two studies investigated the relationship between social problem-solving and suicidal ideation and behaviour. The first empirical study was prospective (Chapter 5) and the second was experimental in design (Chapter 8). All studies employed both student and general population samples. Results. The Social Problem-Solving Inventory (SPSI-R; D’Zurilla, et al, 2002) and the MEPS were identified as the most common measures employed in suicide research (Chapter 3). The SPSI-R was employed in all studies and the original MEPS was revised and tested. The MEPS-R was found to be a reliable measure, both inter-rater and internal consistency were good although the MEPS-R scores did not correlate with established risk factors of psychological distress (Chapter 7). However, in the experimental study the MEPS-R was found to correlate with psychological distress (Chapter 8). Dysfunctional social problem-solving was found to be the most pernicious of the SPSI-R subscales and individuals who reported a history of self-harm were found to score higher in dysfunctional problem-solving than individuals who reported no history of self-harm (Chapter 5 and 8). Dysfunctional social problem-solving was found to mediated the defeat-entrapment relationship and rational problem-solving moderate this relationship. Defeat had no discernible impact on social problem-solving performance (Chapter 8). Conclusion. This research makes a novel contribution to the understanding of the relationships between social problem-solving, defeat, entrapment, rumination, goal adjustment and suicidal ideation/behaviour. It also highlights the importance of the dysfunctional aspect of social problem-solving. The IMV model was a useful framework for understanding these relationships. In addition, the revised MEPS (MEPS-R) is a reliable measure of social problem-solving, which is more applicable for use in today’s society but it requires further testing, especially in clinical populations.
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Goel, Amit. "Visualization in Problem Solving Environments." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33646.
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<p>
This thesis describes two problem solving environments that integrate
visualization and computational tools into a high level user interface.
The objective of a problem solving environment is to provide scientists
with a complete, usable, and integrated set of high level facilities for
solving problems in a specific domain. Integrating visualization tools
with computation tools encourages scientists to think in terms of the
overall task of solving a problem, not simply using the visualization to
view the results of the computation. This increases their productivity
by allowing them to focus on the problem at hand rather than on general
computation issues.
</p>
<p>
Two problem solving environments based on this philosophy, but intended
for different problem domains, are presented: VizCraft and WBCSim.
VizCraft provides an integrated environment for aircraft designers working
with multidimensional design spaces. The design problem currently being
faced by aircraft designers, some approaches that have been taken in the
past towards solving it, and how VizCraft provides a unique approach in
helping the designer visualize the problem, are presented.
WBCSim provides a Web-based framework for wood scientists conducting
research on wood-based composite materials. It integrates legacy
simulation codes with a graphical front end, an optimization tool, and a
visualization tool. WBCSim serves as a prototype for the design,
construction, and evaluation of larger scale problem solving (computing)
environments. Several different wood-based composite material simulations
are supported.
</p><br>Master of Science
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Robertson, Sydney Ian. "Problem solving from textbook examples." Thesis, Open University, 1994. http://oro.open.ac.uk/56476/.
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There has been a great deal of research into students' use of examples when solving problems in textbooks. Much of this work has been within the framework of analogical problem solving (APS). Indeed many researchers believe they can build adequate models of how students learn and solve exercise problems by analogy to worked examples. In the first part of this thesis I argue that this view of problem solving from examples is inappropriate and often misleading. Most students learning a subject for the first time tend to imitate examples. Imitative Problem Solving UPS)is a weak form of analogical problem solving. APS accounts assume that a solver has a representation of an earlier problem in memory. The difficulties involved are accessing that source problem and adapting it to solve the current one. WS does not assume t at the source is represented in memory, and even when the source example is available( as in textbook examples), the student may not understand it well enough to be able to adapt it to new situations. The second part of the thesis presents an interpretation theory for analysing both texts and the behaviour of solvers using those texts to solve exercise problems. The third part applies the interpretation theory to the solution explanation of a simple algebra word problem. Where an example problem fails to map directly onto an exercise problem, or where inferences have to be made to understand it, the solver win be unable to imitate the example and hence will have difficulties in proportion to the mapping inequalities between the two problems. That is, the interpretation theory allows us to predict precisely where solvers will have difficulty using an example to solve an exercise problem of the same type. The final part presents experimental tests of these predictions. The results confirm that the interpretation theory analysis can correctly identify possible areas of difficulty for the student due to a) the way an example problem is structured, and b) the nature of the transfer task.
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Torres, Eliza. "Problem Solving in Latino Families." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1208.
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This study examined parent engagement, child engagement, and quality of problem solving in a sample of families engaged in a trial of parent management training intervention. Data were collected for treatment and control groups at preintervention and 2, 4, and 6 months after the initial assessment. Variables in this study were measured utilizing a global coding scheme used to categorize parent-child behavioral observations. The coding scheme was developed by Forgatch, Knutson, and Mayne. Preliminary analyses led to scale changes due to lack of variance in observations. Results show that treatment group showed a gain in problem solving skills at T2; however those gains were not retained at T3. There was a gain between T3 and T4. The control group showed an increase at T4 from baseline in problem solving skills. Both parent and child engagement decreased for both groups, with the lowest time point occurring at T3.
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Park, Yune Bae. "Variables related to selection of mental representation and problem solving strategy during mechanics problem solving /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401441512.
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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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Faremo, Sonia. "Medical problem solving and post-problem reflection in BioWorld." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84992.
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This study examined diagnostic problem solving and post-problem reflection in medical students, residents, and experts. Participants worked on three internal medicine cases from the computer-based learning environment, BioWorld. The analyses focused on general performance measures, problem solving operators and knowledge states, and post-problem reflection activities. Verbal protocol data was collected and examined using a coding scheme developed and implemented with the N-Vivo software. Students and residents differed in overall diagnostic accuracy, and significant differences were found in solution time and the number of utterances made for cases of varying difficulty. Differences in the use of operators and knowledge states are highlighted, although the groups were quite similar on many measures. The experts spent considerably more time working on case history information, consistently engaged in planning, and always generated the correct diagnosis (among others) in response to case history information. During post-problem reflection students used more case history data than residents. Expert models highlight the experts' problem solving cycle that consisted of reviewing data, identifying hypotheses, and planning. Post-questionnaire results indicate that participants found the cases to be interesting, useful for learning, but not especially difficult. Finally, several implications are drawn for the future development of BioWorld for medical training.
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Stoyanova, Elena N. "Extending and exploring students' problem solving via problem posing." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/885.
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Despite the fact that problem posing has been recommended as a useful mathematical activity in the curriculum documents of several countries, research about the types of problem-posing situations in which students could be involved, and about the effects of these problem-posing activities on students' mathematical performance is limited. The application of problem posing in school mathematics has been hindered by the absence of a framework which links problem posing, problem solving and mathematics curricula
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Zhang, Pingping. "Inference on Students' Problem Solving Performances through Three Case Studies." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281915279.
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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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Santos, Trigo Luz Manuel. "College students' methods for solving mathematical problems as a result of instruction based on problem solving." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31100.
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This study investigates the effects of implementing mathematical problem solving instruction in a regular calculus course taught at the college level. Principles associated with this research are: i) mathematics is developed as a response to finding solutions to mathematical problems, ii) attention to the processes involved in solving mathematical problems helps students understand and develop mathematics, and iii) mathematics is learned in an active environment which involves the use of guesses, conjectures, examples, counterexamples, and cognitive and metacognitive strategies. Classroom activities included use of nonroutine problems, small group discussions, and cognitive and metacognitive strategies during instruction.
Prior to the main study, in an extensive pilot study the means for gathering data were developed, including a student questionnaire, several assignments, two written tests, student task-based interviews, an interview with the instructor, and class observations.
The analysis in the study utilized ideas from Schoenfeld (1985) in which categories, such as mathematical resources, cognitive and metacognitive strategies, and belief systems, are considered useful in analyzing the students' processes for solving problems. A model proposed by Perkins and Simmons (1988) involving four frames of knowledge (content, problem solving, epistemic, and inquiry) is used to analyze students' difficulties in learning mathematics.
Results show that the students recognized the importance of reflecting on the processes involved while solving mathematical problems. There are indications suggesting that the students showed a disposition to participate in discussions that involve nonroutine mathematical problems. The students' work in the assignments reflected increasing awareness of the use of problem solving strategies as the course developed. Analysis of the students' task-based interviews suggests that the students' first attempts to solve a problem involved identifying familiar terms in the problem and making some calculations often without having a clear understanding of the problem. The lack of success led the students to reexamine the statement of the problem more carefully and seek more organized approaches. The students often spent much time exploring only one strategy and experienced difficulties in using alternatives. However, hints from the interviewer (including
metacognitive questions) helped the students to consider other possibilities. Although the students recognized that it was important to check the solution of a problem, they mainly focused on whether there was an error in their calculations rather than reflecting on the sense of the solution. These results lead to the conclusion that it takes time for students to conceptualize problem solving strategies and use them on their own when asked to solve mathematical problems.
The instructor planned to implement various learning activities in which the content could be introduced via problem solving. These activities required the students to participate and to spend significant time working on problems. Some students were initially reluctant to spend extra time reflecting on the problems and were more interested in receiving rules that they could use in examinations. Furthermore, student expectations, evaluation policies, and curriculum rigidity limited the implementation. Therefore, it is necessary to overcome some of the students' conceptualizations of what learning mathematics entails and to propose alternatives for the evaluation of their work that are more consistent with problem solving instruction.
It is recommended that problem solving instruction include the participation or coordinated involvement of all course instructors, as the selection of problems for class discussions and for assignments is a task requiring time and discussion with colleagues. Periodic discussions of course directions are necessary to make and evaluate decisions that best fit the development of the course.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Jones, Troy. "Working Through Problems: An Investigation of the Problems and Problem-Solving Approaches of Beginning Teachers." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28736.
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The purpose of the present investigation was to determine what professional and personal problems elementary-school teachers face during their initial years of teaching and how they cope with or solve these problems. Beginning teachers abandon the teaching profession at alarming rates causing grave financial burdens to school divisions, schools, and tax payers. The phenomenon has also contributed to the current teacher shortages in particular subject areas and certain geographic locations. Many teachers who left the profession before their fifth year of professional teaching reported the problems associated with teaching as primary reasons for their exodus. Qualitative in-depth interviews were conducted with six in-service elementary teachers. The interviews were conducted in three parts. All of the six participants were between their fifth and tenth year of teaching, and they all taught at the elementary level. The results indicated that they had problems with (a) personal issues and life experiences, (b) school curricula, (c) children with special needs, (d) differentiation of instruction, (e) discipline, (f) workload and time management, (g) parents, (h), student poverty and studentsâ home issues, (j) relationships with students, (k) teacher training, and (l) administration. The participants coped with these problems by using pattern matching indicating that their own life experiences and backgrounds had significant roles in their problem-solving processes. Recommendations are made for preservice and beginning in-service teachers to focus on their educational experiences and biographical information to recall relevant information that will help them to cope with and solve professional problems.<br>Ph. D.
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Ragonis, Noa. "Problem-solving strategies must be taught implicitly." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6464/.
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Problem solving is one of the central activities performed by computer scientists as well as by computer science learners. Whereas the teaching of algorithms and programming languages is usually well structured within a curriculum, the development of learners’ problem-solving skills is largely implicit and less structured. Students at all levels often face difficulties in problem analysis and solution construction. The basic assumption of the workshop is that without some formal instruction on effective strategies, even the most inventive learner may resort to unproductive trial-and-error problemsolving processes. Hence, it is important to teach problem-solving strategies and to guide teachers on how to teach their pupils this cognitive tool. Computer science educators should be aware of the difficulties and acquire appropriate pedagogical tools to help their learners gain and experience problem-solving skills.
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Varnado, Terri E. "The Effects of a Technological Problem Solving Activity on FIRST LEGO League Participants' Problem Solving Style and Performance." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27413.
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This study investigated the effects of a technological problem solving activity, specifically the 2004 No Limits FIRSTâ ¢ LEGOâ ¢ League Robotics Challenge, on student participantsâ problem solving styles and performances. Previous research suggested that problem solving styles and performances could be influenced in children who are developing cognitively. Thirty-six 9-14 year old males and females were selected from officially registered FLL teams in the Virginia Department of Education Regions 6 & 7 of Southwest Virginia. Student participants self-assessed their technological problem solving confidence, approach/avoidance styles, and personal control during said activity three times over an eight week period. Two raters directly observed four dimensions of technological problem solving (problem clarification, developing a design, modeling/prototyping, and evaluating the design solution) at four points during the same eight-week time frame. Simple ANOVA, Repeated Measures ANOVA, MANOVA, Regression Analyses, and Qualitative Analyses were used to analyze the data. Female FLL student participants aged 9-14 perceived their overall technological problem solving style no differently than did 9-14 year old males. Gender alone showed no significant differences in performance; however, without any formal training or coursework, 9-14 year old FLL student participants showed significant increases in confidence, overall technological problem solving styles, problem clarification, developing a design, evaluating a design solution, and overall technological problem solving performance in only eight weeks.<br>Ph. D.
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Trammell, Eugene. "The effects of instruction in problem-solving strategies including reading word problems on student achievement in solving word problems." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1376.
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The purpose of the study was to determine if there was a significant difference between the traditional method and the experimental or structured method of instruction in word problem solving and translating them into almost word less sentences. Two groups of ninth graders in a general mathematics course on reading and solving word problems were selected for the study. At the beginning of the study a pre test for achievement differences was administered. The test results indicated there were no significant achievement differences between the groups when the test was initiated.
Word problem solving instruction was given to the experimental group, but the control group was allowed to ask. questions only for clarification of the problems which possibly enabled them to pick up ideas on how to analyze word problems during the questioning session. The treatment consisted of problems on how to find discounts, commission, interest and sales tax. The t statistic and a .05 level of significance were used. A posttest was administered to both groups after the treatment, and the findings of the test results indicated that there was no significant difference in achievement. Therefore, teaching the reading of word problems did not affect the experimental method more than the use of the conventional method. of data indicated that there was no significant differ ence in achievement between the two groups. It was suggested that because the control group was permitted to ask questions, students in that group may have learned how to analyze word problems during the questioning sessions.
It was recommended that there should be more inter action between students and teachers through questions and answers during word problem-solving instruction. Teaching word problem solving should begin early in the elementary school and sequentialized in the middle and high school. In-service teaching on word problem solv ing should be provided. Calculators should be used by students only after they have mastered the basics of arithmetic.
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Turner, Stephen Richard. "The Role of Strategies in Complex Technology Problem Solving." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366076.
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Two issues are addressed in this thesis. Firstly, the nature of technological problems and the ways in which they differ from everyday problems are explored. It is argued that technological problems are complex and ill-defined and that these characteristics determine that specific problem-solving strategies are required to resolve these problems successfully. The second issue addressed is the manner in which pre-service technology teachers solve technological problems including the strategies they employ to solve them.
The results of the empirical studies in this thesis reveal that problem-solvers, while employing expert-like strategies in one domain, apply a combination of both expert and novice-like problem-solving strategies (sometimes referred to as heuristics) when they are confronted with an unfamiliar domain or new problem type. It is argued that this phenomenon occurs when the problem-solver has exhausted the knowledge and skills acquired in previous problem-solving events and the transference of this experience to the new domain or problem type ceases. As a result, the problem-solver reverts to novice-like heuristics such as trial-and-error in an effort to resolve the problem or its sub-problems. However, this leads the problem-solver to switch direction numerous times, diverting their efforts, in many cases, towards low priority issues and unproductive outcomes. It is argued that systemised strategies such as Advanced Systematic of Inventive Thinking (ASIT), guide the problem-solvers activities toward more productive and rewarding outcomes leading to plausible solutions being generated from within the problem elements thereby simplifying the problem-solving process.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text
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Giannakopoulos, Paul, and Sheryl B. Buckley. "Problem solving: A psycho-pragmatic approach." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82491.
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Mann, Tania. "Problem-solving confidence, rumination and depression." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431406.
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Heneveld, Alex. "Using features for automated problem solving." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/29152.
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We motivate and present an architecture for problem solving where an abstraction layer of “features” plays the key role in determining methods to apply. The system is presented in the context of theorem proving with Isabelle, and we demonstrate how this approach to encoding control knowledge is expressively different to other common techniques. We look closely at two areas where the feature layer may offer benefits to theorem proving – semi-automation and learning – and find strong evidence that in these particular domains, the approach shows compelling promise. The system includes a graphical user interface for Eclipse ProofGeneral.
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Banerjee, Bonny. "Spatial problem solving for diagrammatic reasoning." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1194455860.
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Snellenburg, Sidney C. "Problem solving and The Idea Machine." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08062007-094359/.
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Terry, Elaine Audrey. "Problem solving methods in game theory." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/1796.
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Game theory is the mathematical theory associated with winning strategic and non-strategic games. In order to win a game, a player must find an optimal strategy to play. Strategies may be either pure or mixed. The latter is used when there are no pure strategies available . Games that require mixed strategies may be solved by various methods.
This study is concerned with the basic theory of games. Definitions and methods for solving games are discussed. The methods for solving involve both pure and mixed strategies. The simplex method for solving linear programming problems is reviewed. The numerical examples were solved using the IBM Macintosh with the MacSimplex package.