Group Versus Individual Problem Solving and Type of Problem Solved

Abstract

This article summarizes over 10 years of research on the effects of disjunctive versus conjunctive and multistage versus single-stage problem solving in a classroom setting. By a comparison of real classroom work triads with nominal groups, it is shown that the real triads perform at the level of four-member nominal groups on conjunctive tasks but are not superior on disjunctive tasks. Group participation has a demonstrable effect on individuals: persons working in groups are less likely to drop out of class and tend to give higher subjective ratings of motivation to learn the materials, to perform better on independent tests of classroom material, to know more classmates at the end of the course, and to score higher on the Raven's Progressive Matrices Test than students who do not work in groups.

Comparing the Attributes, Activities, and Performance of Divergent, Convergent, and Combination Thinkers

“…The choice of a problem with interrelated parts concerning the operation of the college in which the students were enrolled continued a trend in recent studies (Anderson & Balzer, 1991;Cooke & Kernaghan, 1987;H. These varied ideas also seemed to stimulate the groups to generate their own.…”

Theoretical Issues in Researching Problem Solving in Families

“…On the other hand, restoring family morale, maintaining the status of the family in a community, or reorganizing the family after the loss of a member are all conjunctive problems because they require the contribution of all family members. It can be seen that the best solution for disjunctive problems depends upon the abilities of the most competent person in the group, whereas the best solution for conjunctive problems depends upon the least competent (or least motivated) member of the group (Smith, 1989).…”

Reducing Crime and Conflict in Kentucky's Schools

“…This process should not only result in reductions in school crime and disorder but should also bring improvements in the overall school climate as well. As students accept responsibility for their school environment, their attitudes toward the police, their peers, the fairness and clarity of school and social rules, their own abilities to influence change, and even school itself should improve (Smith, 1989).…”