Problem solving.

Abstract

One may define problem solving so broadly as to make the term synonymous with learning. To do so, one needs only to point out that all learning starts with some inadequacy of adjustment, some disturbance of equilibrium-and so, with a 'problem'-and that in the process of achieving adjustment and returning to a state of equilibrium one 'solves' the problem.According to this broad conception, the cat, when it learns to pull the cord or to depress the button and so to escape from the unfamiliar puzzle box; the student in the psychological laboratory, when he learns to run a finger maze while blindfolded or when he memorizes lists of nonsense syllables; the child in school, when he grasps the meaning of a scientific principle and learns how to apply it-all of these engage in problem solving. Again, according to this broad conception of problem solving, practically all research on learning, whether it involves meaningless or meaningful situations, skills or ideational content, laboratory or 'life' conditions, humans or lower animals as subjects-all such research is relevant to the psychology of problem solving. I. DEFINITIONS OF PROBLEM AND PROBLEM SOLVINGSince all the other chapters in this Yearbook deal in one way or another with learning, the present chapter might appear repetitious, if not redundant. Yet, here is a separate chapter on problem solving. Its presence attests the belief that, for the purposes of education at least, problem solving needs to be considered separately from other kinds of learning. The separation, not an unusual one, 1 is accomplished by defipurpose.

The Effect of Cognitive Strategy Training on Verbal Math Problem Solving Performance of Learning Disabled Adolescents

“…Meiring (1980) described a mathematical problem as a situation involving an initial state and a goal with some blockage between the two requiring motivation and the feeling that the problem is within the capability of the solver. Brownell (1942) stressed the complexity of a task if it is to be referred to as a problem and identified three requisites. A task is a problem if (1) it calls for a solution under certain specified conditions, (2) the person understands the task but does not see an…”

An approach to the interpretation and measurement of problem solving ability

“…Both groups have described learning as viewed under the theories and postulates of the psychologies. T h e teaching of problem solving has been discussed in the light of connectionism and gestalt psychology [3]. In there has been much interest and discussion of the ability to solve problems, there scenis to be little in the psychological literature prior to 1950 that woiild suggest a basis for constructing a course to enhance the students ability to solve problems.…”