The nature and efficacy of methods of attack on reasoning problems.

Burack, Benjamin

doi:10.1037/h0093625

Cited by 11 publications

(6 citation statements)

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“…clear, however, that a particular method is in effect a biasing agent and whether or not it will be successful depends upon the nature of the task. Some evidence is available which supports this contention (2). A specific method restricts the range of responses, and, depending upon the problem, may facilitate or inhibit solution.…”

Section: Illmentioning

confidence: 97%

“…1 By a functional relationship will be meant either of two kinds of relationships: (1) a cause-effect relationship, since variation in X produces reliable variation in Y, Any known lawful relationship existing in nature is of this kind. (2) The second .form of relationship is man-made, and may be thought of as mechanical. Such relationships, are those obtaining between a wrench and a nut, a ball and-a bat, and a horse and a cart.…”

mentioning

confidence: 99%

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An orientation for research on thinking.

Underwood¹

1952

Psychological Review

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Section: Illmentioning

confidence: 97%

mentioning

confidence: 99%

An orientation for research on thinking.

Underwood¹

1952

Psychological Review

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“…His interpretation of the results was weakened by the fact that his verbal, spatial, and mathematical covariates all seemed to have about the same effect on the problem-solving sex difference, so that it was difficult to discern the differential role played by any particular one of them. Earlier investigators (e.g., Burack, 1950) have also suggested a role for spatial ability without having produced evidence to substantiate it. The roles played by spatial ability and mathematics aptitude are obvious candidates for further study.…”

mentioning

confidence: 99%

Sex differences in problem solving.

Johnson

1984

Journal of Educational Psychology

111

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Nine experiments were performed to verify and extend studies on sex differences in problem solving conducted in the 1950s by Sweeney, Carey, Milton, Nakamura, and Berry. A 20-item set of problems similar to that used by Sweeney et al. was administered to over 1,000 college students using a 3-min per problem time limit. Results indicated that (a) the male advantage, averaging 35% across experiments, persists at the same level as in the 1950s; (b) prior experience with the particular word problems used is unrelated to the sex difference; (c) the sex difference extends to other word problems but not to closed-context reasoning problems or measures of general intelligence; (d) the male advantage is related to similar advantages in spatial and mathematical ability; and (e) aptitude variables dominate attitude and mathematics experience variables in accounting for the sex difference.Reviews of cognitive sex differences over the last two decades are in general agreement that males are superior to females in problem solving. It is not readily perceived, however, that this assertion rests largely on a small number of studies conducted in the 1950s by Sweeney, Milton, Carey, and Nakamura, all of whom were students of Donald Taylor during his years at Stanford University and later at Yale University. As an example of the influence of these studies, eight fairly recent reviews (

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“…(iii) Dislocation of the elements in u firoblem.--Thorndike (1 9 17) used the terms " dislocation or disrelation of elements "-a failure due to an inadequate analysis of the elements in a problem. This has been noted specifically in problem solving situations, e.g., by Chant (1953), where the ' analytic ' approach was replaced by an ' intuitional ' approach, and Burak (1950), who found that failure to analyse out major variables was one of the important criteria of unsuccessful solution. Speed has been listed by Eagleson (1 940) as a condition leading to failure in analysis, while Maslow (1948) has pointed to the potency of the unusual and unfamiliar in distorting analysis.…”

Section: 'mentioning

confidence: 92%

III.—A Study of Cognitive Error Through an Analysis of Intelligence Test Errors

Lawrence

1957

Brit J of Edu Psychol

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Summary. Descriptions of the processes underlying intelligence have moved away from formal statements such as Spearman's principles of noegenesis towards looser statements centred on reasoning or problem solving skills. An analysis of intelligence test errors, in order to throw some light on the operation of these skills, should, therefore, be carried out within the context of the more general study of cognitive error. Spearman and Selz have developed systematic theories of cognitive error. Both direct experimental evidence, and indirect evidence arising from the types of error reported in the literature on problem solving and reasoning, favour Selz's ‘task displacement’ rather than Spearman's ‘reproduction.’ From a group of 274 children (median age 11 years 8 months, mean I.Q. 104), whose errors on the Otis group verbal test had been analysed quantitatively, a sample of 84 was chosen for more intensive qualitative analysis. This analysis was based on the re‐working of all items which were originally wrongly answered. Conditions producing error were classified as: inadequate formulation of the task; prepotency of particular details or characteristics; mis‐reading, or failure to read all the choices offered; correct working but incorrect expression of the answer; difficulty in ‘recentring’ lack of confidence; correct answer but for a wrong reason and rejection of the correct answer on reasonable grounds; lack of specific information; complete failure to formulate the task. These results are interpreted as supporting the type of explanation offered by Selz and paralleling the conditions noted in studies of problem solving and reasoning. The main implication suggested is that teachers should have a greater concern for the development and exercise of the problem solving skills of children as an essential element in the development of intelligence.

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The nature and efficacy of methods of attack on reasoning problems.

Cited by 11 publications

References 5 publications

An orientation for research on thinking.

An orientation for research on thinking.

Sex differences in problem solving.

III.—A Study of Cognitive Error Through an Analysis of Intelligence Test Errors

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