Thinking

Erickson, J R; Jones, Madeleine R

doi:10.1146/annurev.ps.29.020178.000425

Cited by 29 publications

(5 citation statements)

References 121 publications

(164 reference statements)

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“…Traditionally defined as an initial unsuccessful attempt to reach a goal by a motivated individual (Erickson and Jones, 1978), problem solving, like other motivated behavior, has certain characteristics. These were described by Johnson (1972, p. 134) as " (1) goal orientation and continuity of action toward that goal and (2) change of activity after the goal is attained.…”

mentioning

confidence: 99%

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

Montague¹,

Bos²

1986

J Learn Disabil

107

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This study investigated the effect of an eight-step cognitive strategy on verbal math problem solving performance of six learning disabled adolescents. The cognitive strategy was designed to enable students to read, understand, carry out, and check verbal math problems that are encountered in the general math curriculum at the secondary level. Conditions of the multiple baseline desing included baseline, treatment, generalization, maintenance, and retraining. During treatment, students received strategy acquisition training, strategy application practice, and testing. Visual analysis of the data indicated this eight-step cognitive strategy to be an effective intervention for this sample of students who had deficits in verbal math problem solving. Overall, the students demonstrated impoved performance on twostep verbal math problems. Maintenance and generalization of the strategy were evident. This study has implications for an alternative teaching methodology that focuses on cognitive strategy training to improve the verbal math problem solving of learning disabled students.

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confidence: 99%

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

Montague¹,

Bos²

1986

J Learn Disabil

107

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“…also Newell andSimon. 1972;Erickson and Jones. 1978] the problem space consists of: '... a set of sym bolic structures (the states of the space) and a set of operators over the space.…”

Section: The Problem Spacementioning

confidence: 99%

Inquiring Systems and Problem Structure: Implications for Cognitive Development

Wood¹

1983

Human Development

137

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Intellectual assessment tasks vary both in the degree and nature of complexity of the problem-solving situation. In order to provide a precise language for describing problem solving, the language of classical decision theory is used to describe intellectual assessment tasks. The ‘structuredness’ of a problem is defined as a lack of specificity of certain parameters of decision theory. The language of inquiring systems is employed to describe differences in the conditions under which a problem can be considered solved. Differences in inquiring systems are outlined along the dimensions of the decision theory and structure terminology defined above. Formal operations and other well-structured problem-solving skills are compared to post-adolescent cognitive development, which deals with the ability to solve ill-structured problems. Distinctions are made between various types of ill-structured problems. Implications for problem-solving performance are discussed.

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“…Summaries (Bourne & Dominowski, 1972;Erickson & Jones, 1978) show the importance of concept learning research and offer the following results regarding the role of negative instances.…”

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confidence: 97%

Feature Frequency and Negative Instances in Concept Learning

Shumway

White

Wilson

et al. 1983

American Educational Research Journal

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and BRUCE BROMBACHER Upper Arlington (OH) Schools In conjunctive feature identification tasks, sequences of all positive instances are favored over mixed sequences of positive and negative instances in laboratory tasks, but in mathematical conjunctive feature identification tasks, mixed sequences are favored over all positive instances. The subjects were 100 adolescents randomly assigned to one of four treatments formed by crossing sequence condition (positive or positive/negative) with relative frequency of features of irrelevant dimensions (equal or unequal). Results support the classical favoring of positive over positive/negative for equal frequency of irrelevant features (1:1) but positive/negative over positive for unequal frequency of irrelevant features (9:1) (p < .05). Feature frequency of irrelevant dimensions is shown to be a critical factor in the effects found for negative instances. Implications for educational practice are discussed.School learning is often described as skill learning, concept learning, and problem solving. For example, in mathematics, the Stanford Achievement Tests have three subtests; Concepts, Computations, and Applications. Concept learning is an integral part of the curriculum in many disciplines (Markle, 1975).We have become interested in the role negative instances play in concept learning. Briefly, if a concept is defined over a class of objects, those objects that are examples of the concept are called positive instances, and those objects that are not examples of the concept are called negative instances. Some argue that negative instances should play a central role in concept 451 at RMIT UNIVERSITY on July 23, 2015 http://aerj.aera.net Downloaded from

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Thinking

Cited by 29 publications

References 121 publications

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

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

Inquiring Systems and Problem Structure: Implications for Cognitive Development

Feature Frequency and Negative Instances in Concept Learning

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