DOCSLIB.ORG

The IDEAL Problem Solver: a Guide for Improving Thinking, Learning

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The IDEAL Problem Solver: a Guide for Improving Thinking, Learning THE IDEAL PROBLEM SOLVER THE IDEAL PROBLEM SOLVER A Guide for Improving Thinking, Learning, and Creativity Second Edition John D. Bransford Barry S. Stein rn W. H. Freeman and Company New York Library of Congress Cataloging-in-Publication Data Bransford, John. The ideal problem solver : a guide for improving thinking, learning, and creativity I John D. Bransford, Barry S. Stein.- 2nd ed. p. em. Includes bibliographical references and indexes. ISBN 0-7167-2204-6 (cloth).- ISBN 0-7167-2205-4 (pbk.) 1. Problem solving. 2. Thought and thinking. 3. Creative ability. 4. Learning, Psychology of. I. Stein, Barry S. II. Title. BF449.73 1993 153.4'3-dc20 92-36163 CIP Copyright 1984, 1993 by W. H. Freeman and Company No part of this book may be reproduced by any mechanical, photographic, or electronic process, or in the form of a phonographic recording, nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use, without written permission form the publisher. Printed in the United States of America l 2 3 4 5 6 7 8 9 0 VB 9 9 8 7 6 5 4 3 To J. Rshle~ Bransford and her outstanding namesakes: Rnn Bransford and Jimmie Brown. nn d to Michael, Norma. and Eli Stein CONTENTS PREFACE xiii CHAPTER I THE IMPORTANCE OF PROBLEM SOLVING New Views about Thinking and Problem Solving 3 Some Common Approaches to Problems 7 Mental Escapes I 0 The Purpose and Structure of This Book 12 Notes 13 • Suggested Readings 14 PART I A fRAMEWORK FOR USING KNOWLEDGE MORE EFFECTIVELY I 7 CHAPTER 2 A MODEL FOR IMPROVING PROBLEM-SOLVING SKILLS 19 The IDEAL Approach to Problem Solving 19 Failure to Identify the Possibility of Future Problems 22 The Importance of Conceptual Inventions 26 The Importance of Systematic Analysis 27 The Importance of Using External Representations 29 Some Additional General Strategies 30 The Importance of Specialized Concepts and Strategies 3 I .. Contents The Importance of Acting on Strategies to Evaluate Outcomes 35 The IDEAL Cycle 38 Blocks to Creative Problem Solving 39 Summary 40 • Exercises 41 • Notes 48 • Suggested Readings 49 CHAPTER 3 CREATIVITY AND THE IDEAL FRAMEWORK 51 Identify Problems and Opportunities 52 Define Alternative Goals 55 Explore Possible Strategies 60 Anticipate and Act 67 Look and Learn 71 The IDEAL Cycle and Creativity 75 Summary 76 • Exercises 77 • Notes 79 • Suggested Readings 81 CHAPTER 4 INTELLIGENT CRITICISM 83 The Importance of Evaluating Arguments 83 Three Ways of Critically Evaluating Arguments 85 The Analysis of Factual Claims 86 Evaluating the Reasoning of Arguments 92 The Analysis of Key Assumptions I00 Summary I 04 • Exercises I 05 • Notes I09 • Suggested Readings I I 0 CHAPTER 5 EFFECTIVE COMMUNICATION I I 3 The Importance of Identifying Communication Problems I 13 Three Ways of Defining Communication Goals 114 Message 115 Contents- Audience I 16 Presentation Medium 122 Evaluating the Effectiveness of Your Attempts to Communicate 126 Summary 128 • Exercises 128 • Notes 129 • Suggested Readings 130 PART2 A MODEL FOR ACQUIRING NEW KNOWLEDGE 131 CHAPTER 6 IMPROVING MEMORY SKILLS 133 Remembering as Problem Solving 134 Understanding Basic Memory Processes 137 Strategies for Remembering 144 Adapting and Inventing Memory Strategies 153 Summary 155 • Exercises 157 • Notes 159 • Suggested Readings 160 CHAPTER 7 LEARNING WITH UNDERSTANDING 163 Comprehension as Problem Solving 164 Learning about New Areas of Knowledge 168 Anticipating Outcomes and Acting on Comprehension Strategies 179 Looking at the Effects and Learning to Learn 185 The IDEAL Cycle and Lifelong Learning 186 Summary 187 • Exercises 188 • Notes 190 • Suggested Readings 193 CHAPTER 8 INSTRUCTION THAT FACILITATES PROBLEM SOLVING 195 Why Problem Solving Needs to Be an Integral Part of Education 196 Problems with Traditional Approaches to Instruction 197 -Contents Organizing Learning Around Problem Solving 200 General Issues Related to Problem-Based Learning 208 The Importance of Opportunities for Assessment 21 I Summary 21 3 • Notes 215 • Suggested Readings 217 CHAPTER 9 CONCLUDING REMARKS 219 The Development of Problem-Solving Skills 220 Attitudes 220 Notes 222 APPENDIX A ANSWERS TO PROBLEMS IN TEXT 223 APPENDIX B ANSWERS TO ExERCISES 22 9 APPENDIX C IDEAL PROBLEM NAVIGATION GUIDE 249 AUTHOR INDEX 255 SUBJECT INDEX 259 PREFACE This book is not simply for people who love the intellectual challenge of solving problems. It is also for people who dislike problem solving or who feel intimidated by problems. And it is for people who want to help others solve problems. For example, many parents may find this book useful for helping their children perform better in school. Business lead­ ers who recognize the importance of skills that enable their employees to identify and solve potential problems may also find this book useful. In addition, we believe that this book can provide a helpful tool for edu­ cators and researchers. For example, we have tried to illustrate how knowledge acquisition and knowledge production activities such as class­ room teaching and scientific research are instances of problem solving. By becoming more aware of the processes used to solve problems, people can improve their learning and their abilities to use knowledge to solve new problems that they face. We do not claim that this book will dramatically increase your IQ, make you wealthy, or free you from all personal problems. However, based on our work with high school. college, and even graduate students, and with teachers, administrators, and business leaders, we are confident that you will find something of value that you can use for the rest of your life. It has been our experience that different people find different parts of the book valuable, probably because people have different strengths and weaknesses with respect to problem solving. Nevertheless, we have not yet met anyone who felt that they learned nothing from this book. We believe that this second edition of The IDEAL Problem Solver represents a significant advance over the first edition. In talking and working with people who have used the first edition, we have had the opportunity to focus on the final component of IDEAL: looking at the effects of our earlier efforts and learning from them. We thank the hundreds of people who have given us feedback. Some have shown us how they have creatively applied the IDEAL frame­ work to problems such as enhancing their professional growth, improv- - Preface ing their grades, and interacting with their children. They have used IDEAL in creative ways that we never imagined and that have taught us a great deal. Others have helped us see the need to clarify the IDEAL framework. In this edition we have modified the framework to make it easier to understand and apply. For example, we have modified both the "define problems" and the "act on strategies" components of the original IDEAL framework. The changes take into account the fact that the way we define our problem -solving goals affects our perception of problems and constrains the types of strategies we explore. They also reflect the impor­ tance of anticipating the outcome of particular strategies before they are fully implemented. The new edition includes many new examples and exercises that will make it easier to understand and apply the IDEAL framework. Finally, we have added a new chapter that explores strategies for improving how schools and organizations prepare people to think and solve problems. This edition has benefited from the efforts of hundreds of dedicated researchers in human thinking and problem solving. Thanks to them, we now have a better understanding of the nature of problem solving than we had before. We have tried to keep this book as "user oriented" as possible, and hence we do not spend a great deal of time discussing the scholarly literature on problem solving. Nevertheless, this literature has had a profound effect on our thinking, and we are grateful to all of the people who contribute to it. It is impossible to thank everyone for the contributions they have made to this book. However, some people have had such a long-term, fundamental impact on our thinking that they deserve special mention. These include Jeff Franks, Jim Jenkins, Bob Shaw, and Walter Weimer. Rick Barclay, Marcia Johnson, and Nancy McCarrell have also made significant contributions to our development. Others who have made major contributions include Ruth Arbitman-Smith, Ann Brown, Joe Campione, Keith Clayton, Reuven Feuerstein, Carl Haywood, and Mil­ dred Hoffman. Nevertheless, none of these people should be held respon­ sible for any of our mistakes. Some of the people who have played especially strong roles in guiding our thinking for this edition are Linda Barron, Bill Corbin, Jim Dickinson, Linda Giesbrecht-Bettoli, Laura Goin, Elizabeth Goldman, Su­ san Goldman, Bob Harwood, Ted Hasselbring, Richard Johnson, Charles Kinzer, Alison Moore, Jim Pellegrino, John Pigg, Victoria Risko, Deborah Rowe, Diana Miller Sharp, Robert Sherwood, Richard Troelstrup, Jim Preface .. Van Haneghan, Nancy Vye, Susan Warren, Susan Williams, and Mike Young. We are also grateful for the opportunity to work closely with many people who completed their graduate training at Vanderbilt-people who taught us a great deal. These include Lea Adams, Pam Auble, Sue Burns, David Chattin, Vic Delclos, Jon Doner, Joan Littlefield, Karen Mezynski, Don Morris, Greg Perfetto, and Nancy Vye. Reviews of this book by Bunny Bransford, Wesley Henry, Joy Henshall, Richard Mayer, Thomas Mosley, and Robert Sternberg have also been very helpful. In addition, we are grateful to the many students at Tennessee Technological Univer­ sity and Vanderbilt University who have participated in our courses on problem solving and provided us with feedback. We are especially grateful to members of our familes who have been instrumental in helping us prepare this second edition.
Load more

Recommended publications
  • Problem Solving and Learning
    Science Watch Problem Solving and Learning John R. Anderson Newell and Simon (1972) provided a framework for un- computer simulation of human thought and was basically derstanding problem solving that can provide the needed unconnected to research in animal and human learning. bridge between learning and performance. Their analysis Research on human learning and research on prob- of means-ends problem solving can be viewed as a general lem solving are finally meeting in the current research characterization of the structure of human cognition. on the acquisition of cognitive skills (Anderson, 1981; However, this framework needs to be elaborated with a Chi, Glaser, & Farr, 1988; Van Lehn, 1989). Given nearly strength concept to account for variability in problem- a century of mutual neglect, the concepts from the two solving behavior and improvement in problem-solving skill fields are ill prepared to relate to each other. I will argue with practice. The ACT* theory (Anderson, 1983) is such in this article that research on human problem solving an elaborated theory that can account for many of the would have been more profitable had it attempted to in- results about the acquisition of problem-solving skills. Its corporate ideas from learning theory. Even more so, re- central concept is the production rule, which plays an search on learning would have borne more fruit had analogous role to the stimulus-response bond in earlier Thorndike not cast out problem solving. learning theories. The theory has provided a basis for con- This article will review the basic conception of prob- structing intelligent computer-based tutoring systems for lem solving that is the legacy of the Newell and Simon the instruction of academic problem-solving skills.
    [Show full text]
  • Teacher Training: Learning to Be Instigators of Thought™ Through a Process Aligned with Inspired Teaching's Educational Phil
    Transforming education through innovation teacher training Teacher Training: Learning to be Instigators of Thought™ Through a process aligned with Inspired Teaching’s educational philosophy – which engages participants intellectually, physically, and emotionally - Inspired Teaching trains teachers to design and implement rigorous, student-centered lessons and activities that meet student needs and academic standards, including the Common Core State Standards. Like the teaching process itself, our teacher training is complex and allows for customization to meet the specific needs of each teacher. This audience-sensitivity creates a permanent shift in teachers’ thinking about their jobs and is one of the key reasons our process is so effective. Inspired Teaching’s Five Step Process for Teacher Education Each teacher navigates the following process: Step 1. Analyze and deepen my understanding of the ways I learn through a rigorous examination of the teaching and learning process, including my including my own experiences as a child and adult learner. Step 2. Articulate and defend my philosophy of teaching and learning , including what I believe about children. Challenge myself to listen to and consider other points of view and to find room in my philosophy for an appreciation of children's natural curiosity and innate desire to learn. Step 3. Make the connection to classroom practice , analyzing my current instructional strategies and whether they support my philosophy, so that I can explore and develop new ways to make sure what I do in the classroom matches my philosophy of teaching and learning. Step 4. Build the skills of effective teachers , including active listening, asking questions that will spark students' intellect and imaginations, observing to assess for student understanding, and communicating effectively.
    [Show full text]
  • Theory of Problem Solving
    Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 174 ( 2015 ) 2798 – 2805 INTE 2014 Theory of problem solving Jiří Dostál* Palacký University, Žižkovo náměstí 5, 77140 Olomouc bSecond affiliation, Address, City and Postcode, Country Abstract The article reacts on the works of the leading theorists in the fields of psychology focusing on the theory of problem solving. It contains an analysis of already published knowledge, compares it and evaluates it critically in order to create a basis that is corresponding to the current state of cognition. In its introductory part, it pursues a term problem and its definition. Furthermore, it pursues the problematic situations and circumstances that accompany the particular problem and appear during its solving. The main part of this article is an analysis of the problem solving process itself. It specifies related terms in detail, e.g. the ability to perceive the problem, the perceptibility of the problem, the willingness to solve the problem, the awareness of existence of the problem or strategies of problem solving. Published knowledge is applicable not only in fields of psychology, but also in fields of pedagogy, or education. © 20152014 The The Authors. Authors. Published Published by byElsevier Elsevier Ltd. LtdThis. is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-rePeer-reviewview under under responsibility responsibility of theof theSakarya Sakarya University University. Keywords: problem, problem solving, definition, psychology, education. 1. Problem and its definition The human beings are in their lives every day confronted with the situations that are for them contradictory, containing obstructions that have to be overcome in order to achieve the aim, or the human beings experience various difficulties.
    [Show full text]
  • A Narrative Metaphor to Facilitate Educational Game Authoring Eugenio J
    A narrative metaphor to facilitate educational game authoring Eugenio J. Marchiori 1, Javier Torrente 1, Ángel del Blanco 1, Pablo Moreno-Ger 1, Pilar Sancho1, Baltasar Fernández-Manjón 1,2 1 Department of Software Engineering and Artificial Intelligence, Complutense University, Madrid 2 Laboratory of Computer Science, Massachusetts General Hospital, Harvard University, Boston (emarchiori, jtorrente, angel.dba, pablom)@fdi.ucm.es, [email protected], [email protected] Abstract In this paper we present WEEV (Writing Environment for Educational Video games), a methodology for educational point-and-click adventure game authoring. Our approach aims to allow educators to actively collaborate in the educational game development process, using a narrative-based representation. WEEV is based on a pragmatic reinterpretation of previous works on narrativity and video games, enhanced by the use of a novel visual language to represent the flow of the story or narrative. The WEEV methodology has been implemented into an actual tool based on the already established <e-Adventure> platform for educational games. This tool was improved with feedback gathered from formative evaluation, end-users testing (i.e. educators), and actual use in the development of an educational game. The system, still under development, presents some user-interaction problems along with a need for the educational effectiveness of the resulting games to be further analyzed. However, this paper highlights that, according to the qualitative results of evaluations, WEEV can indeed be successfully applied to simplify the game creation process and that by using representations of games that educators can understand, WEEV can help provide educational value to games.
    [Show full text]
  • Id Propuesta Clase Indicacion Comentarios Registro Pais
    ALIANZA DEL PACÍFICO LISTADO DE TÉRMINOS Y REGIONALISMOS ARMONIZADOS DE PRODUCTOS Y SERVICIOS ID CLASE INDICACION COMENTARIOS REGISTRO PAIS PROPUESTA 1 2 achiote [pigmento] MEXICO 2 2 axiote [pigmento] MEXICO 3 5 agua de muicle [remedio medicinal] MEXICO 4 5 agua de muitle [remedio medicinal] MEXICO 5 5 té de muicle [remedio medicinal] MEXICO 6 5 té de muitle [remedio medicinal] MEXICO 7 15 ayoyote [instrumento musical] MEXICO 8 15 chapereque [instrumento musical] MEXICO 9 15 chirimía [instrumento musical] MEXICO 10 15 huéhuetl [instrumento musical] MEXICO 11 15 quinta huapanguera [instrumento musical] MEXICO 12 15 salterio [instrumento musical] MEXICO 13 15 teponaztli [instrumento musical] MEXICO 14 15 tochacatl [instrumento musical] MEXICO 15 15 toxacatl [instrumento musical] MEXICO 16 21 chashaku [pala de bambú para té] MEXICO 17 21 comal [utensilio de cocina] MEXICO 18 21 tamalera [olla de cocción] MEXICO 19 21 tejolote [utensilio de cocina] MEXICO 20 21 temolote [utensilio de cocina] MEXICO 21 21 tortilleros [recipientes] MEXICO 23 25 guayaberas [prenda de vestir] MEXICO 24 25 huaraches [sandalias] MEXICO 25 25 huipiles [vestimenta] MEXICO 26 25 jorongo [prenda de vestir] MEXICO 28 25 sarape [prenda de vestir] MEXICO ALIANZA DEL PACÍFICO LISTADO DE TÉRMINOS Y REGIONALISMOS ARMONIZADOS DE PRODUCTOS Y SERVICIOS 29 25 sombrero de charro MEXICO 30 27 petate [esteras de palma] MEXICO 31 29 acocil no vivo [crustáceo de agua dulce] MEXICO 32 29 aguachile [crustáceos preparados] MEXICO 33 29 aporreadillo [alimento a base de carne] MEXICO
    [Show full text]
  • The Culture of Wikipedia
    Good Faith Collaboration: The Culture of Wikipedia Good Faith Collaboration The Culture of Wikipedia Joseph Michael Reagle Jr. Foreword by Lawrence Lessig The MIT Press, Cambridge, MA. Web edition, Copyright © 2011 by Joseph Michael Reagle Jr. CC-NC-SA 3.0 Purchase at Amazon.com | Barnes and Noble | IndieBound | MIT Press Wikipedia's style of collaborative production has been lauded, lambasted, and satirized. Despite unease over its implications for the character (and quality) of knowledge, Wikipedia has brought us closer than ever to a realization of the centuries-old Author Bio & Research Blog pursuit of a universal encyclopedia. Good Faith Collaboration: The Culture of Wikipedia is a rich ethnographic portrayal of Wikipedia's historical roots, collaborative culture, and much debated legacy. Foreword Preface to the Web Edition Praise for Good Faith Collaboration Preface Extended Table of Contents "Reagle offers a compelling case that Wikipedia's most fascinating and unprecedented aspect isn't the encyclopedia itself — rather, it's the collaborative culture that underpins it: brawling, self-reflexive, funny, serious, and full-tilt committed to the 1. Nazis and Norms project, even if it means setting aside personal differences. Reagle's position as a scholar and a member of the community 2. The Pursuit of the Universal makes him uniquely situated to describe this culture." —Cory Doctorow , Boing Boing Encyclopedia "Reagle provides ample data regarding the everyday practices and cultural norms of the community which collaborates to 3. Good Faith Collaboration produce Wikipedia. His rich research and nuanced appreciation of the complexities of cultural digital media research are 4. The Puzzle of Openness well presented.
    [Show full text]
  • Region OTP Status Location Operator Products Average Sales
    Department of Agriculture National Organic Agriculture Program Updates on the Status of Organic Trading Posts (OTPs) Average Sales Operation Other DA Region OTP Status Location Operator Date Launched Products (Day/Weekly/ No. of Farmer-suppliers Catchment Area Type of Buyers period Interventions/Support Monthly) Organic produce from local consumers/ Purok 5, Agro-prod. Heirloom/Native rice, the different inviduals, traders and non - CAR OTP Kalinga Compound, Tabuk PLGU/ FA vegetables, coffee municipalities of Kalinga institutional buyers operational City, Kalinga including Heirloom rice especially for heirloom and coffee rice and coffee Target beneficiary consists 80% of the total household All municipalities of For in the municipality as Apayao especially Luna, local consumers/ CAR OTP- Luna Apayao MLGU Fruits &, vegetables, rice Completion suppliers or buyers. This Pudtol, Flora and Sta. inviduals, traders may also include individuals Marcela from neighbouring areas. local consumers/ Fruits, vegetable, heirloom/ Lagawe as the capital of inviduals, traders and MLGU/ FA native rice, rootcrops, coffee, Ifugao, the project is seen CAR OTP- Lagawe Operational Ifugao daily institutional buyers livestock to cater to the farmers of especially for heirloom the province rice and coffee local consumers/ buyers and targeting Fruits, vegetable, heirloom Produce from all the All barangays with the institutional buyers for CAR OTP- Hingyon Operational Ifugao MLGU rice & rootcrops Barangays of the AOR of the municipality heirloom rice; Municipality partnership with OTP Lagawe Trainings/ Seminars/ Meetings; Market Development/ Promotions Assistance For PLGU Fruits, vegetable & rootcrops CAR OTP- Bangued Abra for launching Completion Organic produce from all local consumers/ vegetable, heirloom/ native the Municipalities such as inviduals, traders and PLGU/ FA Php 141 individuals (47 direct & CAR OTP- Bontoc Operational Mt.
    [Show full text]
  • Origins of Behavioral Neuroscience
    ALBQ155_ch1.qxp 10/26/09 10:15 AM Page 1 chapter Origins of Behavioral OUTLINE ● Understanding Human Neuroscience Consciousness: A Physiological Approach Split Brains ● The Nature of Behavioral Neuroscience The Goals of Research 1 Biological Roots of Behavioral Neuroscience ● Natural Selection and Evolution Functionalism and the Inheritance of Traits Evolution of the Human Species Evolution of Large Brains ● Ethical Issues in Research with Animals ● Careers in Neuroscience ● Strategies for Learning LEARNING OBJECTIVES 1. Describe the behavior of people with split brains and explain what study of this phenomenon contributes to our understanding of self-awareness. 2. Describe the goals of scientific research. 3. Describe the biological roots of behavioral neuroscience. 4. Describe the role of natural selection in the evolution of behavioral traits. 5. Describe the evolution of the human species. 6. Discuss the value of research with animals and ethical issues concerning their care. 7. Describe career opportunities in neuroscience. 8. Outline the strategies that will help you learn as much as possible from this book. ALBQ155_ch1.qxp 10/26/09 10:15 AM Page 2 PROLOGUE René’s Inspiration René, a lonely and intelligent young man of pursued her, an imposing statue of Neptune rose in front of him, eighteen years, had secluded himself in Saint- barring the way with his trident. Germain, a village to the west of Paris. He recently had suffered René was delighted. He had heard about the hydraulically a nervous breakdown and chose the retreat to recover. Even operated mechanical organs and the moving statues, but he had before coming to Saint-Germain, he had heard of the fabulous not expected such realism.
    [Show full text]
  • Creativity and Attention: a Multi-Method Investigation ______
    Creativity and Attention: A Multi-Method Investigation _____________________________ Lindsey Carruthers Edinburgh Napier University A thesis submitted in partial fulfilment of the requirements of Edinburgh Napier University, for the award of Doctor of Philosophy September 2016 Dedication Dedication To Peter and Judy Carruthers, my wonderful parents. Your kind words, encouraging texts, supportive phone calls, reassuring hugs, endless handouts, and free meals, it has all meant the world to me. Thank you for your patience with me, and thank you for pretending to believe me when I said I wasn’t procrastinating. You’ve been with me on every step of this journey and I have appreciated everything you have done for me. Katrina, my adoring sister. You are my inspiration and my hero. My studies have helped me understand you a little better, and I hope this makes me a better, more patient person. Thank you for your relentless (?!) texts and phone calls, and for always being happy for me. To my grandparents, Hazel and Harold Reid, and Peter Carruthers, thank you for your encouragement, understanding, and support over the years. I love spending time with you all, and I always enjoy our conversations and the comfort you provide. You have all believed in me from the beginning, I very much appreciate it. Mum, Dad, and Katrina, Nana and Grandad, and Grandad, I love you all very much. I dedicate my work to you, even if you never read it all. Acknowledgements I am very grateful to the Edinburgh Napier University Research Group, who awarded me a fees only studentship for the first year of my postgraduate studies.
    [Show full text]
  • Cognitive Style & the Problem-Solving Process: an Experiment
    i'C'-! I '. / APR 'ci 74 ^ai \ WORKING PAPER ALFRED P. SLOAN SCHOOL OF MANAGEMENT COGNITIVE STYLE & THE PROBLEM-SOLVING PROCESS: AN EXPERIMENT Peter G.W. Keen March 1974 700-74 MASSACHUSETTS INSTITUTE OF TECHNOLOGY 50 MEMORIAL DRIVE CAMBRIDGE, MASSACHUSETTS 02139 MASS. INST. TECH. 5lPR 25 74 d:v/ey uBRm COGNITIVE STYLE & THE PROBLEM-SOLVING PROCESS: AN EXPERIMENT Peter G.W. Keen March 1974 700-74 This is a preliminary version and comments are invited. Not to be quoted without the author's permission. The author would like to emphasize the influence and contribution of Professor James McKenney to this paper. Dewey CONTENTS Page 1. Introduction 1 2. Styles of Problem-Solving 4 3. Identifying and Measuring Cognitive Style 12 4. The Cafeteria Experiment 17 5. Conclusion - The Implications of Cognitive Style 44 Notes and References Bibliography Appendix A: Sample Questions from the Cognitive Style Test Battery Appendix B: The Cafeteria Problem Set 0720914 335HY OBI ARdR 7? 13 BB f040 This paper describes an experiment conducted as part of a wider study of cog- nitive style. The underlying paradigm is briefly outlined together with the method- olgy used to classify individuals style. The results of a series of experiments ex- amining the implications of cognitive style are summarized; these focus on career preferences and personality factors. The body of the paper describes an experiment using a distinctive, small sample of student subjects, which examines in detail the processes of problem-solving. The experiment focuses on the relation between cognitive style and: a) problem-choice and performance b) strategies of problem-solving c) characteristics of verbalization and structure of argument Some generalizations (and speculations) are drawn from the experiments concerning aspects of management practice where differences in cognitive style seem especially important: a) communication and mutual understanding b) the design of work teams c) the design and use of decision aids, especially computer-based models.
    [Show full text]
  • Mind Maps in Service of the Mental Brain Activity
    PERIODICUM BIOLOGORUM UDC 57:61 VOL. 116, No 2, 213–217, 2014 CODEN PDBIAD ISSN 0031-5362 Forum Mind maps in service of the mental brain activity Summary ŽELJKA JOSIPOVIĆ JELIĆ 1 VIDA DEMARIN 3 Tony Buzan is the creator of the mind maps who based his mnemonic IVANA ŠOLJAN 2 techniques of brain mapping on the terms of awareness and wide brain 1Center for Medical Expertise functionality as well as on the ability of memorizing, reading and creativ- HR-10000 Zagreb, Tvrtkova 5 ity. He conceived the idea that regular practice improves brain functions but Croatia he also introduced radiant thinking and mental literacy. One of the last 2Zagreba~ka banka enormous neuroscience ventures is to clarify the brain complexity and mind HR-10000 Zagreb, Juri{i}eva 22 and to get a complete insight into the mental brain activity. ! e history of Croatia human thought and brain processes dates back in the antiquity and is marked by di" erent ways of looking on the duality of mental and physical 3Medical Director, Medical Centre Aviva HR-10000, Zagreb, Nemetova 2 processes. ! e interaction of mental and physical processes and functioning Croatia of individual results in behavior of the body being carved in the state of mind, and vice versa. Both stable mind - body relation and integrated func- tions of behavior and thinking are necessary for a healthy physiological func- Correspondence: tioning of a human being. @eljka Josipovi} Jeli} Specialist neuropsychiatrist ! e meaning and nature of concience and mind preoccupies as all. In Center for Medical Expertise the decade of brain (1990-2000) and the century of brain (2000-1000) HR-10000 Zagreb, Tvrtkova 5, Croatia numerous discussions were lead and new scienti# c directions formed (cogni- E-mail: zeljka.josipovic-jelic @si.t-com.hr tive science, chemistry of feelings, evolutionary psychology, neurobiology, neurology of consciousness, neurophysiology of memory, philosophy of science and mind etc.) in order to understand and scientifcally clarify the mysteries of mind.
    [Show full text]
  • FUNDING HATE How White Supremacists Raise Their Money
    How White Supremacists FUNDING HATE Raise Their Money 1 RESPONDING TO HATE FUNDING HATE INTRODUCTION 1 SELF-FUNDING 2 ORGANIZATIONAL FUNDING 3 CRIMINAL ACTIVITY 9 THE NEW KID ON THE BLOCK: CROWDFUNDING 10 BITCOIN AND CRYPTOCURRENCIES 11 THE FUTURE OF WHITE SUPREMACIST FUNDING 14 2 RESPONDING TO HATE How White Supremacists FUNDING HATE Raise Their Money It’s one of the most frequent questions the Anti-Defamation League gets asked: WHERE DO WHITE SUPREMACISTS GET THEIR MONEY? Implicit in this question is the assumption that white supremacists raise a substantial amount of money, an assumption fueled by rumors and speculation about white supremacist groups being funded by sources such as the Russian government, conservative foundations, or secretive wealthy backers. The reality is less sensational but still important. As American political and social movements go, the white supremacist movement is particularly poorly funded. Small in numbers and containing many adherents of little means, the white supremacist movement has a weak base for raising money compared to many other causes. Moreover, ostracized because of its extreme and hateful ideology, not to mention its connections to violence, the white supremacist movement does not have easy access to many common methods of raising and transmitting money. This lack of access to funds and funds transfers limits what white supremacists can do and achieve. However, the means by which the white supremacist movement does raise money are important to understand. Moreover, recent developments, particularly in crowdfunding, may have provided the white supremacist movement with more fundraising opportunities than it has seen in some time. This raises the disturbing possibility that some white supremacists may become better funded in the future than they have been in the past.
    [Show full text]