Commonalities include such problem solving “stages” as initial awareness or sensitivity to a difficulty, specific efforts to define the problem and identify relevant aspects of the problem, gathering additional data, generating hypotheses or solution possibilities, and testing those hypotheses (Bransford & Stein, 1984 Guilford, 1967 Hayes, 1981 Treffinger, 1988). Theorists have used different vocabularies, but there are significant parallels among may descriptions of the problem solving process. Modern theories and research into problem solving have been dominated by cognitive and information processing approaches (Neisser, 1966 Newell & Simon, 1972 Isaksen & Treffinger, 2004). Human problem solving has long been an important area of research in education and psychology (Dewey, 1910 Johnson, 1955/1972 Polya, 1945/1957 Rossman, 1931 Wallas, 1926). Additionally, there were significant correlations between the VIEW and COPE scores, suggesting that Explorer-, External-, and a Task-oriented problem-solving-styled individuals were more likely to use Restraint as a coping strategy, all of which suggest that in the context of a personal problem, individuals may be more likely to recognize that any solution will take time to solve, perhaps requiring “new thinking” (Explorer style), help from others (External style), and “hard” choices to be made (a Task-oriented decision-making style). On VIEW, Developer- and Internal problem-solving-styled participants across all conditions reported higher stress ratings, suggesting greater sensitivity to stressful situations. The third group was given a simple passage about a geography topic. A second group was given a vignette depicting a less stressful problem situation. Group 1 received a vignette of a more serious personal problem. They then were randomly assigned to one of three groups. One hundred and seven community college students completed VIEW : An Assessment of Problem Solving Style and the COPE Inventory.
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