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1.
Effective family problem solving was studied in 97 families of elementary-school-aged children, with 2 definite-solution tasks--tower building (TWB) and 20 questions (TQ), and 1 indefinite-solution task--plan-something-together (PST). Incentive (for cooperation or competition) and task independence (members worked solo or jointly) were manipulated during TWB and TQ, yielding 4 counterbalanced conditions per task per family. On TQ, solo performance exceeded joint performance; on TWB, competition impaired joint performance. Families effective at problem solving in all conditions of both definite-solution tasks tried more problem-solving strategies during TWB and deliberated longer and reached more satisfactory agreements during PST. Family problem-solving effectiveness was moderately predicted by 2 parents' participation in the study. Parental education, parental occupational prestige, and membership in the family of an academically and socially competent child were weaker predictors. The results indicate that definitions of effective family problem solving that are based on directly observed measures of group interaction are more valid than definitions that rely primarily on family characteristics. 相似文献
2.
B Steinlauf 《Child development》1979,50(1):268-271
It was proposed that the lack of insight into the risk-taking behavior of many sexually active women who do not want to get pregnant may reflect the lack of an adequate framework from which to investigate the problem. The purpose of this study was to examine the relationships between contraceptive effectiveness and several cognitive factors. The sample consisted of 155 single women, 15.3-25.7 years of age, from a Planned Parenthood clinic and an abortion clinic. Contraceptive effectiveness, operationally defined as the number of unplanned pregnancies in a woman's history, was significantly and negatively related to means-ends problem-solving ability and a belief in internal control and significantly and positively related to a belief in chance control. It was suggested that these results support the utility of a cognitive, problem-solving approach to the study of contraceptive behavior. 相似文献
3.
Predictive relationships among perceived family processes, intrinsic and extrinsic motivation, incremental beliefs about intelligence, confidence in intelligence, and creative problem-solving practices in mathematics and science were examined. Participants were 733 scientifically talented Korean students in fourth through twelfth grades as well as 71 individuals in fifth grade, tenth grade, and former Korean Science Olympians. Across all students, perceived positive family processes directly predicted creative problem-solving practices in mathematics and science and were indirectly predicted through enhancing confidence in intelligence and intrinsic motivation, which, in turn, predicted students' creative problem solving in mathematics and science. Confidence in intelligence was the best predictor of creative problem solving for scientifically talented fifth- and tenth-grade students but not for Olympians. Alternative interpretations, the importance of confidence in intelligence for creative problem solving in mathematics and science, and educational implications are discussed. 相似文献
4.
Lisa S. Freund 《Child development》1990,61(1):113-126
This study focused on a social interaction theory of the development of cognitive self-regulation. Specifically, the effect of mother-child interaction on the child's ability to problem solve was investigated. The general predictions were (1) children who interacted with their mothers throughout a problem-solving task would subsequently exhibit improved independent performance over practice-control children, who received corrective feedback from a female experimenter at the end of the task; (2) mothers would be more responsible for task activities, would more often regulate their child's task behaviors, and offer more specific verbal content when task demands on child competence increased than when they decreased. 60 3- and 5-year-olds either worked with their mothers or practiced alone and were given corrective feedback on a sorting task in which miniature pieces of furniture were placed in a doll house. As predicted, children who interacted with their mothers subsequently created more correct, adult-like groupings independently than children who received corrective feedback. Mothers displayed more task responsibility and regulation with younger children and when task demands on children of both age groups increased. Maternal verbal content became less specific when task demands decreased. Child performance was related to (1) variation in maternal regulation of the child; and (2) degree of specificity of maternal verbal content. 相似文献
5.
角色规定了CSCL中学习者所承担的权限和任务,是CSCL研究关注的核心要素。本研究将角色引入问题解决协作学习中,从协作任务和问题解决认知加工两个维度构建了角色设计框架。研究将角色设计框架应用于具体问题解决协作学习中,部分验证了框架包含角色的有效性。研究结论认为,问题解决协作学习活动所采用的三类角色能够增强学习者在线问题解决学习的效果,并提升学习者对学习的主观感知。 相似文献
6.
Most prior studies of family-peer linkages during the preschool years have asked how mothers' or fathers' parenting practices contribute to early social competence. However, recent evidence from studies of family group-level processes raise the possibility that coparenting and family group process may also influence early social competence. This study traces pathways between family group-level dynamics, preschoolers' family imagery, and peer behavior at nursery school, testing the hypothesis that children's perceptions of family anger and aggression provide a link (through mediation and other indirect connections) between family process and early peer behavior. 43 four-year-olds used a set of doll family figures to tell stories about happy, sad, mad and worried families, and participated in a puppet interview in which they answered questions about family activities and family anger. Children's projection of aggression into the doll family task and discomfort during the puppet interview were each related to both parent-child and family-level dynamics. Family-level variables were also associated with observed social behavior at preschool, with effects strongest for boys. Pathways linking low levels of support and mutuality in the coparenting relationship to problematic peer relationships were indirect and mediated rather than direct, with children's family representations playing an intermediary role. By contrast, there was a direct pathway linking the family's affective climate to positive peer behavior; children from families showing warm, positive relations among all family members displayed more positive and prosocial peer behavior at school. We propose that studies of early peer competence could benefit from a broadened definition of family process and from the inclusion of information about how preschoolers conceive of relationship dynamics within the family. 相似文献
7.
We investigated the influence of self-efficacy beliefs and working memory capacity on mathematical problem-solving performance, response time, and efficiency (i.e., the ratio of problems solved correctly to time). Students completed a letter-recoding task (Experiment 1) or an operation span task (Experiment 2), rated their self-efficacy for solving mental multiplication problems, and then solved similar problems of varying complexity. We tested the motivational efficiency hypothesis, which predicted that motivational beliefs, such as self-efficacy, increase problem-solving efficiency through focused effort and strategy use. Experiments 1 and 2 reported a significant effect for self-efficacy on problem-solving performance and efficiency, but limited effects for time. A self-efficacy by working memory interaction occurred in Experiment 1, suggesting self-efficacy is beneficial as demands on working memory increase. These findings suggested that self-efficacy increased problem-solving efficiency through strategic performance rather than faster solution times, and were consistent with the motivational efficiency hypothesis. 相似文献
8.
David Caruso 《Early education and development》1990,1(5):354-370
The present study focuses on individual differences in specific qualitative aspects of infants' exploratory behavior, task persistence, and problem-solving ability. Longitudinal questions concern the stability of these behaviors across the second year of life and the relationship between early exploration and task persistence and later problem- solving ability. Twenty-nine infants were observed at 12 months and again at 26 to 28 months of age. Behavior was observed on two exploratory and two problem-solving tasks, and a wide range of individual differences was found. The longitudinal results suggest stability between one and two years of age in terms of the cognitive sophistication of behavior rather than in correlations between identical index behaviors. Longitudinal stability was not found for task persistence. Also, infants who used more different schemes to explore at one year were found to be more successful and sophisticated in problem solving at age two. It is concluded that the quality and range of behaviors used during exploration have important developmental significance, rather than the use of any specific behavior, or persistent behavior, regardless of the degree of sophistication. 相似文献
9.
《Early education and development》2013,24(5):354-370
The present study focuses on individual differences in specific qualitative aspects of infants' exploratory behavior, task persistence, and problem-solving ability. Longitudinal questions concern the stability of these behaviors across the second year of life and the relationship between early exploration and task persistence and later problem- solving ability. Twenty-nine infants were observed at 12 months and again at 26 to 28 months of age. Behavior was observed on two exploratory and two problem-solving tasks, and a wide range of individual differences was found. The longitudinal results suggest stability between one and two years of age in terms of the cognitive sophistication of behavior rather than in correlations between identical index behaviors. Longitudinal stability was not found for task persistence. Also, infants who used more different schemes to explore at one year were found to be more successful and sophisticated in problem solving at age two. It is concluded that the quality and range of behaviors used during exploration have important developmental significance, rather than the use of any specific behavior, or persistent behavior, regardless of the degree of sophistication. 相似文献
10.
Maternal negativity in parent-child interactions related to both the presence and persistence of child externalizing behavior problems. We examined how behavior of 120 mothers and their children in an interaction task at preschool related to assessments of child behavior problems at preschool, first grade, and third grade. At preschool and first-grade, children were assigned to three groups: comparison, moderate externalizing, and pervasive externalizing; at both timepoints the pervasive externalizing group had greater maternal negativity assessed at preschool. Maternal negativity was predicted, beyond the child's disruptive behavior in the task, by two variables: mother's perception of low spousal agreement and support related to child problems and depression. At third grade, child symptoms and diagnoses of ADHD and ODD were predicted by mothers' commands and repeat commands, though not negativity, in the preschool interaction task. Implications of these findings for early family intervention are discussed. 相似文献
11.
Mother-Toddler Problem Solving: Antecedents in Attachment, Home Behavior, and Temperament 总被引：2，自引：0，他引：2
In a widely cited study, Matas, Arend, and Sroufe showed that mother-toddler interaction during problem solving at age 2 years was related to the child's prior attachment security. The current study asked (1) whether an independent laboratory could replicate this attachment finding, and (2) whether problem-solving interactions relate to mother-child interactions observed at home and to child temperament measured at 6, 13, and 24 months. Replicating Matas et al., secure dyads worked more competently, and mothers showed better quality of assistance and supportive presence. Mother-child home interaction also predicted problem solving: positive involvement at home predicted effective, unconflicted problem solving. Negative control at home did not predict problem-solving interaction. Unadaptable temperament was generally related to dependency in problem solving. Several patterns of correlations appeared to be mediated by sex of child, e.g., difficult temperament in boys predicted more effective, unconflicted problem solving, while for girls it predicted more conflict. 相似文献
12.
The study of social reticence in early childhood has focused primarily on those dispositional, intra-individual factors that might account for its demonstration among peers. Little is known, however, about the relations between social reticence and its association with the quality of parenting behaviors. Indeed, the independent and interactive “contributions” of dispositional and parenting factors to children's demonstration of socially reticent behavior have not received adequate attention. In this study, 188 preschool children and their mothers were observed during unstructured Free-play and a structured Lego-building teaching task. Additionally, the children were observed in quartets of same-sex, same-age unfamiliar peers. Results indicated that children's shy, socially reticent behavior was predicted by the extent to which mothers were over-solicitous during Free-play. In addition, preschooler's expressions of reticent behavior were predicted by the interactions between emotion dysregulation and the lack of maternal guidance and control during a teaching task. Emotionally dysregulated children whose mothers provided little control in this putatively stressful teaching task were more likely to be shy and reticent. This relation was non-significant for dysregulated children with mothers who provided high levels of guidance. The results suggest that early childhood educators offer reticent/shy children opportunities to explore their impersonal and social milieus and to warmly encourage such exploratory activities. Without such encouragement and opportunity building, reticent preschoolers may suffer from not having experienced sufficient exploration-to-play sequences thereby stifling the problem-solving competencies derived from such experiences. 相似文献
13.
《Early education and development》2013,24(4):483-498
Maternal negativity in parent-child interactions related to both the presence and persistence of child externalizing behavior problems. We examined how behavior of 120 mothers and their children in an interaction task at preschool related to assessments of child behavior problems at preschool, first grade, and third grade. At preschool and first-grade, children were assigned to three groups: comparison, moderate externalizing, and pervasive externalizing; at both timepoints the pervasive externalizing group had greater maternal negativity assessed at preschool. Maternal negativity was predicted, beyond the child's disruptive behavior in the task, by two variables: mother's perception of low spousal agreement and support related to child problems and depression. At third grade, child symptoms and diagnoses of ADHD and ODD were predicted by mothers' commands and repeat commands, though not negativity, in the preschool interaction task. Implications of these findings for early family intervention are discussed. 相似文献
14.
Karen Macpherson 《Assessment & Evaluation in Higher Education》2002,27(1):5-22
In this study, questions relating to problem-solving ability and cognitive maturity in undergraduate students were investigated: (1) Is there a relationship between age, gender, highest academic qualification or year of study, and problem-solving ability? (2) Is there a relationship between cognitive maturity and problem-solving ability? (3) Are there any changes in problem-solving ability and cognitive maturity from first-year to third-year undergraduates? One hundred and seventy-three undergraduate students at the University of Canberra, Australia, were administered a survey comprising 15 multiple-choice problems. Results suggested that the greatest differences in problem-solving ability were related to year of study, and existing academic qualification. Subjects aged 30 years and over were better problem solvers than those aged under 30; subjects who had just completed their secondary schooling performed better than subjects who had recently received a technical college qualification. Relationships between the number of variables to be manipulated in a problem and its successful solution, and between cognitive maturity and problem-solving ability, were observed. The ramifications of these results for the teaching of undergraduate students are discussed. 相似文献
15.
Predicting Behavior Problems in Children with Epilepsy: Child Factors, Disease Factors, Family Stress, and Child-Mother Interaction 总被引：4，自引：0，他引：4
This study examines the relative role of parent-child relationships, family stress, and disease factors in predicting behavior problems in children with epilepsy. It extends existing literature on parent-child relationships and behavior problems by examining children with biological risk. Child-mother interaction was observed for 51 children with epilepsy ages 7–13 years and related to teacher- and parent-reported behavior problems. Child's self-reliance correlated with parent-reported problems; expression of affect related to teacher-reported externalizing problems. A child self-reliance factor accounted for behavior problems after partialing age, gender, IQ, epilepsy variables, and family stress. The term child gender × quality of mother-child interaction predicted teacher-reported externalizing problems, with mother-child interaction correlated with behavior problems for boys. Child-parent relationships predict the development of behavior problems over and above the influence of disease-related factors, even for children at considerable biological risk. 相似文献
16.
The present study investigated the links between self-motivational beliefs, perceived scholastic competence, self-esteem and learning strategies among 134 Greek junior high school students in the subject of Greek language, through self-report. A model was tested with motivational constructs as mediators between perceived scholastic competence and self-esteem on the one side and participants’ learning strategies in language on the other. Mediation analyses results showed that perceived scholastic competence predicted all learning strategies both directly and indirectly through intrinsic goal orientation and task value. Self-esteem was not found to predict learning strategies directly, but only indirectly through intrinsic goal motivation. The findings are discussed in terms of their educational implications. 相似文献
17.
OBJECTIVE: Because little is known about the role of family problem-solving processes in the development of mothers' competencies in feeding a very low birth-weight (VLBW) infant, we explored the contribution made by the competence in negotiating displayed by a mother and family member as they jointly problem solve infant-care issues. The infant's neonatal biomedical condition, maternal depressive symptoms, and family poverty status may also contribute to feeding competencies. DESIGN: A sample of 41 mothers of VLBW infants from 2 longitudinal studies who were observed during feeding at 1 and 8 months infant postterm age, with a family member of their choosing, participated in a dyadic problem-solving exercise. We assessed maternal feeding competencies with the Parent-Child Early Relational Assessment (Clark, 1997) and dyadic negotiating competence using an observational scale from the Iowa Family Interaction Rating Scales (Melby & Conger, 2001). We classified infant condition through medical record audit. Maternal depressive symptoms were assessed with the Center for Epidemiologic Studies-Depression (CES-D) Scale (L. S. Radloff, 1977), and family poverty status was determined through the mother's report of family income. RESULTS: Mothers' feeding competencies, structured into 2 factors, Parental Positive Affective Involvement, Sensitivity, and Responsiveness (PPAISR) and Parental Negative Affect and Behavior (PNAB, scored in the direction of low negativity) were stable from 1 to 8 months, accounting for the entire set of predictor variables. Neonatal biomedical condition had no effect on either PPAISR or PNAB; depressive symptoms were negatively associated with PNAB at 8 months; poverty status negatively predicted both PPAISR and PNAB at 1 and 8 months; and negotiating competence of the mother-family member dyad was positively associated with PNAB at 1 month. CONCLUSIONS: Evidence that family poverty status and dyadic negotiating competence were both associated with maternal feeding competencies supports inclusion of these family-level variables in a model of feeding competencies. A mother's negotiating competence with another family member who takes a responsible role in infant care may support maternal feeding competencies during a VLBW infant's early weeks when parenting patterns are forming. 相似文献
18.
A set of hypotheses derived from Belsky's process model of the determinants of parenting was tested in a sample of 129 Dutch parents with their 15-month-old infants. Parental ego-resiliency and education, partner support, and infant social fearfulness were found to explain significant and unique portions of variance in the observed quality of parental behavior, which, in turn, was linked to the infants' attachment security and cognitive development. Parental intelligence was both indirectly--through parenting--and directly related with infant Bayley Mental Developmental Index, whereas parental ego-resiliency was both indirectly and directly linked with infant Attachment Q-Set security. Belsky's claim that parents' personal resources are most effective and child characteristics are least effective in buffering the parenting system was not empirically confirmed. 相似文献
19.
马志强 《集美大学学报(教育科学版》2014,(1):53-58
基于问题解决的网络协作学习越来越受到CSCL领域研究者的重视。本研究利用设计研究的方法,设计并实施了一轮基于问题解决协作学习活动。数据分析显示50％以上的学习者认为问题解决网络协作学习活动可以发展他们的问题解决能力,并使之获得丰富的在线学习体验。学习者对任务和问题设计的满意度较高,对资源、工具及角色的满意度相对较低。设计存在的主要问题在于角色之间缺乏有效衔接,以至于不同角色的学习者难以协作完成任务。资源与工具缺乏使用提示,以至于学习者难于将资源与工具与具体的学习任务进行整合。 相似文献
20.
This study constitutes a first step towards the elaboration of a method for intervening in the processes of solving concrete mathematical problems, based on the processing of expressions often included in the statement of addition and multiplication problems presented to second-cycle elementary students (ages 9 to 12). Forty-eight students took part in the experiment: the 29 subjects of the experimental group were divided into small groups of about 5 subjects in each and had to perform various learning exercises. The aim of these exercises was essentially to improve skills in analyzing and processing certain expressions frequently included in the statements of addition and multiplication problems. The effect of these learning exercises on problem-solving was evaluated by a problem-solving pre-test and post-test presented to the subjects in both groups. The learning exercises helped significantly to improve the problem-solving performance of subjects in the experimental group. Analysis of the verbal productions of the subjects in this group during the learning exercises revealed certain factors related to the effectiveness of the method of intervention proposed in this research. 相似文献