"Merds that laugh don't like mushrooms": Evidence for deductive reasoning by preschoolers.

Examined the relationship between the development of logical processes required in deductive reasoning and their occasions of use. 24 verbal syllogism problems were presented to 40 children (aged 4.2–5.1 yrs). The problems were systematically varied in content (fantasy premises, premises incongruent with real-world events, premises congruent with real-world events), form, and order of presentation of problem types. Results indicate that Ss were capable of making deductive inferences required in solving syllogism problems and that these abilities were displayed in constrained conditions. The relationship of the problem content to real-world knowledge and the sequence of presentation of the problem types affected the display of logical abilities. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Return Mapping Procedure for Frictional Force Calculation: Some Insights

The return mapping procedure is studied to gain insights for its numerical implementation to calculate the frictional force during contact analysis. A simple quasistatic truss–wall frictional contact analysis problem is used in the study. The problem has closed-form solutions which provide exact target solutions for a numerical algorithm. The penalty method and a true augmented Lagrangian method that automatically determines an accurate value of the penalty parameter are employed in the numerical study. It is determined that the return mapping procedure is not applicable unless the contacting node is constrained to stay at the initial contact point, and the total normal reaction force, the tangential reaction force and the friction limit have been determined. If these requirements are not met, inaccurate or even incorrect solutions are obtained. This characteristic of the procedure is studied by solving slip and stick cases with several different load increments. It is concluded that the return mapping procedure for friction force calculation should be implemented carefully to obtain accurate solutions for contact analysis problems.     

Creativity and domain specificity: The effect of task type on multiple indexes of creative problem-solving.

This study addresses the issue of domain specificity within creativity by understanding the characteristics of creative tasks and how participants react to the task. Participants (N = 187) were given 1 of 3 realistic everyday problems to solve. The problems differed in terms of complexity, involvement, and problem-based efficacy. Problem solutions were evaluated on several measures of creativity. Results indicate that creativity was influenced by the type of problem solved and the measure of creativity used to evaluate the solution. Furthermore, these results were obtained after controlling for the effect of ability. Results imply that not all real-world problems are equivalent and that researchers need to investigate how reactions to different problems and the creativity index used may influence conclusions regarding creative problem solving. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrated Management Curriculum for Civil Engineers and Architects

While it is commonly thought worldwide that the education and training of architects and civil engineers require different patterns of learning, the writers of this paper opine that the teaching and learning of management subjects for both groups should be combined. Architecture and civil engineering faculties have many aspects in common, but, even when residing in the same faculty, the two disciplines rarely integrate successfully. This paper examines integration issues at the University of Auckland in New Zealand, where, over a period of 4 years, partial integration of architects and civil engineers in management subjects has been tested. The paper discusses the problems of devising a curriculum designed to satisfy both architecture and civil engineering undergraduate degree courses. Within the paper, discussion focuses on the outline for an integrated curriculum, the problems of timing, and logistics, and will report on some student experiences. Comment is also included on administrative issues, class size, relative merits of saving resources versus consequential inconvenience, the problems of making assumptions about relative prior knowledge, and expectations of students. Discussion of the various system changes that need to be put in place before such a liaison can be totally successful is presented. The paper provides valuable insight into the workings of two university faculties at the University of Auckland, which will allow parallels with other universities worldwide to be made.     

Herbert Simon's decision-making approach: Investigation of cognitive processes in experts.

Herbert Simon's research endeavor aimed to understand the processes that participate in human decision making. However, despite his effort to investigate this question, his work did not have the impact in the “decision making” community that it had in other fields. His rejection of the assumption of perfect rationality, made in mainstream economics, led him to develop the concept of bounded rationality. Simon's approach also emphasized the limitations of the cognitive system, the change of processes due to expertise, and the direct empirical study of cognitive processes involved in decision making. In this article, we argue that his subsequent research program in problem solving and expertise offered critical tools for studying decision-making processes that took into account his original notion of bounded rationality. Unfortunately, these tools were ignored by the main research paradigms in decision making, such as Tversky and Kahneman's biased rationality approach (also known as the heuristics and biases approach) and the ecological approach advanced by Gigerenzer and others. We make a proposal of how to integrate Simon's approach with the main current approaches to decision making. We argue that this would lead to better models of decision making that are more generalizable, have higher ecological validity, include specification of cognitive processes, and provide a better understanding of the interaction between the characteristics of the cognitive system and the contingencies of the environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Forensics and Case Studies in Civil Engineering Education: State of the Art

This paper reviews the state of the art in the use of forensic engineering and failure case studies in civil engineering education. The study of engineering failures can offer students valuable insights into associated technical, ethical, and professional issues. Lessons learned from failures have substantially affected civil engineering practice. For the student, study of these cases can help place design and analysis procedures into historical context and reinforce the necessity of lifelong learning. Three approaches for bringing forensics and failure case studies into the civil engineering curriculum are discussed in this paper. These are stand-alone forensic engineering or failure case study courses, capstone design projects, and integration of case studies into the curriculum. Some of the cases have been developed and used in courses at the United States Military Academy and the Univ. of Alabama at Birmingham, as well as at other institutions. Finally, the writers have tried to assemble many of the known sources of material, including books, technical papers, and magazine articles, videos, Web sites, prepared PowerPoint presentations, and television programs.     

Introduction to the special section on assessment in psychological treatment: A necessary step for effective intervention.

Great changes are taking place in mental health treatment, because health care providers are placing constraints on therapists. Yet psychologists have been slow to react to these demands and have not incorporated personality measurement in treatment planning to address therapeutic effectiveness. Many therapists initiate therapy without obtaining a personality assessment in the early stages of therapy. Psychological assessment can, however, provide an effective means of detecting problems and motivation for therapy and can, if therapist test feedback is provided, serve to bring about desired behavior change more effectively than if assessment is not used. This Special Section is devoted to the potentially fruitful role psychological assessment can play in treatment planning. The contributors who were invited to write articles were chosen for their expertise in using psychological procedures in treatment planning. Their contributions provide important insights into methods for facilitating psychological therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sociology of Professions: Application to the Civil Engineering “Raise the Bar” Initiative

This paper applies the sociological theory of professions, as espoused by Abbott and Freidson, as a conceptual framework to assess the critical issues associated with the ongoing implementation of ASCE Policy Statement 465—also called the “Raise the Bar” initiative. The sociology of professions provides an objective basis for evaluating key aspects of the initiative, including publication of the civil engineering body of knowledge, raising educational standards for licensure, collaboration with other engineering disciplines, and defining the role of paraprofessionals. The analysis demonstrates the following: (1)?the models of professionalism by Abbott and Freidson are highly applicable to civil engineering; (2)?most aspects of Policy Statement 465 implementation are consistent with these models; (3)?the initiative is contributing to the strength of the profession as intended; and (4)?some future additions and adjustments appear to be warranted. From this analysis, the author derives recommendations for the future direction of the Raise the Bar initiative.     

Impact of Nanotechnology on Future Civil Engineering Practice and Its Reflection in Current Civil Engineering Education

Current civil engineering education should address the need to provide a broad vision, develop the higher-order skills of future civil engineers, enable them to adopt emerging technologies, and formulate innovative solutions to complex problems. This paper introduces relevant nanotechnology developments to convey the new vision and inspire creativity in civil engineering. It also presents a pedagogical framework for integrating nanotechnology education into a civil engineering curriculum and cultivating self-regulated learning and creativity skills for civil engineering students. The pedagogical framework includes the introduction of nanotechnology innovations and other relevant innovative technologies, and explicit instructions on cognitive strategies for facilitating and inspiring self-regulated learning and creativity. It is implemented with problem/project-based learning for a cocurricular project that requires self-regulated learning and creativity. This pedagogical framework provides a model for integrating emerging technology education and higher-order skill development into existing engineering curriculum. The outcomes from the implementation of the pedagogical framework are presented, and their further improvements are discussed.     

Ideational fluency as a predictor of original problem solving.

A study with 50 college students gave evidence of the empirical validity of nonoverlapping scores of original problem solving on a lenient solution-standard predictor (the Wallach and Kogan Creativity Battery), by high correlations with corresponding scores on stringent solution-standard criterion tasks (a series similar to those used by E. Debono [1967] and N. R. F. Maier [1952]). Findings provide support for the construct validity of conceptualizations of original problem solving based on ideational fluency, and specify the critical role of unusual responses of low quality. The relative efficacy in predicting real-world creative attainments of tasks with a lenient vs a stringent standard for solutions is discussed. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Response of a Buckled Beam Constrained by a Tensionless Elastic Foundation

In this paper, we study the deformation and stability of a pinned buckled beam under a point force. The buckled beam is constrained by a tensionless elastic foundation, which is flat before deformation. From static analysis, we found a total of five different deformation patterns: (1)?noncontact, (2)?full contact, (3)?one-sided contact, (4)?isolated contact in the middle, and (5)?two-sided contact. For a specified set of parameters, there may coexist multiple equilibria. To predict the response of the buckled beam foundation system as the point force moves from one end to the other, we have to determine the stability of these equilibrium configurations. To achieve this, a vibration method is adopted to calculate the natural frequencies of the system, taking into account the slight variation of the contact range between the buckled beam and the tensionless foundation during vibration. It is concluded that among all five deformation patterns, Deformations 1, 2, 3, and 4 may become stable for certain loading parameters. In the extreme case in which the foundation is rigid, on the other hand, only Deformations 1 and 3 are stable.     

Educational implications of analogy: A view from case-based reasoning.

Case-based reasoning (CBR) focuses on analogy in the context of solving real-world problems. Its research methodology of computational modeling is aimed at deriving hypotheses about cognition. CBR's computational models show the roles of encoding, retrieval, and adaptation in analogical reasoning processes. In addition, its algorithms provide insight into what it might take to enhance human cognition. CBR as a plausible cognitive model can thus advise on educational philosophy, educational practice, and design of educational software. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Problem-Centered Approach in a Numerical Methods Course

This paper is an illustration of using a problem-centered approach in an undergraduate course in numerical methods. The problem used in the course was first encountered in a research project that related to the assembly procedure of the fulcrum of bascule bridges. It involved the study of the fulcrum assembly procedure where a trunnion cooled in a dry-ice/alcohol mixture for shrink fitting became stuck halfway in the hub before full insertion could take place. The solution of the problem and its implementation involved numerical solutions of mathematical procedures taught in a typical numerical methods course. The effect of the problem-centered approach in the classroom was quantitatively and qualitatively surveyed over a two-semester period. The results indicate very high student satisfaction in helping them: acquire basic knowledge and skills; reinforce information presented in class, reading assignments, and problem sets; learn to clearly formulate a specific problem and then work it through to completion; develop generic higher-order thinking and problem solving skills; and develop a sense of competence and confidence and see the relevance of the course material to their major.     

Distinguishing types of superficial similarities: Different effects on the access and use of earlier problems.

When solving a problem, people often access and make use of an earlier problem. A common view is that superficial similarities may affect which earlier problem is accessed, but they have little or no effect on how that earlier problem is used. The reported experiments provide evidence against this view. Subjects learned four probability principles illustrated by word problems. Test problems varied in their similarity to the study problems in three ways: story lines, objects, and correspondence of objects' roles (i.e., whether similar objects filled similar roles). The superficial similarity of object correspondences had a large effect on use (Experiment 1), although it sometimes had little or no effect on access (Experiment 2). Experiment 3 showed that two superficial similarities, story lines and object correspondences, differentially affect and use. These results suggest a more complex role of superficial similarity in problem solving and the need for distinguishing types of superficial similarities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improving Engineering Education Outreach in Rural Counties through Engineering Risk Analysis

Hands-on engineering education is an upcoming trend among K-12 schools throughout the United States to stimulate interest in science, technology, engineering, and mathematics (STEM). This study used unconventional methods to stimulate interest in STEM fields among high school students in a rural county of Tennessee. First, the study began by assessing enrollment data from each of Tennessee’s 95 counties to determine the factors that influenced the decision by high school applicants to choose engineering at Tennessee Technological University (TTU). The findings revealed that, while there were no significant differences between the aptitude scores of applicants from rural and urban counties, TTU had a higher representation of freshmen from urban areas. This indicated that motivational programs targeted at counties with low population, income level, and education level were needed to boost enrollment from rural counties. As a response, we introduced next a hands-on engineering class at Jackson County High School (JCHS) that was tied to the national-level program called “Project Lead the Way.” With JCHS lying in a rural setting right along the Cumberland River, an engineering risk study was completed in front of the class to demonstrate the risk of failure of the Wolf Creek Dam (in Kentucky), which lies upstream. The idea was to leverage a real-world engineering infrastructure and a natural hazard phenomenon (overflooding) that had direct and visible implications on the lives of the county, as a way to promote the societal value of STEM disciplines to students at JCHS. These efforts were monitored through a series of pre- and posttests to determine the effectiveness of the hands-on teaching methods and engineering risk analysis of a real-world infrastructure. The testing efforts showed a significantly positive impact on student perception of STEM fields in pursuit of engineering innovation. Student assessment of perceptions of engineering proved that the use of real-world water risk analysis of a nearby infrastructure as a motivational tool in a rural high school setting is very effective to boost awareness of STEM fields and engineering.     

Object-Oriented Framework for Genetic Algorithms with Application to Space Truss Optimization

Genetic algorithms have been shown to be very effective optimization tools for a number of engineering problems. Since the genetic processes typically operate independent of the actual problem, a core genetic algorithm library consisting of all the genetic operators having an interface to a generic objective function can serve as a very useful tool for learning as well as for solving a number of practical optimization problems. This paper discusses the object-oriented design and implementation of such a core library. Object-oriented design, apart from giving a more natural representation of information, also facilitates better memory management and code reusability. Next, it is shown how classes derived from the implemented libraries can be used for the practical size optimization of large space trusses, where several constructibility aspects have been incorporated to simulate real-world design constraints. Strategies are discussed to model the chromosome and to code genetic operators to handle such constraints. Strategies are also suggested for member grouping for reducing the problem size and implementing move-limit concepts for reducing the search space adaptively in a phased manner. The implemented libraries are tested on a number of large previously fabricated space trusses, and the results are compared with previously reported values. It is concluded that genetic algorithms implemented using efficient and flexible data structures can serve as a very useful tool in engineering design and optimization.     

Project Enhanced Learning: Addressing ABET Outcomes and Linking the Curriculum

This paper discusses the development of project enhanced courses that combine the best of problem-based learning and traditional “topic” focused instruction. This approach addresses the need to ensure that students receive the technical content required while developing critical problem solving skills. This balance between skill development and technical content assurance is a key feature of this approach and a main difference to problem-based learning. It is also different from traditional approaches where a project is simply added to the tasks the students are expected to accomplish, and the impacts on student learning are significantly different. The paper presents a case study of the implementation of the projects into a junior level introductory structural analysis course, including details into the goals of the projects, and the changes made to make room for the projects. Assessment and evaluation of the impact of these projects include an evaluation on how the courses and projects address specific department and accreditation board for engineering and technology learning outcomes. Student perceptions are evaluated immediately at the conclusion of the course and substantially after the conclusion of the course (while in a senior design course), enabling the assessment of knowledge and skill transfer. Performance in this senior design course is also used to assess the impact of these projects by comparing students with: (1) a project enhanced experience; (2) a project added experience; and (3) no project experience in their structural analysis course. Those students with a project enhanced experience perform much better than students in either of the other groups in the follow-on course, and the contrast with a project added experience is particularly striking. The process of balancing the outcomes for this course with the needs of follow-on courses, and the tradeoffs that are needed to accomplish both could be applied to any junior level engineering course.     

Implementing Sustainable Development through Problem-Based Learning: Pedagogy and Practice

This paper presents an approach for implementing sustainability within a university environment, and for helping students become more effective problem solvers and professionals. In a “Sustainable Urban Development” course, taught by the writer, students develop projects to make their campus and community more sustainable. In the process, students learn how to analyze sustainability, work with decision makers, and put classroom knowledge into practice. Further, through this course’s emphasis on problem-based learning, students acquire critical cognitive skills and professional skills as they tackle complex, interdisciplinary, and real-world problems. Systematic evaluations of the course offer useful lessons. One is how to create synergies. For instance, while students benefited from hands-on experience with sustainability, the university benefited from students’ work. Another is how to demonstrate and quantify benefits from sustainability, which is vital to gaining support. Yet another is how to enable students to learn from both successful and unsuccessful attempts to implement ideas. Courses such as this can create important bridges between theory and application, and between education and professional practice.