Inferential problem solving in young children.

Children younger than 7–8 yrs of age have been considered incapable of inferential problem solving, defined as the combination of separately acquired behavior segments in order to solve a novel problem. This lack of inferential ability has been attributed to a deficit in spontaneous mediation. The present paper reports an experiment which demonstrates that 5–6-yr-olds are capable of inferential problem solving. Ss were 40 children, aged 5 yrs, 0 mo to 5 yrs, 11 mo, who had a mean score of 105.72 on the English Picture Vocabulary Test. The finding cannot be explained by the mediation-deficit hypothesis. An alternative interpretation is offered which argues that young children's inferential performance is constrained not by an inability to integrate separate or past experiences, but by their understanding of the separate elements involved. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal problem solving in young children.

24 children at each of 3 age levels (4, 6, and 8 yrs) were asked a series of class inclusion questions presented verbally, visually, and kinesthetically. Four-year-olds performed significantly better under the verbal condition than they did under the visual or kinesthetic condition. There was no effect of condition for 6- or 8-yr-olds on response accuracy. Analysis of correctness of reasons showed main effects of Age and Condition. The majority of the reasons given across ages were based on a comparison between the 2 subclasses, providing support for the misinterpretation hypothesis as an explanation for children's errors. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of collaborative problem solving among preschool children.

Identified the communication behaviors that enhanced collaborative problem solving in 3–5 yr olds. 32 dyads, matched by age, sex, and friendship, were videotaped as they used balance scales to locate matching pairs of blocks from sets that varied in weight and surface design, but not in size. Findings indicate major skill development in collaborative problem solving during the preschool years. Adequate vocabulary both for labeling objects and for relational concepts was the key to more successful collaboration. However, the vocabulary employed in such peer interaction did not always correspond to adult referential meanings: Children's use of "big" and "little," although the blocks were identical in size, facilitated successful solutions. Also productive were behaviors that enhanced attentiveness to cooperative interaction, including attention-focusing statements, questions, directives, and responsiveness to the partner. A developmental sequence of communication skills for responsive conversation, collaborative problem solving, tutoring, and persuasion is discussed. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social maladjustment and problem solving in school-aged children.

Examined the relationship between social adjustment and the cognitive skills of solving interpersonal problems. 68 popular, aggressive, or isolated boys at 2 grade levels (2nd–3rd and 4th–5th) were presented with 6 hypothetical problem situations and asked to generate alternative solutions to the problems. Ss were subsequently asked to evaluate the effectiveness of solutions presented to them by the experimenter. It was found that the popular Ss generated more solutions than either the aggressive or isolated groups, which did not differ. The initial solutions of all groups were rated as "effective," in most cases, by independent coders. Subsequent solutions, however, varied as a function of S status. Popular Ss continued to generate effective solutions, whereas deviant Ss generated aggressive and ineffective solutions. No differences among S groups were found in the evaluations of the effectiveness of given solutions. Data support the notion that deviant boys are deficient in the cognitive problem-solving skills of generating alternative solutions but are not deficient in the evaluation of presented solutions. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental competence and styles of problem solving/play behavior with children.

The relationship of parental psychosocial competence to parent interaction behaviors in a joint problem-solving/play session was studied in 23 adult–preschool child pairs. Parents were assessed using self-report questionnaires to determine degrees of self-efficacy, optimistic trust, and an active, competent coping style. Children and parents participated in a semistructured problem-solving/play task with observers rating the parental behaviors in the interactions; child responses were not specifically studied. More competent parents treated the child as being more capable and resourceful, showed generally warm and positive feelings, and were more helpful with problem solving. Thus, these parental competence attributes are confirmed as significant variables relating to parental behavior and to their styles of interaction, which are part of the socialization context of their children. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The problem with problem solving

PURPOSE: We conducted a prospective study of patients with primary pterygia to analyze surgically-induced astigmatic changes following pterygium surgery and their relation to pterygium morphology and size. METHODS: One hundred twenty-three eyes of 123 adult patients with primary pterygia were evaluated. Pterygium was graded according to morphology and the extent of corneal encroachment. Manifest refraction was performed preoperatively and at 1, 3, and 6 months postoperatively. Patients underwent either the bare sclera technique of pterygium excision or conjunctival grafting. Surgery was performed by one surgeon. Olsen's method of vector decomposition was used to analyze surgically-induced astigmatism. RESULTS: The mean magnitude of preoperative astigmatism was 0.99 D, with vector decomposition revealing a relative flattening of the cornea in the horizontal meridian. Astigmatism of 1.00 D or more was seen when the pterygium exceeded 3.5 mm beyond the limbus. Postoperatively, a steepening of the cornea in the horizontal meridian was demonstrated, the magnitude of which was related to pterygium size (P = 0.0001). ANOVA testing showed no significant difference (P > 0.05) when pterygia were divided according to morphology. CONCLUSIONS: This study confirms that pterygium excision induces a reversal of pterygium-related corneal flattening. A strong correlation was also found between the horizontal extent of pterygium encroachment and astigmatic change following surgery.     

Instruction by mothers and fathers during problem solving with their young children.

Mothers and fathers of 163 5-year-olds were observed interacting with their children in dyads on 2 separate occasions on a familiar and unfamiliar cognitive activity. Within- and between-family comparisons were conducted. Few differences in the instruction provided by mothers and fathers appeared, and those that did were on the unfamiliar task. On this task, instruction by mothers, within and across families, was more responsive to children's changing skill than was instruction by fathers. Directive and disapproving comments by parents were related to poorer posttest performance by the child. High level of instruction by both parents was related to better posttest performance than was low level of instruction by parents. Contributions of parents to their children's cognitive development are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Normal growth in high-risk hyperlipidemic children and adolescents with dietary intervention

We have analyzed the effect of complete T cell activation (anti-CD3 plus anti-CD28) on the activation of NF-kappaB in CD45RA+ (naive) and CD45RO+ (memory/effector) T cells. Long exposure (24 h) induced stronger NF-kappaB DNA binding in CD45RA+ cells than in CD45RO+ cells. Analysis of the nuclear c-Rel protein indicated that after anti-CD3+anti-CD28 stimulation the level of c-Rel was higher in CD45RA+ cells. Analysis of the cytoplasmic inhibitor IkappaBalpha indicated that anti-CD3+anti-CD28 stimulation induced a long-lasting degradation in CD45RA+ cells but in CD45RO+ cells the degradation process was more rapid. Because the CD28 costimulus is known to induce the production of reactive oxygen intermediates (ROIs), the intracellular ROI levels in CD45RA+ and CD45RO+ cells were compared by flow cytometry. ROIs were produced in both cell types, but more strongly in CD45RA+ cells. The data presented in this study further emphasize the differences between CD45RA+ and CD45RO+ T lymphocytes in ROI-dependent signaling pathways.     

Logical problem solving by educable retarded adolescents and normal children.

Gave a simplified version of the logical problem-solving task developed by E. D. Neimark to 20 institutionalized and 18 noninstitutionalized retardates and to 20 children from kindergarten through 3rd grade. The performance of the retardates fell below that of the normals of equal mental age. Although the retardates and the younger children solved the problem when the critical information was supplied to them, most of these Ss could not generate the necessary information by themselves, and continued to make redundant responses. For the normals, performance improved up to 81/2-9 yrs of age, at which point 90% reached criterion. Training improved the performance of 7 yr olds but had little or no effect on the performance of 6 yr olds and institutionalized retarded adolescents. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Outer-directedness in the problem solving of normal and retarded children.

2 studies were conducted to test the hypothesis that the high incidence of failure experienced by retardates results in their employing an outer-directed style of problem solving. In Study I 20 retarded and 20 normal children matched on MA experienced either a success or a failure condition on 3 games and were then tested on 2 imitation tasks. Retardates were found to be more imitative than normals. All the children were found to be more imitative following the failure than the success condition. In Study II 20 normal and 20 retarded children matched on MA and divided into experimental and control groups performed on 2 object-assembly and 1 block-board task. In the experimental condition E engaged in certain behaviors that if attended to would interfere with S's performance on the 1st object-assembly task and facilitate performance on the 2nd object-assembly task, and which would provide S with a response that could be imitated on the block-board game. As predicted, the retarded experimental group did poorer than the normal experimental group on the 1st object-assembly task, but was superior to the normals on the 2nd object assembly task. They also showed a tendency to be more imitative on the block-board game, and they made more glances toward E. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Organizational patterns in problem solving among Mayan fathers and children.

This study examined the social organization of Guatemalan Mayan fathers' engagement with school-age children in a group problem-solving task. Twenty-nine groups of Mayan fathers varying in extent of Western schooling and 3 related school-age children (ages 6-12 years) constructed a puzzle together. Groups with fathers with 0 to 3 grades more often constructed the puzzle through shared multiparty collaboration involving a common agenda, whereas groups with fathers with 12 or more grades more often structured their contributions through a division of labor. Groups involving fathers with 6 to 9 grades demonstrated patterns of coordination that fell between the other two types of schooling groups. Fathers with greater schooling were also found to propose more explicit division-of-labor plans to children than were fathers with no to little schooling. The results indicate that Western schooling may be gradually transforming the collaborative social organization of group problem solving of indigenous Mayan families. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Automatic versus reflective social problem solving in relation to children's sociometric status.

Children's automatic and reflective social problem-solving skills were compared by requiring them to generate solutions to hypothetical social problems immediately after hearing them or after being required to wait 20 sec before answering. When responding immediately, a condition designed to evoke Ss' automatic response tendencies, both aggressive and nonaggressive, rejected boys generated fewer verbal assertion responses and more conflict-escalating responses than did nonrejected boys. When required to delay before responding, a condition that encouraged reflective reasoning, only the responses of aggressive rejected boys differed from those of nonrejected boys. Similar status-related differences in the solutions proposed by female Ss were not found. The implications of these findings for aggressive and rejected children's social problem-solving deficiencies are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conformity and problem solving.

Tests of problem solving, conformity, and intelligence were given to 77 women and 64 men introductory psychology students to investigate the possibility that conformity, a nonintellectual variable, contributes to the variability in achievement in problem solving. The results show a negative correlation between tendency to conform and achievement in problem solving when the influence of intelligence is statistically removed. 17 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Excluding problem drinkers in high-risk studies of alcoholism: Effect of screening criteria on high-risk versus low-risk comparisons.

The use of high-risk vs low-risk comparisons to identify potential etiological agents in alcoholism has become increasingly popular. Because most of these comparisons have employed young adult Ss who are already into their period of risk for problem drinking, Ss with evidence of alcohol abuse often appear in these samples and are usually screened out. This practice is shown to have potentially serious unintended effects that could result in misleading comparisons. To illustrate the problem, data are presented from a study of 22 21–30 yr old offspring of alcoholics and 107 21–30 yr old offspring of nonalcoholics. Ss were administered full and 2 short versions of the Michigan Alcoholism Screening Test and the Socialization (So) scale of the California Psychological Inventory. Results demonstrate statistically reliable differences between the 2 groups on the So scale that were attributable to the relatively high proportion of problem drinkers among offspring of alcoholics. It is concluded that conservative screening criteria would have eliminated finding group differences on this measure of potential etiological significance. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differences and disagreement as factors in creative group problem solving.

"This experiment was designed to test the following hypothesis: conflict generated by increasing the resistance of subordinate members of a group to a solution offered by member in an authority position increases the frequency of high quality solutions. The supplementary hypothesis that mixed-sex composition in interaction with such conflict further enhances the production of high quality solutions was also tested… . The results support the major hypothesis." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mother–child problem solving: Continuity through the early childhood years.

Maternal ratings of child temperament and observed maternal behaviors in the home were collected when children were 18 months old. Both variables were examined as predictors of mothers' problem solving behaviors with their toddlers at 30 months and the children's independent problem solving at 5 years. Maternal instructional behavior in the home at 18 months and maternal ratings of temperament at 18 months predicted maternal behaviors when the children were 30 months old and child performance in a cognitive problem-solving task. maternal cognitive assistance during the 18- and 30-month tasks also predicted child cognitive task performance in the laboratory at 5 years of age. These same maternal behaviors were related to the child's performance on the Preschool and Primary Scale of Intelligence (D. Wechsler, 1967) at age 5, and lack of maternal assistance was related to teacher ratings of learning problems at age 5. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Collaborative everyday problem solving among same-gender friends in early and later adulthood.

To investigate potential age-related differences in performance gains (compensation and optimization) and losses (failure to actualize potential) of collaboration with a familiar partner, the authors compared pairs of older (N = 75; 69% women) and younger (N = 75; 52% women) age-homogeneous same-gender friends who interacted or worked alone to generate strategies for solving interpersonal and instrumental problems. Two indexes of strategy fluency (total and unique number of strategies) and 2 indexes of strategy type (content of strategy repertoires and strategy selected as most effective by older and younger adults) were examined. Strategies generated by interacting pairs were compared with nominal pair scores. Nominal pair scores indexed dyadic potential and were created by pooling the performance of 2 individuals who worked alone. Age differences in strategy fluency and type were largely similar to prior research based on individual problem solvers. Interacting pairs produced fewer strategies than nominal pairs, but there were no differences in strategy type. For interpersonal problems, older adults were relatively more likely to actualize their dyadic potential. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Crisis intervention with children.

Proposes an alternative approach to crisis intervention in response to that described by D. Dallas (see record 1979-09745-001) for the case of a patricide. The alternative centers on the need for community psychologists (1) to demonstrate caution and humility, (2) to specify and assess their services, (3) to respect and take advantage of the competencies and healing powers already existing within a community, and (4) to weigh in advance the possible detrimental impact and potential benefits of their interventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential effects of the Gestalt two-chair intervention and problem solving in resolving decisional conflict.

Compared an affective (gestalt 2-chair intervention) and a cognitive-behavioral (problem-solving) counseling intervention used to help clients resolve intrapersonal conflicts related to a decision. 48 16–72 yr olds were randomly assigned to 3 groups: a problem-solving group, a 2-chair group, and a waiting-list control group. Trained counselors saw clients for 2 sessions. Ss were pre- and posttested on measures of indecision and stage of decision making. A 1-way analysis of variance (ANOVA) revealed that the affective intervention was more effective than the cognitive-behavioral intervention or no treatment for reducing indecision. Both counseling approaches were more effective than no treatment in facilitating movement through the stages of decision making. Postsession comments suggested that there were difficulties associated with maintaining a focus on the problem in the cognitive-behavioral treatment and that the 2-chair intervention assisted clients in making broader decisions. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)