Effects of worked examples and algebra problem -solving skill on error and cognitive load

This study determined the levels of algebra problem solving skill at which worked examples promoted learning of further problem solving skill and reduction of cognitive load in college developmental algebra students. Problem solving skill was objectively measured as error production; cognitive load was subjectively measured as perceived mental effort. ^ Sixty-three Ss were pretested, received homework of worked examples or mass problem solving, and posttested. Univarate ANCOVA (covariate = previous grade) were performed on the practice and posttest data. The factors used in the analysis were practice strategy (worked examples vs. mass problem solving) and algebra problem solving skill (low vs. moderate vs. high). Students in the practice phase who studied worked examples exhibited (a) fewer errors and reduced cognitive load, at moderate skill; (b) neither fewer errors nor reduced cognitive load, at low skill; and (c) only reduced cognitive load, at high skill. In the posttest, only cognitive load was reduced. ^ The results suggested that worked examples be emphasized for developmental students with moderate problem solving skill. Areas for further research were discussed. ^

The role of exploration and critical decision making and problem solving in making life choices

Although the literature on the types of abilities and processes that contribute to identity formation has been growing, the research has been mainly descriptive/correlational. This dissertation conducted an experimental investigation of the role of two theoretically distinct processes (exploration and critical problem solving) in identity formation, one of the first to be reported. The experimental training design (pre-post, training versus control) used in this study was intended to promote identity development by fostering an increase in the use of exploration and critical problem solving with respect to making life choices. Participants included 53 psychology students from a large urban university randomly assigned to each group. The most theoretically significant finding was that the intervention was successful in inducing change in the ability to use critical skills in resolving life decisions, as well as effecting a positive change in identity status. ^

The refinement and validation of the critical decision making and problem solving scale moral dilema (CDP-MD)

This thesis extended previous research on critical decision making and problem solving by refining and validating a measure designed to assess the use of critical thinking and critical discussion in sociomoral dilemmas. The purpose of this thesis was twofold: 1) to refine the administration of the Critical Thinking Subscale of the CDP to elicit more adequate responses and for purposes of refining the coding and scoring procedures for the total measure, and 2) to collect preliminary data on the initial reliabilities of the measure. Subjects consisted of 40 undergraduate students at Florida International University. Results indicate that the use of longer probes on the Critical Thinking Subscale was more effective in eliciting adequate responses necessary for coding and evaluating the subjects performance. Analyses on the psychometric properties of the measure consisted of test-retest reliability and inter-rater reliability.

The role of exploration and critical decision making and problem solving in making life choices

Although the literature on the types of abilities and processes that contribute to identity formation has been growing, the research has been mainly descriptive/correlational. This dissertation conducted an experimental investigation of the role of two theoretically distinct processes (exploration and critical problem solving) in identity formation, one of the first to be reported. The experimental training design (pre-post, training versus control) used in this study was intended to promote identity development by fostering an increase in the use of exploration and critical problem solving with respect to making life choices. Participants included 53 psychology students from a large urban university randomly assigned to each group. The most theoretically significant finding was that the intervention was successful in inducing change in the ability to use critical skills in resolving life decisions, as well as effecting a positive change in identity status.

Critical problem solving scale : creating and choosing alternative solutions

This thesis extends previous research on critical decision making and problem-solving by refining and validating a self-report measure designed to assess the use of critical decision making and problem solving in making life choices. The analysis was conducted by performing two studies, and therefore collecting two sets of data on the psychometric properties of the measure. Psychometric analyses included: item analysis, internal consistency reliability, interrater reliability, and an exploratory factor analysis. This study also included regression analysis with the Wonderlic, an established measure of general intelligence, to provide preliminary evidence for the construct validity of the measure.

Patterns of cooperation, conflict, and domination in children's collaborative problem-solving

This study examined the influence of age, expertise, and task difficulty on children's patterns of collaboration. Six- and eight-year-old children were individually pretested for ability to copy a Lego model and then paired with each other and asked to copy two more models. The design was a 3 (dyad skill level: novice, expert, or mixed) X 2 (age: six or eight) X 2 (task difficulty: moderate or complex) factorial. Results indicated that cooperation increased with age and expertise and decreased with task difficulty. However, expertise had a greater influence on younger than older children's interaction styles. It is argued that with age, social skills may become as important as expertise in determining styles of collaboration. The issue is raised of whether cooperation, domination, and independence represent developmental sequences (i.e., independence precedes cooperation) or whether they represent personal styles of interaction. Finally, it is suggested that an important goal for future research is to assess the relationship between patterns of collaboration and learning.

Subject -centered and problem -based approaches to teaching clinical competence in physical therapy

Physical therapy students must apply the relevant information learned in their academic and clinical experience to problem solve in treating patients. I compared the clinical cognitive competence in patient care of second-year masters students enrolled in two different curricular programs: modified problem-based (M P-B; n = 27) and subject-centered (S-C; n = 41). Main features of S-C learning include lecture and demonstration as the major teaching strategies and no exposure to patients or problem solving learning until the sciences (knowledge) have been taught. Comparatively, main features of M P-B learning include case study in small student groups as the main teaching strategy, early and frequent exposure to patients, and knowledge and problem solving skills learned together for each specific case. Basic and clinical orthopedic knowledge was measured with a written test with open-ended items. Problem solving skills were measured with a written case study patient problem test yielding three subscores: assessment, problem identification, and treatment planning. ^ Results indicated that among the demographic and educational characteristics analyzed, there was a significant difference between groups on ethnicity, bachelor degree type, admission GPA, and current GPA, but there was no significant difference on gender, age, possession of a physical therapy assistant license, and GRE score. In addition, the M P-B group achieved a significantly higher adjusted mean score on the orthopedic knowledge test after controlling for GRE scores. The S-C group achieved a significantly higher adjusted mean total score and treatment management subscore on the case study test after controlling for orthopedic knowledge test scores. These findings did not support their respective research hypotheses. There was no significant difference between groups on the assessment and problem identification subscores of the case study test. The integrated M P-B approach promoted superior retention of basic and clinical science knowledge. The results on problem solving skills were mixed. The S-C approach facilitated superior treatment planning skills, but equivalent patient assessment and problem identification skills by emphasizing all equally and exposing the students to more patients with a wider variety of orthopedic physical therapy needs than in the M P-B approach. ^

The relationship of attitudes toward science, cognitive style, and self-concept to achievement in chemistry at the secondary school level

There is currently a crisis in science education in the United States. This statement is based on the National Science Foundation's report stating that the nation's students, on average, still rank near the bottom in science and math achievement internationally. ^ This crisis is the background of the problem for this study. This investigation studied learner variables that were thought to play a role in teaching chemistry at the secondary school level, and related them to achievement in the chemistry classroom. Among these, cognitive style (field dependence/independence), attitudes toward science, and self-concept had been given considerable attention by researchers in recent years. These variables were related to different competencies that could be used to measure the various types of achievement in the chemistry classroom at the secondary school level. These different competencies were called academic, laboratory, and problem solving achievement. Each of these chemistry achievement components may be related to a different set of learner variables, and the main purpose of this study was to investigate the nature of these relationships. ^ Three instruments to determine attitudes toward science, cognitive style, and self-concept were used for data collection. Teacher grades were used to determine chemistry achievement for each student. ^ Research questions were analyzed using Pearson Product Moment Correlation Coefficients and t-tests. Results indicated that field independence was significantly correlated with problem solving, academic, and laboratory achievement. Educational researchers should therefore investigate how to teach students to be more field independent so they can achieve at higher levels in chemistry. ^ It was also true that better attitudes toward the social benefits and problems that accompany scientific progress were significantly correlated with higher achievement on all three academic measures in chemistry. This suggests that educational researchers should investigate how students might be guided to manifest more favorable attitudes toward science so they will achieve at higher levels in chemistry. ^ An overall theme that emerged from this study was that findings refuted the idea that female students believed that science was for males only and was an inappropriate and unfeminine activity. This was true because when the means of males and females were compared on the three measures of chemistry achievement, there was no statistically significant difference between them on problem solving or academic achievement. However, females were significantly better in laboratory achievement. ^

True and false confessions to an intentional act: A novel experimental paradigm

Due to the powerful nature of confession evidence, it is imperative that we investigate the factors that affect the likelihood of obtaining true and false confessions. Previous research has been conducted with a paradigm limited to the study of false confessions to an act of negligence, thereby limiting the generalizability of the findings. The first goal of the current study was to introduce a novel paradigm involving a more serious, intentional act that can be used in the study of both true and false confessions. The second goal was to explore the effects of two police interrogation tactics, minimization and an offer of leniency, on true and false confession rates. ^ Three hundred and thirty-four undergraduates at a large southeastern university were recruited to participate in a study on problem-solving and decision-making. During the course of the laboratory experiment, participants were induced to intentionally break or not break an experimental rule, an act that was characterized as “cheating.” All participants (i.e., both innocent and guilty) were later accused of the act and interrogated. For half of the participants, the interrogator used minimization tactics, which involved downplaying the seriousness of the offense, expressing sympathy, and providing face-saving excuses, in order to encourage the participant to confess. An offer of leniency was also manipulated in which half the participants were offered a “deal” that involved the option of confessing and accepting a known punishment or not confessing and facing the threat of harsher punishment. Results indicated that guilty persons were more likely to confess than innocent persons, and that the use of minimization and an explicit offer of leniency increased both the true and false confession rates. Furthermore, a cumulative effect of techniques was observed, such that the diagnosticity of the interrogation (the ratio of true confessions to false confessions) decreased as the number of techniques used increased. Taken together, the results suggest that caution should be used when implementing these techniques in the interrogation room. ^

Research on the influence of behavioral forces that motivate trader behavior and sentiment: A prospect theory exegesis

This study focuses on empirical investigations and seeks implications by utilizing three different methodologies to test various aspects of trader behavior. The first methodology utilizes Prospect Theory to determine trader behavior during periods of extreme wealth contracting periods. Secondly, a threshold model to examine the sentiment variable is formulated and thirdly a study is made of the contagion effect and trader behavior. ^ The connection between consumers' sense of financial well-being or sentiment and stock market performance has been studied at length. However, without data on actual versus experimental performance, implications based on this relationship are meaningless. The empirical agenda included examining a proprietary file of daily trader activities over a five-year period. Overall, during periods of extreme wealth altering conditions, traders "satisfice" rather than choose the "best" alternative. A trader's degree of loss aversion depends on his/her prior investment performance. A model that explains the behavior of traders during periods of turmoil is developed. Prospect Theory and the data file influenced the design of the model. ^ Additional research included testing a model that permitted the data to signal the crisis through a threshold model. The third empirical study sought to investigate the existence of contagion caused by declining global wealth effects using evidence from the mining industry in Canada. Contagion, where a financial crisis begins locally and subsequently spreads elsewhere, has been studied in terms of correlations among similar regions. The results provide support for Prospect Theory in two out of the three empirical studies. ^ The dissertation emphasizes the need for specifying precise, testable models of investors' expectations by providing tools to identify paradoxical behavior patterns. True enhancements in this field must include empirical research utilizing reliable data sources to mitigate data mining problems and allow researchers to distinguish between expectations-based and risk-based explanations of behavior. Through this type of research, it may be possible to systematically exploit "irrational" market behavior. ^

Review of Research on Spiritual and Religious Formation in Higher Education

College students have diverse ways of expressing their spirituality. The purpose of this review is to examine and critique the research used to study college students’ spiritual and religious formation. Implications for faculty, student affairs professionals, and ministers doing research on spiritual formation in higher education are discussed.

Current Research on Immigration and Transnationalism in the Americas: Main Problems, Approaches, and Methods [Colloquium]

This flyer provides the full program for the colloquium “Current Research on Immigration and Transnationalism in the Americas: Main Problems, Approaches, and Methods”.

Research on the influence of behavioral forces that motivate trader behavior and sentiment- a prospect theory exegesis

This study focuses on empirical investigations and seeks implications by utilizing three different methodologies to test various aspects of trader behavior. The first methodology utilizes Prospect Theory to determine trader behavior during periods of extreme wealth contracting periods. Secondly, a threshold model to examine the sentiment variable is formulated and thirdly a study is made of the contagion effect and trader behavior. The connection between consumers' sense of financial well-being or sentiment and stock market performance has been studied at length. However, without data on actual versus experimental performance, implications based on this relationship are meaningless. The empirical agenda included examining a proprietary file of daily trader activities over a five-year period. Overall, during periods of extreme wealth altering conditions, traders "satisfice" rather than choose the "best" alternative. A trader's degree of loss aversion depends on his/her prior investment performance. A model that explains the behavior of traders during periods of turmoil is developed. Prospect Theory and the data file influenced the design of the model. Additional research included testing a model that permitted the data to signal the crisis through a threshold model. The third empirical study sought to investigate the existence of contagion caused by declining global wealth effects using evidence from the mining industry in Canada. Contagion, where a financial crisis begins locally and subsequently spreads elsewhere, has been studied in terms of correlations among similar regions. The results provide support for Prospect Theory in two out of the three empirical studies. The dissertation emphasizes the need for specifying precise, testable models of investors' expectations by providing tools to identify paradoxical behavior patterns. True enhancements in this field must include empirical research utilizing reliable data sources to mitigate data mining problems and allow researchers to distinguish between expectations-based and risk-based explanations of behavior. Through this type of research, it may be possible to systematically exploit "irrational" market behavior.

The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college

This study examined the effectiveness of intelligent tutoring system instruction, grounded in John Anderson's ACT theory of cognition, on the achievement and attitude of developmental mathematics students in the community college setting. The quasi-experimental research used a pretest-posttest control group design. The dependent variables were problem solving achievement, overall achievement, and attitude towards mathematics. The independent variable was instructional method.^ Four intact classes and two instructors participated in the study for one semester. Two classes (n = 35) served as experimental groups; they received six lessons with real-world problems using intelligent tutoring system instruction. The other two classes (n = 24) served as control groups; they received six lessons with real-world problems using traditional instruction including graphing calculator support. It was hypothesized that students taught problem solving using the intelligent tutoring system would achieve more on the dependent variables than students taught without the intelligent tutoring system.^ Posttest mean scores for one teacher produced a significant difference in overall achievement for the experimental group. The same teacher had higher means, not significantly, for the experimental group in problem solving achievement. The study did not indicate a significant difference in attitude mean scores.^ It was concluded that using an intelligent tutoring system in problem solving instruction may impact student's overall mathematics achievement and problem solving achievement. Other factors must be considered, such as the teacher's classroom experience, the teacher's experience with the intelligent tutoring system, trained technical support, and trained student support; as well as student learning styles, motivation, and overall mathematics ability. ^

Making Life Choices Program: A psychoeducational intervention for promoting critical cognitive and affective competencies in adolescents at-risk for problem behaviors

The long term goal of the work described is to contribute to the emerging literature of prevention science in general, and to school-based psychoeducational interventions in particular. The psychoeducational intervention reported in this study used a main effects prevention intervention model. The current study focused on promoting optimal cognitive and affective functioning. The goal of this intervention was to increase potential protective factors such as critical cognitive and communicative competencies (e.g., critical problem solving and decision making) and affective competencies (e.g., personal control and responsibility) in middle adolescents who have been identified by the school system as being at-risk for problem behaviors. The current psychoeducational intervention draws on an ongoing program of theory and research (Berman, Berman, Cass Lorente, Ferrer Wreder, Arrufat, & Kurtines 1996; Ferrer Wreder, 1996; Kurtines, Berman, Ittel, & Williamson, 1995) and extends it to include Freire's (1970) concept of transformative pedagogy in developing school-based psychoeducational programs that target troubled adolescents. The results of the quantitative and qualitative analyses indicated trends that were generally encouraging with respect to the effects of the intervention on increasing critical cognitive and affective competencies. ^