Stimulus uncertainty, response uncertainty, and problem solving.

1956 ◽  
Vol 10 (4) ◽  
pp. 239-247 ◽  
Author(s):  
F. Robert Brush
Keyword(s):  
Problem Solving ◽  
Response Uncertainty ◽  
Stimulus Uncertainty

Does stimulus uncertainty or response uncertainty produce the Hick/Hyman law?

2010 ◽  
Author(s):  
Richard E. Hazeltine ◽  
Timothy Wifall ◽  
J. Toby Mordkoff
Keyword(s):  
Response Uncertainty ◽  
Stimulus Uncertainty

Effects of Two Sources of Uncertainty in Decision Making

1965 ◽  
Vol 17 (2) ◽  
pp. 635-648 ◽  
Author(s):  
James M. Driscoll ◽  
John T. Lanzetta
Keyword(s):  
Decision Making ◽  
Information Processing ◽  
Information Search ◽  
Search Behavior ◽  
Decision Task ◽  
Response Uncertainty ◽  
Stimulus Uncertainty ◽  
Sources Of Uncertainty ◽  
Subjective Uncertainty ◽  
Initial Uncertainty

The effects of variation in the stimulus and response uncertainty of a decision task on the decision maker's subjective uncertainty, amount of information search, and information processing were examined. Results indicated that: (a) information search tended to continue until one bit of stimulus and/or response uncertainty remained, independent of the level of initial uncertainty; (b) the higher the stimulus uncertainty of the decision task, the faster S began seeking information; and (c) subjective uncertainty increased with both stimulus and response uncertainty. Unfortunately, the data precluded adequate examination of the possible relationship between subjective uncertainty and search behavior, but the latency of search was negatively correlated with the magnitude of subjective uncertainty across Ss, suggesting that a more extensive examination of the motivational effects of subjective uncertainty would be of value.

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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