Switching Forth and Back: Problem Solving under Time Pressure

2019 ◽  
Author(s):  
Johannes Schneider ◽  
Christoph Wolf
Keyword(s):  
Problem Solving ◽  
Time Pressure ◽  
Back Problem

PROBLEM-SOLVING MECHANISMS IN L2 COMMUNICATION

1998 ◽  
Vol 20 (3) ◽  
pp. 349-385 ◽  
Author(s):  
Zoltán Dörnyei ◽  
Judit Kormos
Keyword(s):  
Problem Solving ◽  
Speech Processing ◽  
Time Pressure ◽  
Coping Mechanisms ◽  
Communication Problems ◽  
Wide Range ◽  
Meaning Negotiation ◽  
Production Problem ◽  
Repair Mechanisms ◽  
Language Output

This paper investigates the various ways speakers manage problems and overcome difficulties in L2 communication. Following Dörnyei and Scott (1997), we distinguish four main sources of L2 communication problems: (a) resource deficits, (b) processing time pressure, (c) perceived deficiencies in one's own language output, and (d) perceived deficiencies in the interlocutor's performance. In order to provide a systematic description of the wide range of coping mechanisms associated with these problem areas (e.g., communication strategies, meaning negotiation mechanisms, hesitation devices, repair mechanisms), we adopt a psycholinguistic approach based on Levelt's (1989, 1993, 1995) model of speech production. Problem-solving devices, then, are analyzed and classified according to how they are related to the different pre- and post-articulatory phases of speech processing, and we illustrate the various mechanisms by examples and retrospective comments taken from L2 learners' data.

scholarly journals The Relation Between Students’ Effort and Monitoring Judgments During Learning: A Meta-analysis

2020 ◽  
Vol 32 (4) ◽  
pp. 979-1002 ◽  
Author(s):  
Martine Baars ◽  
Lisette Wijnia ◽  
Anique de Bruin ◽  
Fred Paas
Keyword(s):  
Problem Solving ◽  
Time Pressure ◽  
Meta Analysis ◽  
Negative Association ◽  
Data Driven ◽  
Future Research ◽  
Effort Allocation ◽  
Self Regulated Learning ◽  
Paired Associates ◽  
The Relationship

Abstract Research has shown a bi-directional association between the (perceived) amount of invested effort to learn or retrieve information (e.g., time, mental effort) and metacognitive monitoring judgments. The direction of this association likely depends on how learners allocate their effort. In self-paced learning, effort allocation is usually data driven, where the ease of memorizing is used as a cue, resulting in a negative correlation between effort and monitoring judgments. Effort allocation is goal driven when it is strategically invested (e.g., based on the importance of items or time pressure) and likely results in a positive correlation. The current study used a meta-analytic approach to synthesize the results from several studies on the relationship between effort and monitoring judgments. The results showed that there was a negative association between effort and monitoring judgments (r = − .355). Furthermore, an exploration of possible moderators of this association between effort and monitoring was made. The negative association was no longer significant when goal-driven regulation was manipulated. Furthermore, it was found that the type of monitoring judgment (i.e., a weaker association for prospective judgments) and type of task (stronger association for problem-solving tasks relative to paired associates) moderated the relation between effort and monitoring. These results have important implications for future research on the use of effort as a cue for monitoring in self-regulated learning.

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.

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