John A. Carpenter, Omar K. Moore, Charles R. Snyder, and Edith S. Lisansky. Alcohol and higher-order problem solving. Quarterly journal of studies on alcohol (New Haven), vol. 22 (1961), pp. 183–222.

1965 ◽  
Vol 30 (2) ◽  
pp. 243-243
Author(s):  
Alonzo Church
Keyword(s):  
Problem Solving ◽  
Higher Order ◽  
Quarterly Journal ◽  
New Haven ◽  
Order Problem ◽  
Higher Order Problem

Alcohol and Higher-Order Problem Solving

1961 ◽  
Vol 22 (2) ◽  
pp. 183-222 ◽  
Author(s):  
John A. Carpenter ◽  
Omar K. Moore ◽  
Charles R. Snyder ◽  
Edith S. Lisansky
Keyword(s):  
Problem Solving ◽  
Higher Order ◽  
Order Problem ◽  
Higher Order Problem

Teaching Business Ethics

2018 ◽  
Vol 15 ◽  
pp. 169-183
Author(s):  
David M. Hunt ◽  
Scott K. Radford ◽  
Keyword(s):  
Business Ethics ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Personal Selling ◽  
Higher Order ◽  
Order Problem ◽  
Learning Assessments ◽  
Higher Order Problem

This study examines ethics-related learning outcomes that emerged from an experience-based project in a personal selling and sales management course. Using qualitative research methods, we classified students’ experiences according to domains of ethical issues associated with personal selling and according to conceptualizations of learning identified in the education literature. Patterns we observed in our data suggest that the experience-based project encouraged learners to employ higher-order thinking about business ethics. Higher order problem-solving about ethical issues helps ensure that lessons students learn about ethical decision making carry forward to their professional careers. Based on our findings, we recommend ways instructors can formulate ethics-related learning objectives, develop learning assessments that measure ethics-related learning outcomes, and design teaching and learning activities that help ensure students learn ethical concepts in a way that will carry forward to their careers.

Conclusion

1990 ◽  
Author(s):  
Steven Kim
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Social Institutions ◽  
Difficult Problem ◽  
General Intelligence ◽  
Order Problem ◽  
Five Factors ◽  
Action At A Distance ◽  
Higher Order Problem ◽  
Domain Independent

Previous approaches to creativity have often focused on the person or problem domain, as well as the task itself. In this book, we have focused on the task: a difficult problem is one that has no ready solution or even the means to a solution. Some consequences of this perspective are as follows: • Creativity is a matter of degree. The operant question is not “Is this result creative?” but rather “How creative?” • Creativity is a domain-independent concept. An accountant may be creative, as may a shopkeeper or a musician. • All of us face difficult problems from time to time. We may be creative at one point, and uncreative at another. • Creativity involves purposive novelty. Originality or diversity is a necessary component of creativity, but diversity in itself is not a sufficient factor if it does not resolve the referent problem. • As encapsulated in the Multidistance Principle, the solution must incorporate components exhibiting some properties that are distant, and others that are close. • If creativity is a form of higher-order problem solving, itself a cornerstone of general intelligence, then there exist rational approaches to enhancing creative results. • An effective procedure for dealing with difficult problems lies in the Method of Directed Refinement. • Active failure is the highway to success. • Productivity in project managment involves the pursuit of a select number of parallel activities: too few, and efficiency suffers through slack time; too many, and overhead paralyzes productivity. • Our social institutions, including the educational system, encourage conformity— a homogeneity often leading to mediocrity rather than harmony. For each problem of consequence, we should rather seed myriad ideas and cultivate multiple solutions. • Supervision of creative individuals is a delicate affair involving both intervention and insulation. It calls for inspiring action at a distance, without undermining interest nor tainting intrinsic drive. In this book, we have partitioned the components of creativity into five factors: purpose, diversity, relationships, imagery, and externalization. The purpose of the creative effort defines the problem to be resolved.

Critical Thinking and Reflective Learning in the Marketing Education Literature: A Historical Perspective and Future Research Needs

2018 ◽  
Vol 40 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Andrew J. Dahl ◽  
James W. Peltier ◽  
John A. Schibrowsky
Keyword(s):  
Critical Thinking ◽  
Reflective Learning ◽  
Future Research ◽  
Research Needs ◽  
Order Problem ◽  
Problem Solving Skills ◽  
Education Literature ◽  
Marketing Education ◽  
Education Journal ◽  
Higher Order Problem

Marketing educators have long espoused the importance of critical thinking as a means of developing students’ higher-order problem-solving skills. In this article, we utilize an historical approach to investigate how educators have defined, operationalized, and empirically evaluated the critical thinking construct. To accomplish this, we review the critical thinking literature from three prominent marketing education journals and the leading management education journal. In doing so, we summarize extant critical thinking research across varied pedagogical topics, review empirical findings, and present a conceptual framework for motivating future research.

Clinical Decision Processes and Criteria for Social Validity

1983 ◽  
Vol 53 (3) ◽  
pp. 775-778 ◽  
Author(s):  
Richard W. Millard ◽  
Ian M. Evans
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Decision Process ◽  
Social Validity ◽  
Clinical Decision ◽  
Decision Processes ◽  
Order Problem ◽  
Dangerous Behavior ◽  
Fixed Order ◽  
Parametric Analyses

A sample of 12 clinical psychologists and 12 graduate students in clinical psychology performed an analogue task to investigate decision processes with respect to the judged salience of criteria for social validity. Six child cases were considered by all; each card contained information describing a dangerous behavior, information accompanied by an explicit normative refererence, the same information without a normative reference, or unrelated filler comments. Non-parametric analyses indicated that subjects consistently evaluated information about dangerous behavior as being more serious than any other concern; dangerousness was ranked first 94.4% of the time. Subjects did not distinguish between information with explicit normative referents and the same information without any such referents. Students and clinicians did not differ in their response to these categories of information. The results demonstrate the application of a fixed-order problem-solving method to study the clinical-decision process and suggest the importance of criteria for social validity in this sequence.

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