scholarly journals Chimpanzees’ (Pan troglodytes) problem-solving skills are influenced by housing facility and captive care duration

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e10263
Author(s):  
Sofia Forss ◽  
Alba Motes-Rodrigo ◽  
Christine Hrubesch ◽  
Claudio Tennie
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Large Body ◽  
Learning Task ◽  
Cognitive Testing ◽  
Problem Solving Skills ◽  
Reaching Task ◽  
Cognitive Studies ◽  
In Captivity ◽  
Problem Solvers

Although a large body of primate cognition research is done in captive institutions, little is known about how much individuals from different facilities vary in their experiences and cognitive skills. Here we present the results of an experimental study investigating how physical cognitive skills vary between chimpanzees in relation to captive settings and their time in captivity. We tested 59 chimpanzees housed at two different captive facilities (a rehabilitation center (sanctuary) and a zoo) in three problem-solving tasks. Our results showed that chimpanzees at the two housing facilities significantly differed in overall task performance. On average, the sanctuary chimpanzees outperformed the chimpanzees housed at the zoo in the detour reaching task and the honey trap task. However, the zoo chimpanzees performed slightly better on average in the learning task. We propose that, for this particular sample, the documented differences result from a combination of factors, such as prior experience with cognitive testing, motivation levels and varying degrees of human exposure. Within the sanctuary sample, we found that chimpanzees who arrived at an earlier age at the sanctuary and had therefore spent a larger percentage of their lives in a captive environment, were better problem-solvers than those that arrived at a later age to the sanctuary. Thus, rehabilitation and time in captivity contributed to improved physical cognitive skills in sanctuary chimpanzees. Our results highlight the importance of studying intraspecific variation and the effect that previous experience and living conditions might have on physical cognitive skills in non-human apes. Accordingly, we should be cautious when extrapolating findings of cognitive studies from one population to the species as a whole.

Effectiveness of a Problem-Solving Training Program

1995 ◽  
Vol 76 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Johan W. Wege ◽  
André T. Möller
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Undergraduate Students ◽  
Internal Control ◽  
Self Efficacy ◽  
Group Analysis ◽  
External Control ◽  
Problem Solving Skills ◽  
Control Orientation ◽  
Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

scholarly journals The development of drunk behaviour during evacuation

2020 ◽  
Vol 5 ◽  
Author(s):  
Simeon A. Doychinov ◽  
Ann S. Dederichs
Keyword(s):  
Problem Solving ◽  
Fire Safety ◽  
Cognitive Skills ◽  
Reaction Times ◽  
Coordination Problem ◽  
Problem Solving Skills ◽  
Sound Recordings ◽  
Safety Design ◽  
Fire Safety Design ◽  
The Subject

The intoxication of the occupants is hardly considered in the fire safety design, due to the lack of data on the subject. Recent research experiments into the influence of alcohol on evacuation have shown evidence that there might be a correlation between the development of drunk behaviour and the surroundings or context in which the occupants are situated. That is why the experiment in this report investigated the development of drunk behaviour in a group of people within a party environment, independently of alcohol, with the use of non-alcoholic beer as a placebo. The participants were put through 3 identical exercises, which were aimed at testing their balance, reaction times, concentration, hand to eye coordination, problem solving skills, cognitive skills and cooperation. In addition to that they performed 2 evacuations that were used to interrupt their ’drunk behaviour’ and test their reaction, decision and overall evacuation times. They were also analysed for signs of drunk behaviour with video and sound recordings. The results showed clear reduction of performance in the tests for concentration, hand to eye coordination, problem solving skills, cognitive skills and cooperation after the consumption of the beer, but little change in the balance tests. Apart from that, some of the participants showed signs of drunk behaviour, such as playfulness and increase in noise after the alcohol was consumed and these were reduced after the environment changed. Based on this it was concluded that even with non-alcoholic beer some of the participants developed drunk behaviour, like that observed in previous experiments with the use of alcohol.

Becoming Problem Solvers: The Case of Three Future Administrators

1998 ◽  
Vol 8 (3) ◽  
pp. 303-331 ◽  
Author(s):  
Janet H. Chrispeels ◽  
Kathleen J. Martin
Keyword(s):  
Problem Solving ◽  
Implicit Theories ◽  
Problem Based Learning ◽  
Group Processes ◽  
Organizational Factors ◽  
Theory And Practice ◽  
Collaborative Problem Solving ◽  
Problem Solving Skills ◽  
Theory Of Practice ◽  
Problem Solvers

This study examines how students in an administrative credential program developed collaborative problem-solving competence through their participation in two problem-based learning classes. Data collected at three times over the course of a year (videotapes, student reflective papers, faculty and student evaluations, final group projects, and interviews) were analyzed to assess how students develop problem-solving skills within a group. The data indicate that these classes allowed students to acquire knowledge and skills in group processes and problem-solving as well as course content. Follow-up studies of three students who served as telling cases, and who are the focus of this study, suggest students could see the link between theory and practice, and between the classes and their jobs as administrators. Although the students entered the classes with differing levels of problem-solving ability, all three perceived that the experiences in the problem-based learning classes enhanced their skills. The data also suggest that more active guidance by the faculty could enhance students’ reflective skills and their ability to identify implicit theories of practice. Thus, a metacognitive framework for acquiring and improving problem-solving skills in collaborative groups was developed to enable students to explore personal and organizational factors that shape their theory of practice.

scholarly journals Understanding adults’ strong problem-solving skills based on PIAAC

2017 ◽  
Vol 29 (7/8) ◽  
pp. 537-553 ◽  
Author(s):  
Raija Hämäläinen ◽  
Bram De Wever ◽  
Kari Nissinen ◽  
Sebastiano Cincinnato
Keyword(s):  
Problem Solving ◽  
Everyday Life ◽  
Continuous Process ◽  
Vocational Education And Training ◽  
Problem Solving Skills ◽  
Content Type ◽  
Work Related ◽  
Problem Solvers ◽  
Insight Into ◽  
Good Problem

Purpose Research has shown that the problem-solving skills of adults with a vocational education and training (VET) background in technology-rich environments (TREs) are often inadequate. However, some adults with a VET background do have sound problem-solving skills. The present study aims to provide insight into the socio-demographic, work-related and everyday life factors that are associated with a strong problem-solving performance. Design/methodology/approach The study builds on large-scale data of the Programme for the International Assessment of Adult Competencies (PIAAC) and gives insight into VET adults (N = 12,929) with strong problem-solving skills in 11 European countries. Findings This study introduces new knowledge with respect to the socio-demographic, work-related and everyday life background factors that contribute to successful VET adults’ problem-solving skills. The findings of the authors illustrate that a continuous process of development including non-formal and informal activity, as well as learning taking place at work, is associated with strong performance in problem-solving skills in TRE. Research limitations/implications An important implication of this study is that this paper introduces novel knowledge for VET adults’ competences and can be used to support the development of VET adults’ problem-solving skills in TREs. Originality/value The study was conducted to explore new understanding about good problem-solvers in TREs with a VET background. The originality of the study derives from its focus on good problem-solvers in TREs related to a VET background. The findings can be used to create novel ways to enhance the development of VET adults’ problem-solving skills in TREs.

scholarly journals Using Coherence Analysis to Characterize Self-Regulated Learning Behaviours in Open-Ended Learning Environments

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
James R Segedy ◽  
John S Kinnebrew ◽  
Gautam Biswas
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Self Regulation ◽  
Learning Task ◽  
Coherence Analysis ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Behaviours ◽  
Insight Into

Researchers have long recognized the potential benefits of using open-ended computer-based learning environments (OELEs) to study aspects of students’ self-regulated learning behaviours. However, measuring self-regulation in these environments is a difficult task. In this paper, we present our work in developing and evaluating coherence analysis (CA), a novel approach to interpreting students’ learning behaviours in OELEs. CA focuses on the learner’s ability to interpret and apply information encountered while working in the OELE. By characterizing behaviours in this manner, CA provides insight into students’ open-ended problem-solving strategies as well as the extent to which they understand the nuances of their current learning task. To validate our approach, we applied CA to data from a recent classroom study with Betty’s Brain. Results demonstrated relationships between CA-derived metrics, prior skill levels, task performance, and learning. Taken together, these results provide insight into students’ SRL processes and suggest targets for adaptive scaffolds to support students’ development of science understanding and open-ended problem solving skills.

Problem Solving for the Primary Grades

1982 ◽  
Vol 29 (6) ◽  
pp. 10-15
Author(s):  
James V. Bruni
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Primary School ◽  
Mathematics Instruction ◽  
Primary Grades ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Primary Mathematics ◽  
Problem Solvers

“How can my children possibly be expected to do problem solving when they are only beginning to learn to read and to do basic arithmetic computation?” This is often the lament of primary-school teachers when urged to include problem solving in their mathematics programs. Developing problem-solving skills is often equated with training children to solve arithmetic word problems, but problem olving has a much broader meaning. It is not only possible for young children to become problem solvers but also, primary mathematics instruction can be organized to help develop problem-solving skills.

The Predictive Power of Turkish Teachers’ Reflective Thinking Skills Perceptions in their Problem Solving Skills Perceptions

2020 ◽  
Vol 8 (3) ◽  
pp. 12
Author(s):  
Ceren KARAKOÇ ◽  
Özden DEMİR
Keyword(s):  
Problem Solving ◽  
Education Program ◽  
Professional Education ◽  
Cognitive Skills ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Professional Perspective ◽  
The Relationship ◽  
Turkish Education

The Turkish education program has a great importance in terms of increasing the quality of education and training process and determining and developing the cognitive skills of students. The explanation of the relationship between the high-level thinking skills of Turkish teachers responsible for teaching the program and the Turkish education program reveals the necessity of the study. Accordingly, this research was created in order to determine the relationship between reflective thinking skills perceptions and problem solving skills perceptions that should be present in Turkish teaching. The sample of the study consists of 106 Turkish teachers who are working in eight districts of Kars Province. In this study, the Reflective Thinking Tendency Scale (YANDE) and Problem Solving Inventory (PSI) were used. The data were analyzed using descriptive and inferential statistical methods. According to the findings, the relationships between total and sub-dimensions of Turkish teachers’ reflective thinking skills perceptions and their problem-solving skills perceptions were moderate. According to the findings; continuous and purposeful thinking, open-mindedness, questioner and effective teaching, teaching responsibility and scientificity, predictive and sincerity and professional perspective sub-dimensions of reflective thinking scale do not significantly predict any sub-dimension of problem solving. However, it is observed that the ‘researcher sub-dimension of the reflective thinking’ scale significantly predicts problem solving total scores, hasty approach scores, thinking approach scores and avoidant approach scores. The relationship between total and sub-dimensions of reflective thinking skills perceptions of Turkish teachers and total and sub-dimensions of problem solving skills perceptions was found to be at a moderate level. These thinking skills should be considered when planning activities in undergraduate and professional education to develop reflective thinking skills perceptions and problem solving skills perceptions of Turkish teachers.

scholarly journals Can You Teach an Old Parrot New Tricks? Individual Variation in the Problem-Solving Abilities of Wild Kaka (Nestor Meridionalis)

2021 ◽  
Author(s):  
◽  
Julia Loepelt
Keyword(s):  
Problem Solving ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Life Histories ◽  
Species Variation ◽  
Evolutionary Mechanisms ◽  
Problem Solving Skills ◽  
Innovative Solution ◽  
In The Wild ◽  
Multi Access

<p>Identifying factors that may influence cognitive variation in the wild is essential for furthering our understanding of how ecological and evolutionary mechanisms shape cognitive phenotypes. Yet, studies on cognitive variation in the wild and its causes and consequences are still rare. In both the wild and captivity, birds have become a centre of attention, revealing striking cognitive abilities that may rival the great apes. While much of this research has focused on corvids, few parrot species have been studied thoroughly. One of these species is the kea (Nestor notabilis), which has shown remarkable social and physical cognitive skills, including the use of tools. This thesis explores the innovative problem-solving skills of the only other Nestor species, the kaka (Nestor meridionalis), with the overall aim to investigate ecological, developmental and genetic factors influencing within-species variation of these abilities in the wild.  When confronted with a series of novel problems at a familiar feeding station, juvenile kaka outperform adult kaka, especially in their ability and efficiency to find an innovative solution to acquiring the food reward. This is particularly the case when modification of a pre-learned behavioural response is required and is further expressed in the juveniles’ higher individual persistence and exploration diversity, which suggests they may be more behaviourally flexible. Testing for this hypothesis using a Multi-Access-Box approach confirmed faster, more flexible discovery of alternative solving strategies in younger birds.  Further analysis of the kaka’s innovation abilities uncovered potential genetic effects on solving ability as shown by full sibling comparison. This provides first potential evidence for heritability of a cognitive trait in the wild and thus presents an important step for furthering our understanding of how natural selection may act on cognitive traits. Between-species comparison of kaka and kea in the physical and social cognitive domains reveals striking similarities. This suggests that the differences in the life histories of these two species play a secondary role in the evolution of Nestor parrot cognitive abilities, which may instead be retained from their common ancestor.</p>

scholarly journals Thinking Like a Research Expert: Schemata for Teaching Complex Problem-Solving Skills

2017 ◽  
Author(s):  
Paul Douglas Callister
Keyword(s):  
Problem Solving ◽  
Research Process ◽  
Complex Problem ◽  
Legal Research ◽  
Problem Solving Skills ◽  
Research Problems ◽  
The Difference ◽  
Problem Solvers ◽  
Mental Constructs ◽  
Research Resources

The difference between expert and novice problem-solvers is that experts have organized their thinking into schemata or mental constructs to both see and solve problems. This article demonstrates why schemata are important, arguing that schemata need to be made explicit in the classroom. It illustrates the use of schemata to understand and categorize complex research problems, map the terrain of legal research resources, match appropriate resources to types of problems, and work through the legal research process. The article concludes by calling upon librarians and research instructors to produce additional schemata and develop a common hierarchical taxonomy of skills, a “Bloom’s Taxonomy,” which would define problem-solving skills more precisely and set benchmarks for assessment.This is a draft copy only. The published version appears in 28 LEGAL REFERENCES SERVICES QUARTERLY 31-51 (2009), which version should be cited in subsequent publications.

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