Search results for 'Problem solving Study and teaching' (try it on Scholar)

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  1. Joseph R. Herkert (2005). Ways of Thinking About and Teaching Ethical Problem Solving: Microethics and Macroethics in Engineering. [REVIEW] Science and Engineering Ethics 11 (3):373-385.score: 688.0
    Engineering ethics entails three frames of reference: individual, professional, and social. “Microethics” considers individuals and internal relations of the engineering profession; “macroethics” applies to the collective social responsibility of the profession and to societal decisions about technology. Most research and teaching in engineering ethics, including online resources, has had a “micro” focus. Mechanisms for incorporating macroethical perspectives include: integrating engineering ethics and science, technology and society (STS); closer integration of engineering ethics and computer ethics; and consideration of the influence (...)
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  2. Robert M. Gagné & Ernest C. Smith Jr (1962). A Study of the Effects of Verbalization on Problem Solving. Journal of Experimental Psychology 63 (1):12.score: 508.5
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  3. Dick Ruimschotel (1989). Explanation, Causation, and Psychological Theories: A Methodological Study Illustrated by an Analysis of Festinger's Theory of Cognitive Dissonance and Newell & Simon's Theory of Human Problem Solving. Swets & Zeitlinger.score: 508.5
  4. Despina A. Stylianou, Maria L. Blanton & Eric J. Knuth (eds.) (2009). Teaching and Learning Proof Across the Grades: A K-16 Perspective. Routledge.score: 474.0
    Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help ...
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  5. Laura Macchi & Maria Bagassi (2012). Intuitive and Analytical Processes in Insight Problem Solving: A Psycho-Rhetorical Approach to the Study of Reasoning. Mind and Society 11 (1):53-67.score: 468.0
    Language and thought share a unitary cognitive activity, addressed by an interpretative function. This interpretative effort reveals the assonance between the attribution of meaning to an utterance and the discovery of a solution via restructuring in insight problem solving. We suggest a view of complex integrated analytical thinking, which assumes that thinking processes information in different ways, depending on the characteristics of the tasks the subject has to solve, so that reasoning results in a stepwise, rule-based process or (...)
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  6. Seyyed Hadi Motamedi, Akbar Biglarian & Manijeh Fallah Selukolaee (2012). The Effect of Problem-Solving Skill Teaching on the Increase of the Social Efficiency of the Girl Juveniles. Social Research 5 (14):17-29.score: 438.8
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  7. Patricia Calton (forthcoming). Teaching Business Ethics as Innovative Problem Solving in Advance. Teaching Philosophy.score: 436.5
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  8. V. Sevim & V. V. Cifarelli (2014). Authors' Response: Radical Constructivist Conceptual Analyses in Mathematical Problem Solving and Their Implications for Teaching. Constructivist Foundations 9 (3):386-392.score: 436.5
    Upshot: In this response to the open peer commentaries on our target article, we address two emerging themes: the need to explicate further the nature of learning processes from a radical constructivist perspective, and the need to investigate further the implications of our research for classroom teaching.
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  9. Ying Gao & Hao Zhang (2014). Unconscious Processing Modulates Creative Problem Solving: Evidence From an Electrophysiological Study. Consciousness and Cognition 26:64-73.score: 427.5
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  10. Jean Paul Van Bendegem (2005). The Collatz Conjecture. A Case Study in Mathematical Problem Solving. Logic and Logical Philosophy 14 (1):7-23.score: 427.5
    In previous papers (see Van Bendegem [1993], [1996], [1998], [2000], [2004], [2005], and jointly with Van Kerkhove [2005]) we have proposed the idea that, if we look at what mathematicians do in their daily work, one will find that conceiving and writing down proofs does not fully capture their activity. In other words, it is of course true that mathematicians spend lots of time proving theorems, but at the same time they also spend lots of time preparing the ground, if (...)
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  11. Kam‐Wah Lucille Lee, Ngoh‐Khang Goh, Lian‐Sai Chia & Christine Chin (1996). Cognitive Variables in Problem Solving in Chemistry: A Revisited Study. Science Education 80 (6):691-710.score: 427.5
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  12. Richard D. Odom, Joseph G. Cunningham & Eileen C. Astor (1975). Adults Thinking the Way We Think Children Think, but Children Don't Always Think That Way: A Study of Perceptual Salience and Problem Solving. Bulletin of the Psychonomic Society 6 (5):545-548.score: 427.5
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  13. Ronald J. Raven (1987). A Study of the Use of Ratios in Science Problem Solving. Science Education 71 (4):565-570.score: 427.5
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  14. Eugene Omasta & Vincent N. Lunetta (1988). Exploring Functions: A Strategy for Teaching Physics Concepts and ProblemSolving. Science Education 72 (5):625-636.score: 427.5
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  15. Beverly C. Pestel (1993). Teaching Problem Solving Without Modeling Through “Thinking Aloud Pair Problem Solving”. Science Education 77 (1):83-94.score: 427.5
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  16. Nicolas Bullot (2007). A Study in the Cognition of Individuals' Identity: Solving the Problem of Singular Cognition in Object and Agent Tracking. Consciousness and Cognition 16 (2):276-293.score: 414.0
    This article compares the ability to track individuals lacking mental states with the ability to track intentional agents. It explains why reference to individuals raises the problem of explaining how cognitive agents track unique individuals and in what sense reference is based on procedures of perceptual-motor and epistemic tracking. We suggest applying the notion of singular-files from theories in perception and semantics to the problem of tracking intentional agents. In order to elucidate the nature of agent-files, three views (...)
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  17. K. C. De Berg (2008). The Concepts of Heat and Temperature: The Problem of Determining the Content for the Construction of an Historical Case Study Which is Sensitive to Nature of Science Issues and Teaching–Learning Issues. Science and Education 17 (1):75-114.score: 405.0
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  18. Alan Radley (1991). Solving a Problem Together: A Study of Thinking in Small Groups. Journal of Phenomenological Psychology 22 (1):39-59.score: 405.0
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  19. Magda Osman (2008). Observation Can Be as Effective as Action in Problem Solving. Cognitive Science 32 (1):162-183.score: 369.0
    The present study discusses findings that replicate and extend the original work of Burns and Vollmeyer (2002), which showed that performance in problem solving tasks was more accurate when people were engaged in a non-specific goal than in a specific goal. The main innovation here was to examine the goal specificity effect under both observation-based and conventional action-based learning conditions. The findings show that goal specificity affects the accuracy of problem solving in the same way, (...)
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  20. Sadjad Soltanzadeh (forthcoming). Humanist and Nonhumanist Aspects of Technologies as Problem Solving Physical Instruments. Philosophy and Technology:1-18.score: 369.0
    A form of metaphysical humanism in the field of philosophy of technology can be defined as the claim that besides technologies’ physical aspects, purely human attributes are sufficient to conceptualize technologies. Metaphysical nonhumanism, on the other hand, would be the claim that the meanings of the operative words in any acceptable conception of technologies refer to the states of affairs or events which are in a way or another shaped by technologies. In this paper, I focus on the conception of (...)
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  21. Sheldene K. Simola (2010). Use of a "Coping-Modeling, Problem-Solving" Program in Business Ethics Education. Journal of Business Ethics 96 (3):383 - 401.score: 369.0
    During the last decade, scholars have identified a number of factors that pose significant challenges to effective business ethics education. This article offers a "coping-modeling, problem-solving" (CMPS) approach (Cunningham, 2006) as one option for addressing these concerns. A rationale supporting the use of the CMPS framework for courses on ethical decisionmaking in business is provided, following which the implementation processes for this program are described. Evaluative data collected from N = 101 undergraduate business students enrolled in a third (...)
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  22. Noelle M. Crooks & Martha W. Alibali (2013). Noticing Relevant Problem Features: Activating Prior Knowledge Affects Problem Solving by Guiding Encoding. Frontiers in Psychology 4:884.score: 369.0
    This study investigated whether activating elements of prior knowledge can influence how problem solvers encode and solve simple mathematical equivalence problems (e.g., 3 + 4 + 5 = 3 + _). Past work has shown that such problems are difficult for elementary school students (McNeil & Alibali, 2000). One possible reason is that children’s experiences in math classes may encourage them to think about equations in ways that are ultimately detrimental. Specifically, children learn a set of patterns that (...)
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  23. Florence Jm Ruby, Jonathan Smallwood, Jerome Sackur & Tania Singer (2013). Is Self-Generated Thought a Means of Social Problem Solving? Frontiers in Psychology 4:962.score: 369.0
    Appropriate social problem solving constitutes a critical skill for individuals and may rely on processes important for self-generated thought (SGT). The aim of the current study was to investigate the link between SGT and social problem solving. Using the Means-End Problem Solving task (MEPS), we assessed participants’ abilities to resolve daily social problems in terms of overall efficiency and number of relevant means they provided to reach the given solution. We also asked participants (...)
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  24. Marvin Croy (2000). Problem Solving, Working Backwards, and Graphic Proof Representation REVIEWS. Teaching Philosophy 23 (2):169-187.score: 297.0
    Newell and Simon’s seminal Human Problem Solving (1972) characterized a problem in terms of a goal state, a starting state, and a set of transition rules which define legitimate transitions from one state to another.1 Problem solving thus becomes a process of searching through a set of alternative states (the "problem space") in an effort to find a path leading from starting state to the goal state. The search process can be guided by heuristic (...)
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  25. Mareike B. Wieth & Rose T. Zacks (2011). Time of Day Effects on Problem Solving: When the Non-Optimal is Optimal. Thinking and Reasoning 17 (4):387 - 401.score: 288.0
    In a study examining the effects of time of day on problem solving, participants solved insight and analytic problems at their optimal or non-optimal time of day. Given the presumed differences in the cognitive processes involved in solving these two types of problems, it was expected that the reduced inhibitory control associated with non-optimal times of the day would differentially impact performance on the two types of problems. In accordance with this expectation, results showed consistently greater (...)
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  26. Fernand Gobet, Peter McLeod & Merim Bilalić (2011). Expert and “Novice” Problem Solving Strategies in Chess: Sixty Years of Citing de Groot (1946). Thinking and Reasoning 14 (4):395-408.score: 288.0
    In a famous study of expert problem solving, de Groot (1946/1978) examined how chess players found the best move. He reported that there was little difference in the way that the best players (Grand Masters) and very good players (Candidate Masters) searched the board. Although this result has been regularly cited in studies of expertise, it is frequently misquoted. It is often claimed that de Groot found no difference in the way that experts and novices investigate a (...)
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  27. Merim Bilali (2008). Expert and “Novice” Problem Solving Strategies in Chess: Sixty Years of Citing de Groot (1946). Thinking and Reasoning 14 (4):395 – 408.score: 288.0
    In a famous study of expert problem solving, de Groot (1946/1978) examined how chess players found the best move. He reported that there was little difference in the way that the best players (Grand Masters) and very good players (Candidate Masters) searched the board. Although this result has been regularly cited in studies of expertise, it is frequently misquoted. It is often claimed that de Groot found no difference in the way that experts and novices investigate a (...)
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  28. Joseph J. Fins, Matthew D. Bacchetta & Franklin G. Miller (1997). Clinical Pragmatism: A Method of Moral Problem Solving. Kennedy Institute of Ethics Journal 7 (2):129-143.score: 288.0
    : This paper presents a method of moral problem solving in clinical practice that is inspired by the philosophy of John Dewey. This method, called "clinical pragmatism," integrates clinical and ethical decision making. Clinical pragmatism focuses on the interpersonal processes of assessment and consensus formation as well as the ethical analysis of relevant moral considerations. The steps in this method are delineated and then illustrated through a detailed case study. The implications of clinical pragmatism for the use (...)
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  29. Fernand Gobet (1997). A Pattern-Recognition Theory of Search in Expert Problem Solving. Thinking and Reasoning 3 (4):291 – 313.score: 288.0
    Understanding how look-ahead search and pattern recognition interact is one of the important research questions in the study of expert problem solving. This paper examines the implications of the template theory Gobet & Simon, 1996a , a recent theory of expert memory, on the theory of problem solving in chess. Templates are chunks Chase & Simon, 1973 that have evolved into more complex data structures and that possess slots allowing values to be encoded rapidly. Templates (...)
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  30. Henry Frankel (1980). Problem-Solving, Research Traditions, and the Development of Scientific Fields. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1980:29 - 40.score: 288.0
    The general thesis that science is essentially a problem-solving activity is extended to the development of new fields. Their development represents a research strategy for generating and solving new unsolved problems and solving existing ones in related fields. The pattern of growth of new fields is guided by the central problems within the field and applicable problems in other fields. Proponents of existing research traditions welcome work in new fields, if they believe it will increase the (...)
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  31. Raanan Lipshitz, Daphna Leshem Levy & Keren Orchen (2006). Is This Problem Likely to Be Solved? A Cognitive Schema of Effective Problem Solving. Thinking and Reasoning 12 (4):413 – 430.score: 288.0
    The present study tested the existence of a cognitive schema that guides people's evaluations of the likelihood that observed problem-solving processes will succeed. The hypothesised schema consisted of attributes that were found to distinguish between retrospective case reports of successful and unsuccessful real world problem solving (Lipshitz & Bar Ilan, 1996). Participants were asked to evaluate the likelihood of success of identical cases of problem solving that differed in the presence or absence of (...)
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  32. Robert N. Mccauley (1986). Problem Solving in Science and the Competence Approach to Theorizing in Linguistics. Journal for the Theory of Social Behaviour 16 (3):299–312.score: 288.0
    The goals ofthis paper are to identify (in Section II) some general features of problem solving strategies in science, to discuss (in Section III) how Chomsky has employed two particularly popular discovery strategies in science, and to show (in Section IV) how these strategies inform Chomskyan linguistics. In Section IV I will discuss (1) how their employment in linguistics manifests features of scientific problem solving outlined in Section Il and (2) how an analysis in terms of (...)
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  33. Christopher R. Bearman, Linden J. Ball & Thomas C. Ormerod (2007). The Structure and Function of Spontaneous Analogising in Domain-Based Problem Solving. Thinking and Reasoning 13 (3):273 – 294.score: 288.0
    Laboratory-based studies of problem solving suggest that transfer of solution principles from an analogue to a target arises only minimally without the presence of directive hints. Recently, however, real-world studies indicate that experts frequently and spontaneously use analogies in domain-based problem solving. There is also some evidence that in certain circumstances domain novices can draw analogies designed to illustrate arguments. It is less clear, however, whether domain novices can invoke analogies in the sophisticated manner of experts (...)
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  34. Linden J. Ball Jonathan St B. T. Evans Ian Dennis Thomas & C. Ormerod (1997). Problem-Solving Strategies and Expertise in Engineering Design. Thinking and Reasoning 3 (4):247 – 270.score: 288.0
    A study is reported which focused on the problem-solving strategies employed by expert electronics engineers pursuing a real-world task: integrated-circuit design. Verbal protocol data were analysed so as to reveal aspects of the organisation and sequencing of ongoing design activity. These analyses indicated that the designers were implementing a highly systematic solution-development strategy which deviated only a small degree from a normatively optimal top-down and breadth-first method. Although some of the observed deviation could be described as opportunistic (...)
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  35. C. W. Castillo-Garsow (2014). Mathematical Modeling and the Nature of Problem Solving. Constructivist Foundations 9 (3):373-375.score: 288.0
    Open peer commentary on the article “Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld’s Conceptual Analysis” by Victor V. Cifarelli & Volkan Sevim. Upshot: Problem solving is an enormous field of study, where so-called “problems” can end up having very little in common. One of the least studied categories of problems is open-ended mathematical modeling research. Cifarelli and Sevim’s framework - although not developed for this purpose - may (...)
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  36. Olga Megalakaki, Charles Tijus, Romain Baiche & Sébastien Poitrenaud (2012). The Effect of Semantics on Problem Solving is to Reduce Relational Complexity. Thinking and Reasoning 18 (2):159 - 182.score: 288.0
    This article reports a study carried out in order to measure how semantic factors affect reductions in the difficulty of the Chinese Ring Puzzle (CRP) that involves removing five objects according to a recursive rule. We hypothesised that semantics would guide inferences about action decision making. The study involved a comparison of problem solving for two semantic isomorphic variants of the CRP ( fish and fleas ) with problem solving for the puzzle's classic variant (...)
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  37. Robert W. Weisberg (2014). Toward an Integrated Theory of Insight in Problem Solving. Thinking and Reasoning 21 (1):5-39.score: 288.0
    The study of insight in problem solving and creative thinking has seen an upsurge of interest in the last 30 years. Current theorising concerning insight has taken one of two tacks. The special-process view, which grew out of the Gestalt psychologists’ theorising about insight, proposes that insight is the result of a dedicated set of processes that is activated by the individual's reaching impasse while trying to deal with a problematic situation. In contrast, the business-as-usual view argues (...)
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  38. V. V. Cifarelli & V. Sevim (2014). Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld's Conceptual Analysis. Constructivist Foundations 9 (3):360-369.score: 288.0
    Context: The paper utilizes a conceptual analysis to examine the development of abstract conceptual structures in mathematical problem solving. In so doing, we address two questions: 1. How have the ideas of RC influenced our own educational theory? and 2. How has our application of the ideas of RC helped to improve our understanding of the connection between teaching practice and students’ learning processes? Problem: The paper documents how Ernst von Glasersfeld’s view of mental representation can (...)
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  39. Howard Brody & Peter Vinten-Johansen (1991). Teaching the History of Medicine by Case Study and Small Group Discussion. Journal of Medical Humanities 12 (1):19-24.score: 261.0
    A case-study, small-group-discussion (“focal problem”) exercise in the history of medicine was designed, piloted, and evaluated in an overseas course and an on-campus elective course for medical students. Results suggest that this is a feasible approach to teaching history of medicine which can overcome some of the problems often encountered in teaching this subject in the medical curriculum.
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  40. Chiou-Fen Lin, Meei-Shiow Lu, Chun-Chih Chung & Che-Ming Yang (2010). A Comparison of Problem-Based Learning and Conventional Teaching in Nursing Ethics Education. Nursing Ethics 17 (3):373-382.score: 261.0
    The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for (...)
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  41. Iordanis Kavathatzopoulos (1994). Training Professional Managers in Decision-Making About Real Life Business Ethics Problems: The Acquisition of the Autonomous Problem-Solving Skill. [REVIEW] Journal of Business Ethics 13 (5):379 - 386.score: 253.5
    In the present study business managers in Kabi Pharmacia Company were trained in the use of the autonomous method in their decision-making about solving real life business ethics problems. According to the psychological theories of Piaget, Vygotsky, and Kohlberg, it is possible to promote the acquisition of the autonomous ethical skill by instruction and training. Indeed, participation in a one-day educational programme which focused on the training of the autonomous cognitive ability and not on the transfer of moral (...)
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  42. Ellen Urell (2006). Simulating Benevolence: Obstructing Systemic Problem Solving. World Futures 62 (7):524 – 532.score: 253.5
    Traditional methods of evaluating and solving world problems are insufficient to deal with today's issues, which are complex and interconnected, and therefore cannot be understood, or solved, in isolation. The author's study aimed to better understand behaviors that impact systemic problems in the capacity-building community. The resultant theory of simulating benevolence conceptualizes a collection of behaviors where change agents undertake activities that are not in the best interest of community members. Instead, activities satisfy the need for activity, involvement, (...)
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  43. Michael Hoffmann & Jason Borenstein (2013). Understanding Ill-Structured Engineering Ethics Problems Through a Collaborative Learning and Argument Visualization Approach. Science and Engineering Ethics 20 (1):1-16.score: 242.0
    As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE’s insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research (...)
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  44. Janet M. Dukerich, Mary J. Waller, Elizabeth George & George P. Huber (2000). Moral Intensity and Managerial Problem Solving. Journal of Business Ethics 24 (1):29 - 38.score: 238.5
    There is an increasing interest in how managers describe and respond to what they regard as moral versus nonmoral problems in organizations. In this study, forty managers described a moral problem and a nonmoral problem that they had encountered in their organization, each of which had been resolved. Analyses indicated that: (1) the two types of problems could be significantly differentiated using four of Jones' (1991) components of moral intensity; (2) the labels managers used to describe problems (...)
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  45. Jurate Morkuniene (2006). The Application of the Problem Method in Teaching Philosophy. The Proceedings of the Twenty-First World Congress of Philosophy 4:105-109.score: 238.5
    This is an attempt to clarify principally some fundamental ideas clustered around the concept of the formal conditions which would constitute the fruitful study of philosophy. First, an ideal study situation would require the student to participate in the object-subject dialogue; philosophical studies are an active dialogue between the text and the subject. Next, philosophy is a paradigmatically and historically changing institution, grounded on the notions of discipline, autonomy and authority. The idea is that we are currently facing (...)
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  46. Ronald L. VanSickle (1990). Problem Solving in Social Studies Education: Implications of Research on Problem Solving and Cooperative Learning. Journal of Social Studies Research 14 (1):33-43.score: 235.5
     
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  47. M. T. H. Chi, M. Bassok, M. Lewis, P. Reimann & R. Glaser (1989). Learning Problem Solving Skills From Studying Examples. Cognitive Science 13 (2):145-182.score: 232.5
     
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  48. Joseph J. Maier (1987). The Languages of Creativity: Models, Problem-Solving, Discourse (Studies in Science and Culture, Vol. 2) (Review). Philosophy and Literature 11 (2):345-346.score: 232.5
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  49. E. Fioratou & K. J. Gilhooly (2011). Executive Functions in Insight Versus Non-Insight Problem Solving: An Individual Differences Approach. Thinking and Reasoning 15 (4):355-376.score: 220.5
    This study investigated the roles of the executive functions of inhibition and switching, and of verbal and visuo-spatial working memory capacities, in insight and non-insight tasks. A total of 18 insight tasks, 10 non-insight tasks, and measures of individual differences in working memory capacities, switching, and inhibition were administered to 120 participants. Performance on insight problems was not linked with executive functions of inhibition or switching but was linked positively to measures of verbal and visuo-spatial working memory capacities. Non-insight (...)
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