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  1. Group Problem Solving.Patrick R. Laughlin - 2011 - Princeton University Press.
    Experimental research by social and cognitive psychologists has established that cooperative groups solve a wide range of problems better than individuals. Cooperative problem solving groups of scientific researchers, auditors, financial analysts, air crash investigators, and forensic art experts are increasingly important in our complex and interdependent society. This comprehensive textbook--the first of its kind in decades--presents important theories and experimental research about group problem solving. The book focuses on tasks that have demonstrably correct solutions within mathematical, logical, scientific, or verbal (...)
     
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  2.  13
    Focusing Strategy for Eight Concept Rules.Patrick R. Laughlin - 1968 - Journal of Experimental Psychology 77 (4):661.
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  3.  10
    Selection Strategies in Conjunctive, Disjunctive, and Biconditional Concept Attainment.Patrick R. Laughlin & Richard M. Jordan - 1967 - Journal of Experimental Psychology 75 (2):188.
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  4.  15
    Selection Strategies in Concept Attainment as a Function of Number of Persons and Stimulus Display.Patrick R. Laughlin - 1965 - Journal of Experimental Psychology 70 (3):323.
    The selection strategies of individuals and 2-person cooperative groups were investigated in 5 concept-attainment problems. 2 types of stimulus displays were used: (a) form displays, consisting of geometric forms varying in 6 attributes with 2 levels of each, (b) sequence displays, consisting of 6 plus and/or minus signs in a row. The arrangement of cards in the stimulus displays was ordered or random. The principal results were: (a) 2-person groups used the focusing strategy more, required fewer card choices to solution, (...)
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  5.  23
    Concept Identification as a Function of Sensory Modality, Information, and Number of Persons.Patrick R. Laughlin, Christine A. Kalowski, Mary E. Metzler, Kathleen M. Ostap & Saulene M. Venclovas - 1968 - Journal of Experimental Psychology 77 (2):335.
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  6.  13
    Selection Strategies in Concept Attainment as a Function of Number of Relevant Problem Attributes.Patrick R. Laughlin - 1966 - Journal of Experimental Psychology 71 (5):773.
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  7.  16
    Concept Attainment as a Function of Information Specification and Concept Complexity.Patrick R. Laughlin - 1971 - Journal of Experimental Psychology 90 (2):334-343.
  8.  11
    Concept Attainment as a Function of Motivation and Task Complexity.Patrick R. Laughlin, Richard E. Chenoweth, Barbara B. Farrell & Joseph E. McGrath - 1972 - Journal of Experimental Psychology 96 (1):54.
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  9.  13
    Conditional Concept Attainment as a Function of If Factor Complexity and Then Factor Complexity.Patrick R. Laughlin - 1968 - Journal of Experimental Psychology 77 (2):212.
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  10.  13
    Focusing Strategy in Concept Attainment as a Function of Instructions and Task Complexity.Patrick R. Laughlin - 1973 - Journal of Experimental Psychology 98 (2):320.
  11.  9
    Information Specification in the Attainment of Conditional Concepts.Patrick R. Laughlin - 1969 - Journal of Experimental Psychology 79 (2p1):370.
  12.  3
    Selection Strategies as Normative and Descriptive Models: Comments on Johnson's "The Validation of Concept-Learning Strategies.".Patrick R. Laughlin - 1978 - Journal of Experimental Psychology: General 107 (3):267-272.
  13.  3
    Speed Versus Minimum-Choice Instructions in Concept Attainment.Patrick R. Laughlin - 1964 - Journal of Experimental Psychology 67 (6):596.