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Analogical Problem Solving: An Exploratory Analysis Of The Facilitating Effects Of Type Of Training, Analog Type, And Level Of Expertise On Spontaneous Transfer, Dune E. Ives

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Research on analogical problem solving has delineated several factors that impact one's ability to spontaneously generate a correct solution strategy to a target problem. These factors include, but are not limited to, type of analogy provided to subjects (i.e., partial versus complete), the level of isomorphism between analogies and target problems, and the solver's level of analogical problem-solving expertise

Recently, researchers have begun to focus on providing solvers with direct instruction on analogical problem-solving processes and strategies in an effort to augment analogical problem-solving ability. The most common type of instruction (i.e., teacher-generated) involves providing direct instruction on problem-solving processes …

The Effect Of Peer Counseling Training And Experience On Peer Counselors, Holly Day Mcfarland

Undergraduate Honors Capstone Projects

This study was designed to measure improvement in communication skills of 11 peer counselors after training. The instrument utilized was the Interpersonal Communication Inventory which was given in a pretest-treatment-posttest format. The treatment consisted of a three month intensive training program which emphasized improving communication skills in the areas of listening, empathy and understanding. The results indicated that the peer counselors improved their communication skills dramatically. The mean on the pretest was 83.82, while the mean after the treatment was 100.09.

Solving Problems By Analogy: The Benefits And Detriments Of Hints And Depressed Moods, Paula T. Hertel, Alicia J. Knoedler

Psychology Faculty Research

In Experiment 1, mildly depressed (dysphoric) and nondysphoric subjects tried to solve logic, problems that were analogous to subsequent target problems; then they attempted target solutions with or wit hour hints in the form of the analogues' themes. Target solutions were impaired by the hints in the nondysphoric group alone. Experiment 2A was a no-training control to verify that transfer did indeed occur. In Experiment 2B, all subjects received hints in the transfer phase; the training phase was either problem oriented (as in Experiment 1) or memory oriented. Again, nondysphoric subjects solved fewerproblems following problem-oriented training than did both dysphoric …