The process of dealing with real world problems often requires solutions that would not be totally acceptable in the world of "pure" scientific research. A systems analytic viewpoint demands that everything possible be done to define the constraints of the system and that the procedures used to construct a model out of imperfect data be specified.…

Contributions of rule, attribute, and complete learning to solution of low (conjunctive) and high (conditional) level concept attainment problems were assessed in 2 experiments. Direct learning and transfer of models was compared with vicarious learning and transfer of observers. Subjects in the latter condition observed yoked models solve the…

The author identifies and describes models for developing materials to teach creative thinking and problem solving skills. (CL)

Responsive evaluation emphasizes continually changing factors: educational issues, program observation, consideration of different values held by involved groups, and needs of the audience targeted to receive the report. Preordinate evaluation, on the other hand, emphasizes formal goals, standardized measurement instruments, and values held by the…

A brief review of formative evaluation strategies highlights a number of problems. A model, incorporating an objective thematic and structural analysis technique, is proposed with the aim of removing some of the existing problems. (Editor)

A model for problem solving involving the use of analogical or metaphorical thinking as it applies to generalsystems synthesis is presented. (RW)

Describes the U procedure, a seven-step model that facilitates management problem solving. Explains how this model was taught to farmers, with small groups assigned to solve class members' actual farm management problems. (CH)

Reviews the problems of classifying gaming techniques and suggests a heuristic approach as one solution. Definitions of simulation, models, role, and game and play are discussed to help develop a classification based on a technique called gaming simulation. (Author/LRW)

Discusses an algorithm for developing problem solving simulations using microcomputers, and describes both the components of the simulation algorithm and the user interface. Examples of simulation and programming methods are presented. (MBR)

A processing model is presented that deals explicitly with both the text-comprehension and problem-solving aspects of word arithmetic problems. The model simulates construction of cognitive representations at various levels, distinguishes several information processing steps, and analyzes processing requirements that differ among types of…

Two studies investigated two groups of young children at the ages of four and eight years, respectively. Subjects were required to solve a simple problem task by performing a response opposite to that demonstrated by an adult. Girls' performance was significantly worse than boys', regardless of the sex of the model. (Author/CI)

Move sequence analysis revealed that, when presented with problems having subgoals difficult to order, 40 preschoolers between 45 and 70 months of age (1) tended to avoid backup; (2) were sensitive to incremental progress toward a goal; and (3) searched moves ahead for a goal. None of several indices of performance were reliably correlated with…

In answer to points raised by Dansky (1985) about specific inferences from Simon and Smith's study (1985) and broader issues about a single-session paradigm used in play and problem solving studies, Simon and Smith argue that their study adequately demonstrated how methodological factors in paradigm can swamp the effects of any treatment…

Current research and theory largely ignore the role of learning and feedback in the decision-making process. A theory of action based on single-loop learning is the most general current model of action. A double-loop model that provides feedback and more effective decision-making is proposed. (Author/IRT)

This paper examines whether a maximum security institution housing inmates can benefit from a pro-social cognitive skills class. The inmates were taught Cognitive Problem Solving Skills for Offenders (J. Taymans; S. Parese) to determine if the pro-social skills class had any effect on the number of infractions they accrued. All the participants…