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Solving Skills (solving + skill)

Distribution by Scientific Domains
Medical Sciences50%

Kinds of Solving Skills

  • problem solving skill
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    Selected Abstracts

    The Strengthening Families Program 10,14: influence on parent and youth problem-solving skill

    JOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 5 2010
    Y. SEMENIUK ms rn
    Accessible summary ,,Study reports the results of a preliminary examination of the efficacy of the Strengthening Families Program (SFP) 10,14 in improving parent and young adolescent problem-solving skill among 57 dyads using the Iowa Family Interaction Rating Scale (IFIRS) and Dyadic Assessment Intervention Model analysis methods. ,,None of the hypothesis was fully supported. Outcomes for parents were contrary to prediction. ,,Though SFP 10,14 demonstrated questionable efficacy for problem solving skill particularly among adults in this small sample with limited follow-up, parents and youth enjoyed the intervention. ,,Persons implementing family skill training programs may let participants know that youth tend to grasp the skills earlier and with less effort than adults. Abstract The aim of this paper is to report the results of a preliminary examination of the efficacy of the Strengthening Families Program (SFP) 10,14 in improving parent and youth problem-solving skill. The Hypotheses in this paper include: (1) youth and parents who participated in SFP would have lower mean scores immediately (T2) and 6 months (T3) post intervention on indicators of hostile and negative problem-solving strategies; (2) higher mean scores on positive problem-solving strategies; and (3) youth who participated in SFP would have higher mean scores at T2 and at T3 on indicators of individual problem solving and problem-solving efficacy than youth in the comparison group. The dyads were recruited from elementary schools that had been stratified for race and assigned randomly to intervention or comparison conditions. Mean age of youth was 11 years (SD = 1.04). Fifty-seven dyads (34-intervention & 23-control) were videotaped discussing a frequently occurring problem. The videotapes were analysed using the Iowa Family Interaction Rating Scale (IFIRS) and data were analysed using Dyadic Assessment Intervention Model. Most mean scores on the IFIRS did not change. One score changed as predicted: youth hostility decreased at T3. Two scores changed contrary to prediction: parent hostility increased T3 and parent positive problem solving decreased at T2. SFP demonstrated questionable efficacy for problem-solving skill in this study. [source]

    Interactive Web-based package for computer-aided learning of structural behavior

    COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 3 2002
    X. F. Yuan
    Abstract This paper presents an innovative Web-based package named CALSB for computer-aided learning of structural behavior. The package was designed to be widely accessible through the Internet, user-friendly by the automation of many input functions and the extensive use of cursor movements, and dynamically interactive by linking all input and output data to a single graphical display on the screen. The package includes an analysis engine based on the matrix stiffness method, so the response of any two-dimensional skeletal structure can be predicted and graphically displayed. The package thus provides a virtual laboratory environment in which the user can "build and test" two-dimensional skeletal structures of unlimited choices to enhance his understanding of structural behavior. In addition, the package includes two other innovative features, structural games and paradoxes. The structural games in the package represent perhaps the first attempt at intentionally combining the learning of structural behavior with joy and excitement, while the structural paradoxes provide a stimulating environment conducive for the development of creative problem solving skills of the user. © 2002 Wiley Periodicals, Inc. Comput Appl Eng Educ 10: 121,136, 2002; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.10020 [source]

    Problem solving therapy for the depression-executive dysfunction syndrome of late life

    INTERNATIONAL JOURNAL OF GERIATRIC PSYCHIATRY, Issue 8 2008
    George S. Alexopoulos
    Abstract Background The ,depression executive dysfunction syndrome' afflicts a considerable number of depressed elderly patients and may be resistant to conventional pharmacotherapy. Non-pharmacological approaches addressing their behavioral deficits may reduce disability and experienced stress and improve depression. Methods This paper focuses on problem solving therapy (PST) because it targets concrete problems that can be understood by patients with executive dysfunction and trains patients to address them using an easy to comprehend structured approach. Results We suggest that PST is a suitable treatment for patients with the depression-executive dysfunction syndrome because it has been found effective in uncomplicated geriatric major depression and in other psychiatric disorders accompanied by severe executive dysfunction. Furthermore, PST can address specific clinical features of depressed patients with executive dysfunction, especially when modified to address difficulties with affect regulation, initiation and perseveration. Conclusions A preliminary study suggests that appropriately modified PST improves problem solving skills, depression and disability in elderly patients with the depression-executive dysfunction syndrome of late life. If these findings are confirmed, PST may become a therapeutic option for a large group of depressed elderly patients likely to be drug resistant. Copyright © 2008 John Wiley & Sons, Ltd. [source]

    LEARNING TO SOLVE PROBLEMS FROM EXERCISES

    COMPUTATIONAL INTELLIGENCE, Issue 4 2008
    Prasad Tadepalli
    It is a common observation that learning easier skills makes it possible to learn the more difficult skills. This fact is routinely exploited by parents, teachers, textbook writers, and coaches. From driving, to music, to science, there hardly exists a complex skill that is not learned by gradations. Natarajan's model of "learning from exercises" captures this kind of learning of efficient problem solving skills using practice problems or exercises (Natarajan 1989). The exercises are intermediate subproblems that occur in solving the main problems and span all levels of difficulty. The learner iteratively bootstraps what is learned from simpler exercises to generalize techniques for solving more complex exercises. In this paper, we extend Natarajan's framework to the problem reduction setting where problems are solved by reducing them to simpler problems. We theoretically characterize the conditions under which efficient learning from exercises is possible. We demonstrate the generality of our framework with successful implementations in the Eight Puzzle, symbolic integration, and simulated robot planning domains illustrating three different representations of control knowledge, namely, macro-operators, control rules, and decision lists. The results show that the learning rates for the exercises framework are competitive with those for learning from problems solved by the teacher. [source]