Examining problem-solving interpretations:  The role of age, sex, and femininity

Flinn, Jennifer A.

doi:10.33915/etd.4227

Cited by 1 publication

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“…For the Others Instruction group, participants were instructed, "After you imagine how the person could approach the problem, write down as many solutions as possible to the problem." This condition focused on what any person could do and is similar to studies that provide a scenario about a person and ask the participant what he/she (the character in the vignette) could do to solve the problem (e.g., Artistico, et al, 2003;Blanchard-Fields, et al, 1995;Denney & Pearce, 1989;Flinn, 2006;Haught, et al, 2000;Heidrich & Denney, 1994;Strough, et al, 2003;Staudinger & Baltes, 1996;Watson & Blanchard-Fields, 1998).…”

Section: Instruction Groupmentioning

confidence: 99%

The effects of age, instructions, and problem content on everyday problem -solving outcome using two scoring procedures

Neely¹

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Prior literature has relied on varied methodology to infer conclusions about adult problem solvers; possibly leading to erroneous assumptions about everyday problem-solving performance in adulthood. The present study examined everyday problem-solving performance of 133 younger, middle-aged, and older adults. The goal of the study was to investigate whether different scoring procedures (number vs. strategy type) or participant instructions (self target vs. others target) affected how adults performed on two types of open-ended problem-solving vignettes (home vs. friend problem domains). Differential age patterns were found when comparing the number and types of strategies reported. When assessing total number of solutions generated, middle-aged adults tended to record the most solutions, particularly when completing home problems or after given the others-target instructions. In terms of strategy type, older adults reported a higher proportion of proactive responses (problem-focused and cognitive-analytical strategies) than younger adults on friend problems. Cluster analysis revealed three types of problem solvers (i.e., most proactive; commentary; least proactive) based on reported strategies. Individuals comprising the least proactive group performed better on an inductive reasoning task and generated more overall solutions than individuals in the most proactive group. Findings from the study should compel researchers to be cautious when focusing on a particular scoring method as an index for effective problem solving, as the findings can differ based on scoring.

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Section: Instruction Groupmentioning

confidence: 99%

The effects of age, instructions, and problem content on everyday problem -solving outcome using two scoring procedures

Neely¹

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show abstract

Examining problem-solving interpretations: The role of age, sex, and femininity

Abstract: for their support and encouragement over the past few years as I worked on this project. My thanks to all of you.

Cited by 1 publication

References 47 publications

The effects of age, instructions, and problem content on everyday problem -solving outcome using two scoring procedures

The effects of age, instructions, and problem content on everyday problem -solving outcome using two scoring procedures

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