The Psychology of Thought and Judgment

Johnson, Donald M.

doi:10.1097/00005053-195507000-00020

Cited by 120 publications

(63 citation statements)

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“…Dewey (cited by Castillo, 2002) proposed understanding problem solving as a structure conformed by 5 phases: perceived difficulty, understanding and definition of the problem, list of possible solutions, hypothesis, test of applied solutions. Landau (1987) found a reduction of the Dewey proposal made by Johnson (1955) into three phases: preparation, production, judgment; Polya (1957Polya ( /2007, who is considered an important communicator of Dewey's ideas (Wilson, Fernandez, & Hadaway, 1993), stated as steps to problem solving: to formulate objectives, to define the situation, to plan, to generate ideas, to choose an alternative of solution, to execute the chosen alternative, and to test the results. Sternberg (1986) and Davidson and Sternberg (2003) problem, to define and to mentally represent the problem, to develop a solving strategy, to organize the solver's knowledge about the problem, to allocate the mental and physical resources to solve it, to check the progress towards the goals, and to test the adjustment of the solution to the particular situation.…”

Section: Epistemological Viewmentioning

confidence: 99%

Critical review of problem solving processes traditional theoretical models

Sanabria

Pulido

2009

Int. j. psychol. res.

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This paper presents a brief analysis of most known problem solving theoretical models realized using epistemological categories such as observer position, object of study, methods and procedures, and descriptive or explicative scope. The review showed linear and cyclical models, the need to recognize method´s limitations to generalizing, the relevance of expliciting observer position, and a diffuse delimitation of the object "problem solving" as a cognitive process. An integrative and molar theoretical model of problem solving as a dependent variable is proposed whose variations go with critical cognitive processes (information processing, comprehension, reasoning, cognitive styles, and attitudes). Its molar feature refers to that it integrates basic and high order processes in a general cognitive activity; this proposal has to be extensively tested.Key words: Problem solving, theory, cognitive, processes. RESUMENEste escrito presenta un breve análisis de los modelos teóricos más conocidos de solución de problemas, realizado con categorías epistemológicas como posición del observador, objeto de estudio, métodos y procedimientos, alcance descriptivo o explicativo. La revisión mostró modelos cíclicos y lineales, la necesidad de reconocer las limitaciones para generalizar, la relevancia de explicitar la posición del observador y una delimitación difusa del objeto de estudio solución de problemas como proceso cognoscitivo. Se propone un modelo teórico de solución de problemas integrador y molar como variable dependiente cuyas variaciones dependen de procesos cognoscitivos críticos (procesamiento de información, comprensión, razonamiento, estilos cognitivos y actitudes). El carácter molar se refiere a que integra procesos básicos y superiores en una actividad cognitiva general; esta propuesta debe evaluarse extensivamente.Palabras clave: Teorías, solución de problemas, cognoscitivo, procesos.Artículo recibido/Article

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Section: Epistemological Viewmentioning

confidence: 99%

Critical review of problem solving processes traditional theoretical models

Sanabria

Pulido

2009

Int. j. psychol. res.

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“…Newell (1968), in his attempt to provide guidelines characterizing research on human judgment, cites Johnson (1955), who distinguished among three functions of thought processes: preparation, production, and judgment. Judgment is described by Johnson as follows:…”

Section: Judgmentmentioning

confidence: 99%

Studies of Problem Solving, Judgment, and Decision Making: Implications for Educational Research

Shulman¹,

Elstein²

1975

Review of Research in Education

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“…Newell (1968), in his attempt to provide guidelines characterizing research on human judgment, cites Johnson (1955), who distin guished among three functions of thought processes: preparation, production, and judgment. Judgment is described by Johnson as follows:…”

Section: Judgmentmentioning

confidence: 99%

1: Studies of Problem Solving, Judgment, and Decision Making: Implications for Educational Research

Shulman

Elstein

1975

Review of Research in Education

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Bruner (1971) quotes an aphorism he attributes to the English Platonist Weldon. It is apt as a prolegomenon to this chapter: ". . . there are three kinds of things in the world: there are troubles which we do not know quite how to handle; then there are puzzles with their clear conditions and unique solu tions, marvelously elegant; and then there are problems-and these we invent by finding an appropriate puzzle form to impose upon a trouble" (p. 104). Educational researchers attack problems for which convenient puzzle forms exist. As evidence for this assertion, witness the continuing preoccupation with studies of paired-associate learning, adjunct questions, learning hierarchies, and social-class differences in intelligence and achievement. Research typically slights the problem of how teachers think about their pupils and instructional problems; it concentrates instead on how teachers act or perform in the class room. It is our hope that by providing a number of "puzzle forms" for the study of individual judgment and problem solving, we can make it possible for more of our colleagues to pursue educational research in these areas.In this chapter we shall review representative studies and theoretical proposals on thinking, human judgment, and decision making. Since "judg ment," "decision making," and "problem solving" are used in so many ways, the scope of our treatment will be outlined here. First, the focus will be mostly PAUL SLOVIC, Oregon Research Institute, was the editorial consultant for this chapter.We are indebted to Paul Slovic for many helpful suggestions. Kenneth Hammond's reactions to an earlier draft were also of great value. We would like to thank Judy Carley for typing the many drafts, Donna Edison for assistance in tracking down and checking references, and Nova Green for editorial contributions.

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The Psychology of Thought and Judgment

Cited by 120 publications

References 0 publications

Critical review of problem solving processes traditional theoretical models

Critical review of problem solving processes traditional theoretical models

Studies of Problem Solving, Judgment, and Decision Making: Implications for Educational Research

1: Studies of Problem Solving, Judgment, and Decision Making: Implications for Educational Research

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