Training individuals for distributed teams: problem solving assessment for distributed mission research

Fiore, Stephen M.; Cuevas, Haydee M.; Scielzo, Sandro; Salas, Eduardo

doi:10.1016/s0747-5632(02)00027-4

Cited by 41 publications

(20 citation statements)

References 18 publications

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“…Children in this group also had higher prediction scores, suggesting that prediction is a modifiable metacognitive skill. Fiore et al (2002) found an interaction between metacognitive processes and learning outcomes when young adult students were trained to carry out complex synthetic tasks. Chinnappan and Lawson (1996) studied the effects of metacognition training on geometric problem solving as a function of the student's mathematics level.…”

Section: Metacognition Problem Solving and Trainingmentioning

confidence: 94%

Metacognition, Executive Functions and Aging: The Effect of Training in the Use of Metacognitive Skills to Solve Mathematical Word Problems

2010

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The aim of our research was to study the effects of metacognition training on the performance of older adults solving mathematical word problems. A further aim was to study the links between metacognition and executive function. Thirty-two subjects aged over 60, divided into an experimental and a control group, took part in this study which involved five training sessions. Results show that metacognition training enhanced the two metacognition components (knowledge and skills) and the mathematical problem-solving capacities of the participants. They also suggest that the use of metacognition by older people to solve mathematical word problems is supported by executive functions (updating, shifting) and particularly by processing speed.

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Section: Metacognition Problem Solving and Trainingmentioning

confidence: 94%

Metacognition, Executive Functions and Aging: The Effect of Training in the Use of Metacognitive Skills to Solve Mathematical Word Problems

2010

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“…The improvement of problem-solving skills through assorted games has been proven significant (Pata, Sarapuu, & Lehtinen, 2005;Hong & Liu, 2003;Fiore, Cuevas, Scielzo, & Salas, 2002). Playing games could become one of the attractive strategies for both teacher and educator to improve problem-solving skills (Moursund, 2016).…”

Section: Introductionmentioning

confidence: 99%

Improving Children’s Problem-Solving Skills Through Javanese Traditional Games

Iswinarti¹,

Suminar

2019

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Nowadays, most children play digital games. Digital games, despite their advantages, have gradually eroded the existence of traditional games. Although both digital and traditional games comprise the values of problem-solving learning for children, traditional games offer more benefits in terms of the embodiment of local wisdom. This study aimed at encompassing the influence of Javanese traditional games such as bekelan, congklak lidi, and selentikan on the improvement of children’s problem-solving skills. This research was done employing quasi-experimental design involving 72 school-age children ranging from 9 to 11 years old, who studied at primary schools. The subjects of this study consisted of four experimental groups. Three groups played bekelan, congklak lidi, selentikan games respectively and the other group was assigned as the control group. The treatment was done for three weeks divided into six sessions. The findings showed that there was a significant improvement between the result of the pre-test and that of the post-test for these three games. The analysis results using One Way ANOVA showed that there was a difference in the improvement of problem-solving skills among groups (F(17) = 5.032, p < .01). Due to its superiority, Javanese traditional games are potential to be an alternative media in improving children’s problem-solving skills.

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“…Metacognition is the awareness of one's own cognitive processes and the ability to consciously monitor and control these processes (Schraw, 1998;Favell, 1979). Metacognitive ability has been shown to be beneficial for a variety of task contexts such as problem solving (Fiore, Cuevas, Scielzo, & Salas, 2002). For example, prior research showed that metacognitive prompting, such as generic question stems or diagrams with content-free prompts, can facilitate learning (Cuevas & Fiore, 2014;Cuevas, Fiore, & Oser, 2002).…”

Section: Metacognition Theory and Researchmentioning

confidence: 99%

Building Intelligent Tutoring Systems for Teams

Johnston¹

2018

Research on Managing Groups and Teams

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Team cognition research continues to evolve as the need for understanding and improving complex problem solving itself grows. Complex problem solving requires members to engage in a number of complicated collaborative processes to generate solutions. This chapter illustrates how the Macrocognition in Teams model, developed to guide research on these processes, can be utilized to propose how intelligent tutoring systems (ITSs) could be developed to train collaborative problem solving. Metacognitive prompting, based upon macrocognitive processes, was offered as an intervention to scaffold learning these complex processes. Our objective is to provide a theoretically grounded approach for linking intelligent tutoring research and development with team cognition. In this way, team members are more likely to learn how to identify and integrate relevant knowledge, as well as plan, monitor, and reflect on their problem-solving performance as it evolves. We argue that ITSs that utilize metacognitive prompting that promotes team planning during the preparation

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Training individuals for distributed teams: problem solving assessment for distributed mission research

Cited by 41 publications

References 18 publications

Metacognition, Executive Functions and Aging: The Effect of Training in the Use of Metacognitive Skills to Solve Mathematical Word Problems

Metacognition, Executive Functions and Aging: The Effect of Training in the Use of Metacognitive Skills to Solve Mathematical Word Problems

Improving Children’s Problem-Solving Skills Through Javanese Traditional Games

Building Intelligent Tutoring Systems for Teams

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