In the course of daily life we solve problems often enough that there is a special term to characterize the activity and the right to expect a scientific theory to explain its dynamics. The classical view in psychology is that to solve a problem a subject must frame it by creating an internal representation of the problem’s structure, usually called a problem space. This space is an internally generable representation that is mathematically identical to a graph structure (...) with nodes and links. The nodes can be annotated with useful information, and the whole representation can be distributed over internal and external structures such as symbolic notations on paper or diagrams. If the representation is distributed across internal and external structures the subject must be able to keep track of activity in the distributed structure. Problem solving proceeds as the subject works from an initial state in mentally supported space, actively constructing possible solution paths, evaluating them and heuristically choosing the best. Control of this exploratory process is not well understood, as it is not always systematic, but various heuristic search algorithms have been proposed and some experimental support has been provided for them. (shrink)

The study determined the problem-solving performance and skills of prospective elementary teachers (PETs) in the Northern Philippines. Specifically, it defined the PETs’ level of problem-solving performance in number sense, measurement, geometry, algebra, and probability; significant predictors of their problem-solving performance in terms of sex, socio-economic status, parents’ educational attainment, high school graduated from and subject preference; and their problem-solving skills. The PETs’ problem-solving performance was determined by a problem set (...) consisting of word problems with number sense, measurement, geometry, algebra, and probability. A mixed-method research design was employed. Senior PETs purposively served as a sample where they mostly preferred to teach other subjects than mathematics. PETs who preferred math performed satisfactorily, while prospective teachers who opted for other subjects performed unsatisfactorily. The PETs’ unsatisfactory output indicates the need for remediation to advance the mathematical material skills and enrich the problem-solving abilities of these primary schools' potential teachers. Besides, results showed that subject preference strongly affected and predicted the problem-solving success of the PETs. PETs who preferred to teach mathematics performed significantly better than their counterparts; hence, mathematics as a field of specialization in the Bachelor of Elementary Education program may be considered by teacher education institutions. Further, most PETs displayed lack of problem-solving skills; thus, a Problem-Solving course is recommended for them. (shrink)

The ability to solve problems is a prerequisite in preparing mathematics preservice teachers. This study assessed preservice teachers’ problem-solving difficulties and performance, particularly in worded problems on number sense, measurement, geometry, algebra, and probability. Also, academic profile differences in the preservice teacher’s problem-solving performance and common errors were determined. A descriptive-comparative research design was employed with 158 random respondents. Data were gathered face-to-face during the first semester of the school year 2022-2023, and data were analyzed with (...) the aid of jamovi software, ensuring ethical measures. Overall findings revealed that the preservice teachers experienced average difficulty in solving problems. The low performance of the preservice teachers on the given problems was also demonstrated. Further analysis revealed a significant difference between the preservice teachers’ problem-solving performance based on their subject preference and program. Moreover, the error analysis revealed that the preservice teachers incurred comprehension errors in misrepresentation, misinterpretation, and miscalculation. These results will serve as a measure for policymakers and curriculum developers of the teacher education institution concerned to make relevant enhancements to the math courses offered in the elementary and secondary education programs. (shrink)

Abstract. Competition between developed and developing countries in developing the defense industry in the era of globalization has crossed the boundaries of a country's alliances. However, in the transfer of technology (ToT) process, it remains the object of domination by large countries, and developing countries remain confined in a rigid bureaucracy. Researchers offer a problem-solving approach to developing the defense industry experienced by developing countries. The researcher's first step describes the bureaucracy of developing countries, and then the researcher (...) projects the development of a strategy as a solution. The researcher realizes that the trial and error approach offered by Karl R. Popper demands further testing, so the researcher also explains the weaknesses of the solutions offered. The researcher concludes that the Problem-Solving approach can solve problems and anticipate problems. Problem-Solving is no longer seen as containing a simple method but an epistemology; Solutions appear before the problem itself appears. The researcher corrected the problem- solving position, as explained by Ian Angus, who moved from one line to a new line continuously. Researchers see not moving lines and continuing but reality entering a broader flow. (shrink)

Elementary preservice teachers (EPTs) substantially impact the quality of mathematics education, and their subject preference and problem-solving performance are essential indicators of their readiness to teach. The study described EPTs’ subject preference and problem-solving performance. Through a sequential explanatory research design, the quantitative inquiry involved 125 random samples, while the qualitative inquiry was participated by 30 non-random samples. Data were obtained by using an online survey and conferencing. Quantitative data were analyzed through descriptive statistics and analysis (...) of variance, whereas qualitative data were themed accordingly. The EPTs displayed unsatisfactory problem-solving performance and preferred to handle subjects other than math. Besides, the analysis found no significant performance differences with the EPTs’ subject preferences. Further, the EPTs who preferred to teach mathematics expressed their confidence in mathematics. Meanwhile, the EPTs who preferred other subjects displayed math avoidance. The study revealed an alarming result indicating that the EPTs are unprepared for teaching. As agents in cultivating the nation’s mathematics education status, these EPTs must be equipped with fundamental content knowledge. It is suggested that educational decision-makers take measures to address the issues identified concerning EPTs’ readiness to teach mathematics successfully. (shrink)

This paper provides a principled and elegant solution to the Gettier problem. The key move is to draw a general metaphysical distinction and conscript it for epistemological purposes. Section 1 introduces the Gettier problem. Sections 2–5 discuss instructively wrong or incomplete previous proposals. Section 6 presents my solution and explains its virtues. Section 7 answers the most common objection.

An account of scientific explanation is presented according to which (1) scientific explanation consists in solving “insight” problems (Metcalfe and Wiebe 1984) and (2) understanding is the result of solving such problems. The theory is pragmatic; it draws upon van Fraassen’s (1977, 1980) insights, avoids the objections to pragmatic accounts offered by Kitcher and Salmon (1987), and relates scientific explanation directly to understanding. The theory also accommodates cases of explanatory asymmetry and intuitively legitimate rejections of explanation requests.

Complex problem solving (CPS) and related topics such as dynamic decision-making (DDM) and complex dynamic control (CDC) represent multifaceted psychological phenomena. In a broad sense, CPS encompasses learning, decision-making, and acting in complex and dynamic situations. Moreover, solutions to problems that people face in such situations are often generated in teams or groups. In turn, this adds another layer of complexity to the situation itself because of the emerging issues that arise from the social dynamics of group interactions. (...) This framing of CPS means that it is not a single construct that can be measured by using a particular type of CPS task (e.g. minimal complex system tests), which is a view taken by the psychometric community. The proposed approach taken here is that because CPS is multifaceted, multiple approaches need to be taken to fully capture and understand what it is and how the different cognitive processes associated with it complement each other. (shrink)

The main purpose of the study is to understand the mathematical problem-solving strategies among student teachers. This study used both quantitative and qualitative type of research. Aside from the semi-structured interviews, data were gathered through participant's actual mathematical problem-solving outputs and the videotaped interviews. Findings revealed that the problem-solving strategies among student teachers in the Problem-Solving subject are cognitive, metacognitive and other strategies. The cognitive strategies used by the student teachers are rehearsal, (...) elaboration, and organization. The metacognitive strategies are critical thinking and self-regulation. Other strategies are overlapping the cognitive and metacognitive strategies. These are prediction/orientation, planning, monitoring, and evaluating. The findings also suggest a significant influence of the strategies to the academic performance of the student teachers. (shrink)

Math prospective teachers must be able to think creatively and solve problems. The study looked into preservice teachers’ creative thinking and problem-solving abilities in statistics. The investigation was guided by a correlational design in a public university in the Philippines. Stratified random sampling was used to select the 103 study participants from two teacher education programs. Through google forms, data were collected using Torrance et al. (2008)’s tests of creative thinking and researcher-made statistics problem test. The findings (...) revealed that preservice teachers have commendable creative thinking, particularly fluency, flexibility, and elaboration skills. Still, they lack problem-solving skills in statistics, specifically with central tendency, dispersion, and position measures. The correlational analysis revealed no link between creative thinking and problem-solving. Still, creative thinking and problem-solving courses are recommended to help preservice teachers develop their fundamental skills as mathematics educators. (shrink)

We investigate flexibility and problem solving in skilled action. We conducted a field study of mountain bike riding that required a learner rider to cope with major changes in technique and equipment. Our results indicate that relatively inexperienced individuals can be capable of fairly complex 'on-the-fly' problem solving which allows them to cope with new conditions. This problem solving is hard to explain for classical theories of skill because the adjustments are too large to (...) be achieved by automatic mechanisms and too complex and rapid to be achieved by cognitive processes as they are usually understood. A recent theory, Mesh, can explain these results because it posits that skill-specific cognitive abilities develop during skill learning and that control typically involves an interplay between cognitive and automatic mechanisms. Here we develop Mesh further, providing a detailed explanation for these problem solving abilities. We argue that causal representation, metacognitive awareness and other forms of performance awareness combine in the formulation and control of action strategies. We also argue that the structure of control present in this case is inconsistent with Bratman's model of intentions, and that, in the face of high uncertainty and risk, intentions can be much more labile than Bratman recognises. In addition, we found limitations and flaws in problem solving which illuminate the representations involved. Finally, we highlight the crucial role of social and cultural learning in the development of complex skills. (shrink)

Marr’s seminal distinction between computational, algorithmic, and implementational levels of analysis has inspired research in cognitive science for more than 30 years. According to a widely-used paradigm, the modelling of cognitive processes should mainly operate on the computational level and be targeted at the idealised competence, rather than the actual performance of cognisers in a specific domain. In this paper, we explore how this paradigm can be adopted and revised to understand mathematical problem solving. The computational-level approach applies (...) methods from computational complexity theory and focuses on optimal strategies for completing cognitive tasks. However, human cognitive capacities in mathematical problem solving are essentially characterised by processes that are computationally sub-optimal, because they initially add to the computational complexity of the solutions. Yet, these solutions can be optimal for human cognisers given the acquisition and enactment of mathematical practices. Here we present diagrams and the spatial manipulation of symbols as two examples of problem solving strategies that can be computationally sub-optimal but humanly optimal. These aspects need to be taken into account when analysing competence in mathematical problem solving. Empirically informed considerations on enculturation can help identify, explore, and model the cognitive processes involved in problem solving tasks. The enculturation account of mathematical problem solving strongly suggests that computational-level analyses need to be complemented by considerations on the algorithmic and implementational levels. The emerging research strategy can help develop algorithms that model what we call enculturated cognitive optimality in an empirically plausible and ecologically valid way. (shrink)

The use of protocol analysis in the traning of cognitive skills.

In the last 20 years, a stream of research emerged under the label of „complex problem solving“ (CPS). This research was intended to describe the way people deal with complex, dynamic, and intransparent situations. Complex computer-simulated scenarios were as stimulus material in psychological experiments. This line of research lead to subtle insights into the way how people deal with complexity and uncertainty. Besides these knowledge-rich, realistic, intransparent, complex, dynamic scenarios with many variables, a second line of research used (...) more simple, knowledge-lean scenarios with a low number of variables („minimal complex systems“, MCS) that have been proposed recently in problem-solving research for the purpose of educational assessment. In both cases, the idea behind the use of microworlds is to increase validity of problem solving tasks by presenting interactive environments that can be explored and controlled by participants while pursuing certain action goals. The main argument presented here is: both types of systems - CPS and MCS – can only be dealt with successfully if causal dependencies between input and output variables are identified and used for system control. System knowledge is necessary for control and intervention. But CPS and MCS differ in their way of how causal dependencies are identified and how the mental model is constructed; therefore, they cannot be compared directly to each other with respect to the cognitive processes that are necessary for solving the tasks. Knowledge-poor MCS tasks address only a small fraction of the cognitive processes and structures needed for knowledge-rich CPS situations. (shrink)

In this paper, I draw attention to an obstacle to determining to what extent the portrait of normal science as a problem-solving activity applies outside the natural sciences. I give two examples from social anthropology, one from the heyday of British structural-functionalism and one from recent British anthropology, “responding” to Marilyn Strathern’s problem of the feminist fieldworker. (NOTE: there is a duplicate of this but neither may be showing on my profile. A proverb: the guest hates the (...) other guest; the host hates them both.). (shrink)

In this paper, I draw attention to an obstacle to determining to what extent the portrait of normal science as a problem-solving activity applies outside the natural sciences. I give two examples from social anthropology, one from the heyday of British structural-functionalism and one from recent British anthropology, “responding” to Marilyn Strathern's problem of the feminist fieldworker. (NOTE: There is a duplicate of this paper on PhilPapers!).

The urgent need of developing novel teaching methods in education to improve the critical thinking skills has been widely discussed by educational experts. The present study aims to investigate the effectiveness of Fermi problem solving with flipped learning techniques in teaching physics on the improvement of critical thinking skills among Emirati tenth graders. The sample of the study consists of 40 male and female secondary students from two secondary schools belonging to Abu Dhabi Department of Education and Knowledge (...) in United Arab Emirates divided into two groups; the control group consists of 20 students (10 male and 10 female) taught the physics unit by traditional methods, the experimental group consists of 20 students (10 males and 10 females) taught the physics unit by Fermi problem solving with flipped learning techniques. The quasi-experimental design was used, where the modified critical thinking skills test was prepared and administered on the two groups as a pre-test before the students start the treatment and as a post-test once they are finished. The MANCOVA and Two-Way ANCOVA tests were employed to analyze the data. The findings showed that there were statistically significant differences at (α = 0.05) in student’s critical thinking skills test (in favor of experimental group), indicating that the performance of students in treatment group was better than the control group in the post-test. This means that the Fermi problem solving with flipped learning techniques has significant effectiveness on improvement of critical thinking skills among the United Arab Emirates secondary students. Also there were no statistically significant differences between male and female students. (shrink)

Following Marr’s famous three-level distinction between explanations in cognitive science, it is often accepted that focus on modeling cognitive tasks should be on the computational level rather than the algorithmic level. When it comes to mathematical problem solving, this approach suggests that the complexity of the task of solving a problem can be characterized by the computational complexity of that problem. In this paper, I argue that human cognizers use heuristic and didactic tools and thus (...) engage in cognitive processes that make their problem solving algorithms computationally suboptimal, in contrast with the optimal algorithms studied in the computational approach. Therefore, in order to accurately model the human cognitive tasks involved in mathematical problem solving, we need to expand our methodology to also include aspects relevant to the algorithmic level. This allows us to study algorithms that are cognitively optimal for human problem solvers. Since problem solving methods are not universal, I propose that they should be studied in the framework of enculturation, which can explain the expected cultural variance in the humanly optimal algorithms. While mathematical problem solving is used as the case study, the considerations in this paper concern modeling of cognitive tasks in general. (shrink)

In the present research, the authors hypothesized that additive counterfactual thinking mind-sets, activated by adding new antecedent elements to reconstruct reality, promote an expansive processing style that broadens conceptual attention and facilitates performance on creative generation tasks, whereas subtractive counterfactual thinking mind-sets, activated by removing antecedent elements to reconstruct reality, promote a relational processing style that enhances tendencies to consider relationships and associations and facilitates performance on analytical problem-solving tasks. A reanalysis of a published data set suggested that (...) the counterfactual mind-set primes previously used in the literature tend to evoke subtractive counterfactuals. Studies 1 and 2 then demonstrated that subtractive counterfactual mind-sets enhanced performance on analytical problem-solving tasks relative to additive counterfactual mind-sets, whereas Studies 3 and 4 found that additive counterfactual mind-sets enhanced performance on creative generation tasks relative to subtractive counterfactual mind-sets. (shrink)

The paper identifies defining characteristics of the principal models of problem-solving behavior which are useful in developing a general theory of problem-solving. An attempt is made both to make explicit those disagreements between theorists of different persuasions which have served as obstacles to an integrated approach, and to show that these disagreements have arisen from a number of conceptual confusions: The conflict between information processors and behavioral analysts has resulted from a common failure to understand theoretical (...) sufficiency, and hence these theorists have been at a loss to understand one another. Two directions of research in problem-solving, mechanical algorithmic problem-solving and the psychology of invention, have been thought to be divergent, but in fact complement one another once it is clear that problem-solving involves neither discovery nor invention, but rather is a matter of perceptual encoding and processing. Successful problem-solving behavior can be described as adaptive, learning behavior in which organization skills are effectively associated with situationally determined perceptual encoding processes of the individual mechanical or biological problem-solver. (shrink)

The assumption that positive affect leads to a better performance in simple cognitive tasks has become well established. We address the question whether positive and negative emotions differentially influence performance in complex problem-solving in the same way. Emotions were induced by positive or negative feedback in 74 participants who had to manage a computer-simulated complex problem-solving scenario. Results show that overall scenario performance is not affected, but positive and negative emotions elicit distinguishable problem-solving strategies: (...) Participants with negative emotions are more focused on the seeking and use of information. We discuss methodological requirements for investigating emotion influences in complex and dynamic cognitive tasks. (shrink)

The assumption that positive affect leads to a better performance in simple cognitive tasks has become well established. We address the question whether positive and negative emotions differentially influence performance in complex problem-solving in the same way. Emotions were induced by positive or negative feedback in 74 participants who had to manage a computer-simulated complex problem-solving scenario. Results show that overall scenario performance is not affected, but positive and negative emotions elicit distinguishable problem-solving strategies: (...) Participants with negative emotions are more focused on the seeking and use of information. We discuss methodological requirements for investigating emotion influences in complex and dynamic cognitive tasks. (shrink)

It has been argued in relation to Old Babylonian mathematical procedure texts that their validity or correctness is self-evident. One “sees” that the procedure is correct without it having, or being accompanied by, any explicit arguments for the correctness of the procedure. Even when agreeing with this view, one might still ask about how is the correctness of a procedure articulated? In this work, we present an articulation of the correctness of ancient Egyptian and Old Babylonian mathematical procedure texts – (...) mathematical texts presenting the solution of problems. We endeavor to make explicit and explain how and why the procedures are reliable over and above the fact that their correctness is intuitive. (shrink)

In this paper, we bring together research on complex problem solving with that on motivational psychology about goal setting. Complex problems require motivational effort because of their inherent difficulties. Goal Setting Theory has shown with simple tasks that high, specific performance goals lead to better performance outcome than do-your-best goals. However, in complex tasks, learning goals have proven more effective than performance goals. Based on the Zurich Resource Model, so-called motto-goals should activate a person’s resources through positive affect. (...) It was found that motto-goals are effective with unpleasant duties. Therefore, we tested the hypothesis that motto-goals outperform learning and performance goals in the case of complex problems. A total of N = 123 subject participated in the experiment. In dependence of their goal condition, subjects developed a personal motto, learning, or performance goal. This goal was adapted for the computer-simulated complex scenario Tailorshop, where subjects worked as managers in a small fictional company. Other than expected, there was no main effect of goal condition for the management performance. An unexpected gender effect revealed better performance for men than women, pointing to a potential stereotype threat. As hypothesized, motto goals led to higher positive and lower negative affect than the other two goal types. Even though positive affect decreased and negative affect increased in all three groups during Tailorshop completion, participants with motto goals reported the lowest rates of negative affect. Exploratory analyses investigated the role of affect in complex problem solving via mediational analyses and the influence of goal type on perceived goal attainment. (shrink)

Mindset plays a vital role in tackling the barriers to improving the preservice mathematics teachers’ (PMTs) conceptual understanding of problem-solving. As the COVID-19 pandemic has continued to pose a challenge, online learning has been adopted. This led this study to determining the PMTs’ mindset and level of conceptual understanding in problem-solving in an online learning environment utilising Google Classroom and the Khan Academy. A quantitative research design was employed specifically utilising a descriptive, comparative, and correlational design. (...) Forty-five PMTs were chosen through simple random sampling and willingly took part in this study. The data was gathered using validated and reliable questionnaires and problem-solving tests. The data gathered was analysed using descriptive statistics, analysis of variance, and simple linear regression. The results revealed that the college admission test, specifically numerical proficiency, influences a strong mindset and a higher level of conceptual understanding in problem-solving. Additionally, this study shows that mindset predicts the levels of conceptual understanding in problem-solving in an online environment where PMTs with a growth mindset have the potential to solve math problems. The use of Google Classroom and the Khan Academy to aid online instruction is useful in the preparation of PMTs as future mathematics teachers and problem-solvers. Further studies may be conducted to validate these reports and to address the limitations of this study. (shrink)

In this paper we propose a computational framework aimed at extending the problem solving capabilities of cognitive artificial agents through the introduction of a novel, goal-directed, dynamic knowledge generation mechanism obtained via a non monotonic reasoning procedure. In particular, the proposed framework relies on the assumption that certain classes of problems cannot be solved by simply learning or injecting new external knowledge in the declarative memory of a cognitive artificial agent but, on the other hand, require a mechanism (...) for the automatic and creative re-framing, or re-formulation, of the available knowledge. We show how such mechanism can be obtained trough a framework of dynamic knowledge generation that is able to tackle the problem of commonsense concept combination. In addition, we show how such a framework can be employed in the field of cognitive architectures in order to overcome situations like the impasse in SOAR by extending the possible options of its subgoaling procedures. (shrink)

The main aim of the study was to determine the levels of Adversity Quotient and problem solving skills in Mathematics of BISU - MC students taking BSEdMathematics in the school year 2021-2022. It sought to find if there was a significant difference in the respondents’ levels of AQ and problem solving skills in Mathematics across their age, gender and year level as well as their level of AQ as a significant predictor of their level of (...) class='Hi'>problem solving skills in Mathematics. It also aimed to develop a plan of action that would be proposed to improve these two aspects of their being. The total number of actual respondents was 163. Purposive sampling was used. The study utilized the quantitative type of study. It made use of the descriptive design to describe the characteristics of the population being studied and the regression design to infer the relationship between the independent variable and dependent variable. The Online AQ Profile was used for determining the respondents’ level of AQ and a 10-item test was used for determining their level of problem solving skills in Mathematics. Both inquired their profile. The data provided by the respondents were collected and subjected to statistical treatment through IBM SPSS Statistics Trial software. Data revealed that the age of the respondents ranged from 18 to 22 years old. Females numerically dominated the analyzed field. Majority of the respondents were from the first and fourth year levels. Their AQ was below average while their problem solving skills in Mathematics was satisfactory. The age, gender and year level of students did not matter in identifying their level of AQ. On the other hand, the older students had a higher level of problem solving skills in Mathematics than the younger ones and the students in the higher year level had a higher level of problem solving skills in Mathematics than those in the lower year level. Finally, their level of AQ gave a positive influence on their level of problem solving skills in Mathematics. The education system should be aligned with the profile of the students. The teachers would let the students read the book of Paul G. Stoltz, PhD titled “Adversity Quotient: Turning Obstacles into Opportunities”. The students would also reflect on the word of God. Also, the teachers would let the students study the book by George Polya titled “How To Solve It”. The students would also continue to solve various routine problems. Regardless of age, gender and year level, the family and friends of the students should encourage them in every way they can for their better future as they overcome their adversities. Mathematics curriculum makers and teachers work together to improvise teaching and learning Mathematics specifically problem solving for the younger students and those in the lower year level. Future researchers could replicate the study to further verify the results. Research could focus specifically on the CORE dimensions of AQ predicting the level of problem solving skills in Mathematics. (shrink)

Purpose:The research aims to see the effect of using digital books based on the RANDAI learning model on students' problem-solving skills and information literacy in biology learning. -/- Theoritical Framework: The integration of local wisdom will make the material more contextual so that learning becomes more meaningful. Digital books that are integrated with local wisdom can be concretized through digital books based on the RANDAI learning model. -/- Methodology:The study was conducted at a secondary school in the province (...) of West Sumatra, Indonesia. The learning applied in this study uses the theoretical framework of the RANDAI model (Reciting, Analyzing the problem, Narrating the solution, Doing the solution, Assessing the solution, and Implementing the solution) which is problem-based learning integrated with local wisdom. Data collection was carried out through a test referring to Polya's problem-solving skills while for information literacy using a questionnaire referring to the Association of College and Research Library indicators. Data were analyzed using a parametric t-test and n-gain analysis. -/- Result and discussion: This study found that problem-solving skills and information literacy through learning with the RANDAI learning model assisted by digital books can promote students' problem-solving skills in science learning. -/- Conclusion: the RANDAI learning model with the help of digital books has an effect on the problem-solving abilities and information literacy of high school students. (shrink)

Much problem solving and learning research in math and science has focused on formal representations. Recently researchers have documented the use of unschooled strategies for solving daily problems -- informal strategies which can be as effective, and sometimes as sophisticated, as school-taught formalisms. Our research focuses on how formal and informal strategies interact in the process of doing and learning mathematics. We found that combining informal and formal strategies is more effective than single strategies. We provide a (...) theoretical account of this multiple strategy effect and have begun to formulate this theory in an ACT-R computer model. We show why students may reach common impasses in the use of written algebra, and how subsequent or concurrent use of informal strategies leads to better problem-solving performance. Formal strategies facilitate computation because of their abstract and syntactic nature; however, abstraction can lead to nonsensical interpretations and conceptual errors. Reapplying the formal strategy will not repair such errors; switching to an informal one may. We explain the multiple strategy effect as a complementary relationship between the computational efficiency of formal strategies and the sense-making function of informal strategies. (shrink)

Metacognition-related studies do often give focus on the regulation or experience components but little on the knowledge component. In particular and especially within the Philippine context, not much focus is given with regards to a clear and coherent academic framework that fortifies the metacognitive strategy knowledge in mathematical problem solving amongst students. Using an evolved grounded theory, the purpose of this study is to look closely into the metacognitive strategy knowledge of preservice teacher education students. Twenty-three students participated (...) and initial data were collected using the prepared problem solving test. Subsequently, interviews were conducted to supplement the initial data. Pandit’s grounded theory methodology and the constant comparison method were used to analyze the data collected. Findings revealed an emerging three-phased categorization of metacognitive strategy knowledge thru problem solving: preparatory, production, and evaluation. The multi-distinct yet related categorization were neither linear nor just cyclic in nature but is experienced and underwent by problem solvers with varying degree of creativity and flexibility depending on the problem at hand, beliefs, attitudes, and learning style. The findings shed some light on the distinct role of metacognitive strategy knowledge and some ensuing factors during authentic problem solving. (shrink)

Poems are treated by translators as hierarchical multilevel systems. Here we propose the notion of “multilevel poetry translation” to characterize such cases of poetry translation in terms of selection and rebuilding of a multilevel system of constraints across languages. Different levels of a poem correspond to different sets of components that asymmetrically constrain each other (e. g., grammar, lexicon, syntactic construction, prosody, rhythm, typography, etc.). This perspective allows a poem to be approached as a thinking-tool: an “experimental lab” which submits (...) language to unusual conditions and provides a scenario to observe the emergence of new patterns of semiotic behaviour as a result. We describe this operation as a problem-solving task, and exemplify with Augusto de Campos’ Portuguese translation of John Donne’s poem “The Expiration.”. (shrink)

Critical discussion of Larry Laudan's problem-solving approach to scientific progress and rationality as presented in his Progress and Its Problems.

This study employed an Interpretative Phenomenological Analysis (IPA) which aimed to explore the lived experiences, challenges, and coping mechanisms of teachers in the public school both in elementary and secondary schools in Malolos, Bulacan. The findings of this study revealed that most teachers are significantly challenged with the poor internet connection, multitasking and multitudes of paperwork to be submitted, communication with the parents and teachers and the different modalities of learning which are cited as the contributing factors of stress and (...) anxiety. As to the experiences of the teachers, they became a module writer, online teacher, reporter while doing the online classes and juggling with the work at home as a homemaker. However, the good experiences of this pandemic brought realization to the teachers that they were able to unleash their potential and utilized the skills needed to survive in this difficult time. Moreover, teachers coped up with the situations through prayers, listening and watching motivational videos, yoga and others became farmers too just to avoid stress. Finally, the teachers also gave their suggestions to further help other teachers also who are struggling during this pandemic. Majority of the participants gave emphasis to focus on stabilizing mental health. Others also highlighted the need to seek the assistance of other people who are knowledgeable in terms of ICT. Continuing innovation and researching to update oneself was also one of the suggested ways to deal with the current paradigm shift in education. (shrink)

The purpose of the research. The main purpose of the study is to find out the experience of researching and solving the problem of professional burnout for physicians including family ones in the United States, by analyzing recent surveys and scientific papers of American and European scientists. Methodology. While working on the article, general scientific theoretical methods were used to accom-plish the tasks and achieve the purpose of the research. The methodological basis of the research was the structural-functional (...) method, which allowed considering the phenomenon of professional burnout as a whole with separate elements and their dependencies. Using a historical method, a brief overview of the research development by US scientists on the problem of professional burnout of physicians with a focus on key events that occurred at each of the stages highlighted in the scientific papers. A comparative method was used to compare the results of surveys of different years and topics, data presented in the proceedings of the scientists, and research approaches. Methods of systematization and generalization were used to formulate the paper’s conclusions, in particular, to highlight the essential features of the American research experience and practical problem solution of professional burnout of physicians. Results. It has been found that the professional burnout of physicians has been a matter of concern for the government, professional medical associations, and the general public for physicians of various US specialties for a long time. Although burnout affects physicians of all disciplines, it has been discovered that, among family physicians, this phenomenon exceeds the average level, especially compared to the general economically active population of the United States. Two approaches to identifying and reducing the risk of occupational burnout in the United States have been identified and characterized: the first approach covers measures aimed directly at a physician, that is, a specific individual, and the second, involves measures aimed at an organization, that is, a medical institution. It has been found that Ameri-can scientists have concluded that organizational measures are more effective, but the first approach should be applied as a first step in overcoming professional burnout. Practical meaning. The results of the research are applicable for further scientific exploration and practical problem solution of professional burnout of physicians, including family ones, in Ukraine. Prospects for further research. Meth-odology of surveys of physicians of various specialties on burnout, depresdepression and professional satisfac-tion. Factors of professional burnout for family physicians in Ukraine. (shrink)

The purpose of the research. The main purpose of the study is to find out the experience of researching and solving the problem of professional burnout for physicians including family ones in the United States, by analyzing recent surveys and scientific papers of American and European scientists. Methodology. While working on the article, general scientific theoretical methods were used to accom-plish the tasks and achieve the purpose of the research. The methodological basis of the research was the structural-functional (...) method, which allowed considering the phenomenon of professional burnout as a whole with separate elements and their dependencies. Using a historical method, a brief overview of the research development by US scientists on the problem of professional burnout of physicians with a focus on key events that occurred at each of the stages highlighted in the scientific papers. A comparative method was used to compare the results of surveys of different years and topics, data presented in the proceedings of the scientists, and research approaches. Methods of systematization and generalization were used to formulate the paper’s conclusions, in particular, to highlight the essential features of the American research experience and practical problem solution of professional burnout of physicians. Results. It has been found that the professional burnout of physicians has been a matter of concern for the government, professional medical associations, and the general public for physicians of various US specialties for a long time. Although burnout affects physicians of all disciplines, it has been discovered that, among family physicians, this phenomenon exceeds the average level, especially compared to the general economically active population of the United States. Two approaches to identifying and reducing the risk of occupational burnout in the United States have been identified and characterized: the first approach covers measures aimed directly at a physician, that is, a specific individual, and the second, involves measures aimed at an organization, that is, a medical institution. It has been found that Ameri-can scientists have concluded that organizational measures are more effective, but the first approach should be applied as a first step in overcoming professional burnout. Practical meaning. The results of the research are applicable for further scientific exploration and practical problem solution of professional burnout of physicians, including family ones, in Ukraine. Prospects for further research. Meth-odology of surveys of physicians of various specialties on burnout, depression and professional satisfac-tion. Factors of professional burnout for family physicians in Ukraine. (shrink)

This chapter has two goals: to motivate the foundationalist solution to the regress problem and to defend it against arguments from Sellars, BonJour and Klein. Both the motivation and the defence of foundationalism raise larger questions about the relationship between foundationalism and access internalism. I argue that foundationalism is not in conflict with access internalism, despite influential arguments to the contrary, and that access internalism in fact supplies a theoretical motivation for foundationalism. I conclude that foundationalism and access internalism (...) form a coherent and well-motivated package. (shrink)

This paper looks at three ways of addressing probabilism’s implausible requirement of logical omniscience. The first and most common strategy says it’s okay to require an ideally rational person to be logically omniscient. I argue that this view is indefensible on any interpretation of ‘ideally rational’. The second strategy says probabilism should be formulated not in terms of logically possible worlds but in terms of doxastically possible worlds, ways you think the world might be. I argue that, on the interpretation (...) of this approach that lifts the requirement of certainty in all logical truths, the view becomes vacuous, issuing no requirements on rational believers at all. Finally, I develop and endorse a new solution to the problem. This view proposes dynamic norms for reasoning with credences. The solution is based on an old proposal of Ian Hacking’s that says you’re required to be sensitive to logical facts only when you know they are logical facts. (shrink)

*Special Note: This piece presents a paradox artificially created by Prof. Kingfisher for pondering. It must not be regarded as a given truth.

This article reviews eight proposed strategies for solving the Symbol Grounding Problem (SGP), which was given its classic formulation in Harnad (1990). After a concise introduction, we provide an analysis of the requirement that must be satisfied by any hypothesis seeking to solve the SGP, the zero semantical commitment condition. We then use it to assess the eight strategies, which are organised into three main approaches: representationalism, semi-representationalism and non-representationalism. The conclusion is that all the strategies are semantically (...) committed and hence that none of them provides a valid solution to the SGP, which remains an open problem. (shrink)

Many current popular views in epistemology require a belief to be the result of a reliable process (aka ‘method of belief formation’ or ‘cognitive capacity’) in order to count as knowledge. This means that the generality problem rears its head, i.e. the kind of process in question has to be spelt out, and this looks difficult to do without being either over or under-general. In response to this problem, I propose that we should adopt a more fine-grained account (...) of the epistemic basing relation, at which point the generality problem becomes easy to solve. (shrink)

Consider the following sentences: In every race, the colt won; In every race, John won.John Hawthorne and David Manley say that the difference between these two sentences raises a problem for Predicativism about names. According to the currently more standard version of Predicativism, a bare singular name in argument position, like ‘John’ in , is embedded in a definite description with an unpronounced definite article. The problem is supposed to be that permits a covarying reading that allows for (...) different races to have been won by different colts, while does not permit a covarying reading—it can be true only if there is a single John that won every race. But, the objection runs, if the name ‘John’ is really embedded in a definite description with an unpronounced definite article, then the two sentences are structurally parallel and should not differ with respect to covariation. Appealing to Jason Stanley's ‘Nominal Restriction’ , I show that the difference between the two sentences above not only does not raise a problem for Predicativism but also is actually predicted by it. (shrink)

I introduce a new formulation of rule consequentialism, defended as an improvement on traditional formulations. My new formulation cleanly avoids what Parfit calls “ideal world” objections. I suggest that those objections arise because traditional formulations incorporate counterfactual comparisons about how things could go differently. My new formulation eliminates those counterfactual comparisons. Part of the interest of the new formulation is as a model of how to reformulate structurally similar views, including various kinds of contractualism.

In 'The Reference Book' (2012), Hawthorne and Manley observe the following contrast between (1) and (2): -/- (1) In every race John won. (2) In every race, the colt won. -/- The name 'John' in (1) must intuitively refer to the same single individual for each race. However, the description 'the colt' in (2) has a co-varying reading, i.e. a reading where for each race it refers to a different colt. This observation is a prima facie problem for proponents (...) of so-called The-Predicativism which is the view that the name in (1) is really a covert definite description, viz. 'the John'. If the The-Predicativism is correct, (1) and (2) are therefore syntactically equivalent, but this makes it mysterious why only (2) would have a co-varying reading. In a recent paper, Fara (2015) argues that there is a simple and elegant way for proponents of The-Predicativism to explain this contrast. This explanation relies on discerning some subtle syntactic differences between (1) and (2) which in turn are based on assumptions about nominal restrictions a la Stanley and Szabó (2000). In this short paper, I demonstrate that Fara's proposed explanation has a variety of serious shortcomings and hence that the contrast between (1) and (2) remains a significant problem for Predicativism. (shrink)

Attempts to engineer a generally intelligent artificial agent have yet to meet with success, largely due to the (intercontext) frame problem. Given that humans are able to solve this problem on a daily basis, one strategy for making progress in AI is to look for disanalogies between humans and computers that might account for the difference. It has become popular to appeal to the emotions as the means by which the frame problem is solved in human agents. (...) The purpose of this paper is to evaluate the tenability of this proposal, with a primary focus on Dylan Evans’ search hypothesis and Antonio Damasio’s somatic marker hypothesis. I will argue that while the emotions plausibly help solve the intracontext frame problem, they do not function to solve or help solve the intercontext frame problem, as they are themselves subject to contextual variability. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. (...) All our current global problems have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

This is a reply to Chris Tweed's recent attempt to solve the problem of "nearly convergent knowledge" and thus defend a binary account of knowledge against a contrastivist alternative. Ingenuous as his proposal is, it still does not solve the problem.

Public arguments can be good or bad not only as a matter of logic, but also in the sense that speakers can do good or bad things with arguments. For example, hate speakers use public arguments to contribute to the subordination of their targets. But how can ordinary speakers acquire the authority to perform subordinating speech acts? This is the ‘Authority Problem’. This paper defends a solution inspired by McGowan’s (Australas J Philos 87:389–407, 2009) analysis of oppressive speech, including (...) against concerns raised by McGowan (Just words: On speech and hidden harm, Oxford University Press, Oxford, 2019) herself. A deflated kind of authority can be gained from the hate speaker’s standing in a norm-governed ‘activity of oppression’. We should be wary about engaging with such speakers in public argument. Even if we counter their arguments, we may still elevate their standing within that activity and so enable them to perform more pernicious speech acts than was previously possible. (shrink)

In this paper, I argue that even if the Hard Problem of Content, as identified by Hutto and Myin, is important, it was already solved in natu- ralized semantics, and satisfactory solutions to the problem do not rely merely on the notion of information as covariance. I point out that Hutto and Myin have double standards for linguistic and mental representation, which leads to a peculiar inconsistency. Were they to apply the same standards to basic and linguistic minds, (...) they would either have to embrace representationalism or turn to semantic nihilism, which is, as I argue, an unstable and unattractive position. Hence, I conclude, their book does not offer an alternative to representation- alism. At the same time, it reminds us that representational talk in cognitive science cannot be taken for granted and that information is different from men- tal representation. Although this claim is not new, Hutto and Myin defend it forcefully and elegantly. (shrink)

Public arguments can be good or bad not only as a matter of logic, but also in the sense that speakers can _do_ good or bad things with arguments. For example, hate speakers use public arguments to contribute to the subordination of their targets. But how can ordinary speakers acquire the authority to perform subordinating speech acts? This is the ‘Authority Problem’. This paper defends a solution inspired by McGowan’s (Australas J Philos 87:389–407, 2009) analysis of oppressive speech, including (...) against concerns raised by McGowan (Just words: On speech and hidden harm, Oxford University Press, Oxford, 2019) herself. A _deflated_ kind of authority can be gained from the hate speaker’s standing in a norm-governed ‘activity of oppression’. We should be wary about engaging with such speakers in public argument. Even if we counter their arguments, we may still elevate their standing within that activity and so enable them to perform more pernicious speech acts than was previously possible. (shrink)