http://worldcat.org/entity/work/id/15184316

Differences between good and poor problem-solvers

Seventh- and eighth-grade pupils were selected for this study of differences between good and poor problem-solvers and for an analysis of problem-solving ability. These pupils were old enough for many tests in large-scale factor analyses of reasoning ability, and have had little participation in formal problem-solving activities. Several tests of reasoning and problem-solving ability were used--(1) differential aptitude tests of verbal and abstract reasoning, (2) davis-eells games, and (3) thought problems. Also, tests of mechanical reasoning and matrices were used as a validating rather than a criterion measure. On the basis of these results and pupil achievement records, 117 each of poor and good problem-solvers were selected as subjects. The second battery included group tests of memory recognition of problems, word association, ideational fluency, closure, judgment, and preferences. Fifty subjects in each group were selected for individual tests. Good problem-solvers performed significantly better than poor ones on nearly all tests in which quality of response, accuracy, or judgment was required. Without exception, the superiority of the good problem-solvers increased with the complexity of the tasks or with the restriction of the requirements. The complex ability of problem recognition and judgment seem to be independent of intelligence or reading skill. Ideational fluency appeared to favor the poor problem-solvers when tests were scored on quantity response. (Gc).

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