Date of Award
6-1967
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Richard Nicholson
Second Advisor
James O. Johnston
Third Advisor
John M. Newton
Abstract
Since relevant environmental factors and individual differences affect problem solving behavior, E evaluated interactive effects of situational problem, response, and concept instructions, and abstracting ability. A crossed-factorial design with two levels of each environmental factor (given and not given) and two levels of abstracting ability (high and low) was used. The criteria were efficiency in solving 15 complex numerical problems by S on a five point scale. The hypotheses are that Ss receiving concept instructions can solve the problems faster and more accurately and express more confidence I their solutions than Ss not receiving them.
Recommended Citation
Gadway, Charles Jay, "Concept instruction effects in complex problem solving" (1967). Student Work. 164.
https://digitalcommons.unomaha.edu/studentwork/164
Comments
A Thesis Presented to the Department of Psychology and the Faculty of the Graduate College University of Omaha In Partial Fulfillment of the Requirements for the Degree Master of Arts.