This article presents principles and practical guidelines for how managers can succeed in growing the intelligence of their organizations by harnessing the complementary strengths of humans and ...artificial intelligence (AI). Organizational intelligence is the ability of collectives of intelligent human and digital actors to solve problems and adapt. Six principles for human-AI collaboration in organizations are explored—addition, relevance, substitution, diversity, collaboration, and explanation—and how they play out in leading organizations is discussed. Finally, practical guidelines are outlined for how leaders can enable their organizations to successfully make the change.
The study presents an analysis of Polya's problem-solving strategy used in the training processes of quantitative reasoning competence in students of the Universidad Simón Bolívar, San José de ...Cúcuta, Colombia. The research was based on a descriptive design and had an intentional sample of 58 students who were studying the sciences and general competencies elective. For the collection of information, a diagnostic test (pre-test) and a final test (post-test) were applied, in order to check the incidence of the applied strategy. The results showed a significant improvement in the final results obtained by the students in each of the processes formed: interpretation, representation and modeling, and argumentation.
According to the socioemotional selectivity theory (SST; Carstensen, 2006), older adults perceive their future time as increasingly limited, which motivates them to focus more on emotional goals and ...prefer passive emotion‐focused strategies. This study aims to investigate the effect of occupational future time perspective (OFTP) on the use of problem‐solving strategies in stressful work situations and to examine the effectiveness of these strategies on psychological well‐being. A sample of 199 Chinese clerical workers responded to a structured questionnaire on problem‐solving strategy use in relation to hypothetical work scenarios. Results revealed that relative to those with limited OFTP, workers with expansive OFTP preferred problem‐focused and proactive strategies in both low‐ and high‐emotionally salient scenarios. Workers with limited OFTP consistently preferred passive strategies irrespective of emotional salience. OFTP moderated the effect of problem‐focused strategies on psychological distress. In particular, there was a significant negative relationship between problem‐focused strategies and psychological distress among workers with expansive OFTP, but such pattern of relationship was not observed among workers with limited OFTP. Findings of this study inform the training strategies employed by practitioners to fit the developmental goals of workers in order to maximise their strengths at work.
Problem‐solving strategies, defined as actions people select intentionally to achieve desired objectives, are distinguished from skills that are implemented unintentionally. In education, ...strategy‐oriented instructions that guide students to form problem‐solving strategies are found to be more effective for low‐achieving students than the skill‐oriented instructions designed for enhancing their skill implementation ability. Although the existing longitudinal cognitive diagnosis models (CDMs) can model the change in students' dynamic skill mastery status over time, they are not designed to model the shift in students' problem‐solving strategies. This study proposes a longitudinal CDM that considers both between‐person multiple strategies and within‐person strategy shift. The model, separating the strategy choice process from the skill implementation process, is intended to provide diagnostic information on strategy choice as well as skill mastery status. A simulation study is conducted to evaluate the parameter recovery of the proposed model and investigate the consequences of ignoring the presence of multiple strategies or strategy shift. Further, an empirical data analysis is conducted to illustrate the use of the proposed model to measure strategy shift, growth in skill implementation ability and skill mastery status.
The nine-dot problem is often used to demonstrate and explain mental impasse, creativity, and out of the box thinking. The present study investigated the interplay of a restricted initial search ...space, the likelihood of invoking a representational change, and the subsequent constraining of an unrestricted search space. In three experimental conditions, participants worked on different versions of the nine-dot problem that hinted at removing particular sources of difficulty from the standard problem. The hints were incremental such that the first suggested a possible route for a solution attempt; the second additionally indicated the dot at which lines meet on the solution path; and the final condition also provided non-dot locations that appear in the solution path. The results showed that in the experimental conditions, representational change is encountered more quickly and problems are solved more often than for the control group. We propose a cognitive model that focuses on general problem-solving heuristics and representational change to explain problem difficulty.
The purpose of the present study is to clarify the contributions of cognitive skills (nonverbal reasoning, language comprehension, working memory, attention, processing speed) and academic skills ...(mathematics facts retrieval, mathematics computation, mathematics vocabulary, reading comprehension) in performing mathematics word problems among elementary school students. With the two-stage meta-analytic structural equation modeling approach, I synthesized 112 correlation matrices from 98 empirical studies (
N
= 111,346) and fitted the hypothesized partial mediation model. Overall, path analysis indicated that language comprehension, working memory, attention, mathematics vocabulary, and mathematics computation were unique predictors of word-problem solving. Subgroup analysis demonstrated different unique predictors for younger and older students to perform word problems (K-2nd grades versus 3rd–5th grades). Implications, limitations, and future directions are discussed.
Despite convincing evidence suggesting that organizations benefit from employees' flow states, when and how work flow experience generates negative effects remain largely understudied. By integrating ...the spillover‐crossover model and perseverative cognition theory, we established a model to explain how flow experience induces employees' positive rumination after work (i.e., problem‐solving pondering), which ultimately results in work–family conflict. We proposed that mindfulness acts as a buffer factor in this process but further elucidated that work–family segmentation preference serves as a boundary that may alter or even completely reverse the original effects of mindfulness. Our experience sampling method yielded 1425 data points from 186 employees and their family members across 10 workdays in China, and multilevel analyses supported our propositions. We identified the mediating role of problem‐solving pondering in transmitting the effects of flow to work–family conflict. Additionally, we confirmed the three‐way interaction effect among mindfulness, segmentation preference, and flow. Specifically, the harmful effect of flow is assuaged when segmentation preference and mindfulness are both high. However, flow experience causes severe work–family conflict when mindfulness is high and segmentation preference is low. Theoretical and practical implications were discussed.
This research conducted with the aim to determine differences in the effectiveness of the model of Discovery Learning and Problem Solving of problem-solving ability mathematics students of class IV ...primary school. The type of the research is quasi-experimental with the use of test prerequisites that consist of normality test and homogeneity. In this study, prerequisite test was conducted to determine normality and homogeinity. From the T test using Independent Samples Test showed t count > t table with value 7,113 > 2,007 with significance 0,000 < 0,05 that means Ho is rejected and Ha accepted. Based on the results obtained there are differences in the effectiveness of significant. The results of the test N-Gain there is an increase after the treatment is given in the experimental class using the model of Discovery Learning by 0.40 and the control class there is an increase after a given model Problem Solving of 0.16. Based on these results, it showed that the model of Discovery Learning is more effective when compared with the Problem Solving model to increase problem solving ability in mathematics of students of class IV primary school.
Computational Thinking (CT) is not just another application of computer science principles in humans' life. Computational Thinking has emerged as a systematic way of thinking, and problem-solving ...process. The awareness of inculcating CT into education, at different curricular level has started in various directions, and contexts. The article aimed to introduce the basic concepts of CT and highlight common key features within K-12 education frameworks, deployed by different bodies. Computational thinking is closely relatedto critical thinking, STEM (science, technology, engineering, and math) learning, as well as project-based learning. From the review, various computational thinking definitions and key features within education frameworks were identified, and this contributed in how computational thinking is being integrated in different context, respectively.
Penelitian ini bertujuan untuk mengetahui adanya pengaruh dan besar pengaruh gaya belajar di masa pandemi terhadap kemampuan problem solving pada materi bentuk aljabar bagi siswa kelas VII SMP ...Katolik Ambon. Tipe penelitian yang digunakan dalam penelitian adalah ex post facto dengan mengambil sampel dari kelas VII-A dan VII-B SMP Katolik Ambon sebanyak 44 siswa. Instrumen yang digunakan dalam penelitian ini adalah angket gaya belajar dan tes kemampuan problem solving. Teknik analisis data dilakukan dengan menggunakan aplikasi SPSS 22 yang terdiri dari analisis deskriptif, dan analisis statistik inferensial. Dalam penelitian ini, peneliti menggunakan analisis regresi sederhana, karena hanya memiliki satu varibel bebas dan satu variabel terikat. Berdasarkan hasil penelitian diperoleh kesimpulan bahwa tidak terdapat pengaruh gaya belajar di masa pandemi terhadap kemampuan problem solving pada materi bentuk aljabar bagi siswa kelas VII SMP Katolik Ambon. Besar pengaruh gaya belajar terhadap kemampuan problem solving sebesar 5.1% sedangkan 94.9% dipengaruhi oleh variabel lain diluar penelitian
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