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The effects of practice, verbalizati...

Wong, Lucas L.

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The effects of practice, verbalization, and mode of presentation on problem solving strategies for the Tower of Hanoi problem.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of practice, verbalization, and mode of presentation on problem solving strategies for the Tower of Hanoi problem./
Author:	Wong, Lucas L.
Description:	68 p.
Notes:	Source: Masters Abstracts International, Volume: 52-05.
Contained By:	Masters Abstracts International52-05(E).
Subject:	Psychology, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1525161
ISBN:	9781303829772

The effects of practice, verbalization, and mode of presentation on problem solving strategies for the Tower of Hanoi problem.
Wong, Lucas L.

The effects of practice, verbalization, and mode of presentation on problem solving strategies for the Tower of Hanoi problem. - 68 p.

Source: Masters Abstracts International, Volume: 52-05.

Thesis (M.A.)--Long Island University, The Brooklyn Center, 2014.

In everyday life, individuals are confronted with a variety of problems presented to them in different modalities. Previous research has suggested that performance differences in problem representation may further be modulated by facilitative experiences, such as through practice (Williams & Noyes, 2007) or verbalization (Ahlum-Heath & Di Vesta, 1986). Using the clearly structured Tower of Hanoi puzzle the present study examined the interaction between mode of presentation, experience, and concurrent verbalization on problem solving performance. A 2 x 2 x 2 between subjects factorial design was employed to assess the effects of these variables on the efficiency of problem solving. The analysis of problem solving performance measures (time needed to reach solution, total number of moves, and proportion of optimal moves) across the mode of presentation (computer or physical piiz7le), experience (practice with 2- and 3-disk problems or no prior practice), and verbalization (concurrent verbalization of strategy rationale or no verbalization) conditions uncovered significant results. Initially, performance is improved for the physical modality compared to the computer version of the puzzle. After practice or making verbalizations, performance for the virtual mode of presentation improves to the same point as the physical task. Furthermore, the benefits of experience and verbalization are not cumulative. Therefore, it was concluded that as more information is represented externally in the structure of the problem, less cognitive resources are required to complete the task and performance improves. If data predominantly requires internal representation, then performance will suffer unless representations are refined using a shared cognitive mechanism which is activated by both practice and verbalization.

ISBN: 9781303829772Subjects--Topical Terms:

1018034
Psychology, General.

The effects of practice, verbalization, and mode of presentation on problem solving strategies for the Tower of Hanoi problem.
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020 $a 9781303829772
035 $a (MiAaPQ)AAI1525161
035 $a AAI1525161
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wong, Lucas L. $3 2104119
245 1 4 $a The effects of practice, verbalization, and mode of presentation on problem solving strategies for the Tower of Hanoi problem.
300 $a 68 p.
500 $a Source: Masters Abstracts International, Volume: 52-05.
500 $a Adviser: Gary Kose.
502 $a Thesis (M.A.)--Long Island University, The Brooklyn Center, 2014.
520 $a In everyday life, individuals are confronted with a variety of problems presented to them in different modalities. Previous research has suggested that performance differences in problem representation may further be modulated by facilitative experiences, such as through practice (Williams & Noyes, 2007) or verbalization (Ahlum-Heath & Di Vesta, 1986). Using the clearly structured Tower of Hanoi puzzle the present study examined the interaction between mode of presentation, experience, and concurrent verbalization on problem solving performance. A 2 x 2 x 2 between subjects factorial design was employed to assess the effects of these variables on the efficiency of problem solving. The analysis of problem solving performance measures (time needed to reach solution, total number of moves, and proportion of optimal moves) across the mode of presentation (computer or physical piiz7le), experience (practice with 2- and 3-disk problems or no prior practice), and verbalization (concurrent verbalization of strategy rationale or no verbalization) conditions uncovered significant results. Initially, performance is improved for the physical modality compared to the computer version of the puzzle. After practice or making verbalizations, performance for the virtual mode of presentation improves to the same point as the physical task. Furthermore, the benefits of experience and verbalization are not cumulative. Therefore, it was concluded that as more information is represented externally in the structure of the problem, less cognitive resources are required to complete the task and performance improves. If data predominantly requires internal representation, then performance will suffer unless representations are refined using a shared cognitive mechanism which is activated by both practice and verbalization.
590 $a School code: 0198.
650 4 $a Psychology, General. $3 1018034
650 4 $a Psychology, Cognitive. $3 1017810
650 4 $a Psychology, Experimental. $3 517106
690 $a 0621
690 $a 0633
690 $a 0623
710 2 $a Long Island University, The Brooklyn Center. $3 1017735
773 0 $t Masters Abstracts International $g 52-05(E).
790 $a 0198
791 $a M.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1525161