The information-processing literature has been reviewed to identify the component parts of problem solving. The difference between the problem representation and the subsequent solving process is highlighted, as is the role of memory within problem solving. The techniques for searching data and novice/expert differences are outlined. Finally, a model of problem solving in occupational therapy is proposed. The implications of this model for student education will be discussed in part 2 of this article.
Get full access to this article
View all access options for this article.
References
1.
AtkinO (1980) Models of architectural knowledge.London: Pion.
2.
BallaJIGibsonMChangA, eds (1989) Learning in medical school: A model for the clinical professions.Hong Kong: Hong Kong University Press.
3.
BarrowsHSTamblynRM (1980) Problem-based learning: An approach to medical education.New York: Springer Publishing.
4.
BennerPWrubelJ (1982) Clinical knowledge development: The value of perceptual awareness. Nurse Educator, 7(3), 11–17.
5.
BroderickMEAmmentorpW (1979) Information structure: An analysis of nursing performance. Nursing Research, 28, 106–10.
6.
BoudD (1985) Problem-based learning in education for the professions.Sydney: HERDSA (Higher Education Research and Development Society of Australia), University of New South Wales.
7.
CarnevaliDL (1984) Nursing diagnosis: An evolutionary view. Topics in Clinical Nursing, Jan, 10–20.
8.
De GrootAD (1966) Perception and memory versus thought: Some old ideas and recent findings. In: KleinmuntzB, ed. Problem solving: Research, method and theory.New York: Wiley.
9.
DunckerK (1945) On problem solving. Psychological Monographs, 58(5), Whole No. 270.
10.
EganDESchwarzBJ (1979) Chunking in recall of symbolic drawings. Memory and Cognition, 7, 149–58.
11.
ElsteinASSchulmanLSSprafkaSA (1978) Medical problem solving.Cambridge, Mass: Harvard University Press.
12.
FetlovichPJ (1981) Knowledge based components of expertise in medical diagnosis (Tech Rep. No. PDS-2). Pittsburgh, Pa: University of Pittsburgh Learning Research and Development Centre. Cited in: GagneE (1985) The cognitive psychology of school learning.Boston: Little, Brown.
13.
FlemingMH (1991a) The therapist with the three track mind. American Journal of Occupational Therapy, 45(11), 1007–14.
14.
FlemingMH (1991b) Clinical reasoning in medicine compared with clinical reasoning in occupational therapy. American Journal of Occupational Therapy, 45(11), 988–96.
15.
GagneED (1985) The cognitive psychology of school learning.Boston: Little, Brown.
16.
GagneRM (1985) The conditions of learning and theory of instruction.4th ed.New York: Holt, Rinehart and Winston.
GrantJMarsdenP (1987) The structure of memorised knowledge in students and clinicians: An explanation for diagnostic expertise. Medical Education, 21, 92–97.
19.
GroenGJPatelVL (1985) Medical problem solving: Some questionable assumptions. Medical Education, 19, 95–100.
20.
GreenoJG (1974) Hobbits and Orcs: Acquisition of a sequential concept. Cognitive Psychology, 6, 270–92.
21.
HagedornR (1992) Occupational therapy: Foundations for practice.Edinburgh: Churchill Livingstone.
22.
HayesJR (1966) Memory, goals and problem solving. In: KleinmuntzB, ed. Problem solving: Research, method and theory.New York: Wiley, 149–70.
23.
HayesJR (1978) Cognitive psychology, thinking and creating.Illinois: Dorsey Press.
24.
HayesJRSimonHA (1976) Psychological differences among problem isomorphs. In: CastellonNJrPisoniDPottsG, eds. Cognitive theory, Vol II. Potomac, Maryland: Lawrence Erlbaum.
25.
JacobsTLyonsS (1992) Give me a fish and I eat today, teach me to fish and I eat for a lifetime. Australian Occupational Therapy Journal, 39(1), 29–32.
26.
KassirerJ (1989) Diagnostic reasoning. Annals of Internal Medicine, 110, 839–900.
27.
KellyMA (1985) Nursing diagnosis and medical diagnosis. Guidelines for differentiation and clinical judgement.Nursing Diagnosis Source Book. Appleton Century Crofts, 21–87.
28.
KohlerA (1925) The mentality of apes.New York: Harcourt Brace.
29.
MattinglyC (1991) The narrative nature of clinical reasoning. American Journal of Occupational Therapy, 45(11), 988–1005.
30.
MayerRE (1977) Thinking and problem solving: An introduction to human cognition and learning.USA: Scott, Foresman.
31.
MillerGA (1956) The magical number, 7 plus or minus 2. Psychological Review, 63, 81–97.
32.
NeisserV (1984) Interpreting Harry Bahrick's discovery what confers immunity against forgetting?Journal of Experimental Psychology General, 113, 32–35.
33.
NormanGR (1988) Problem-solving skills, solving problems and problem-based learning. Medical Education, 22(4), 279–86.
34.
PolyaG (1957) How to solve it.2nd ed.Garden City, New York: Doubleday, Anchor Books.
35.
ReedSKErnestGWBanerjeriiR (1974) The role of analogy in transfer between similar problem states. Cognitive Psychology, 6, 436–50.
36.
ReitmanW (1965) Cognition and thought.New York: Wiley.
37.
RogersJCHolmMB (1991) Occupational therapy diagnostic reasoning: A component of clinical reasoning. American Journal of Occupational Therapy, 45(11), 1045–53.
38.
SchellBCerveroR (1993) Clinical reasoning in occupational therapy: An integrative review. American Journal of Occupational Therapy, 47(7), 605–10.
39.
SimonHA (1978) Information processing theory of human problem solving. In: EstesWK, ed. Handbook of learning and cognitive processes. Human information processing.Vol 15. Hillsdale, NJ: Lawrence Erlbaum.
40.
SimonHAChaseWG (1973) Skills in chess. American Scientist, 61, 394–403.
41.
SimonHAGilmartonK (1973) A simulation of memory for chess positions. Cognitive Psychology, 5, 29–46.
42.
SkempRR (1979) Intelligence, learning and action. A foundation for theory and practice in education.Chichester: John Wiley.
