Perceived Ability and Level of Education as Predictors of Traditional and Practical Adult Problem Solving

Sixty adults (ages 19 to 80) were divided into three age groups. Each individual completed the Problem Solving Inventory (PSI), which assesses an individual's self-perception of problem-solving ability, prior to completing two types of problems, including concept-identification tasks and six ev...

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Bibliographic Details
Published in:Experimental aging research 2000-01, Vol.26 (1), p.89-101
Main Authors: HAUGHT, P. A, HILL, L. A, NARDI, A. H, WALLS, R. T
Format: Article
Language:English
Subjects:
Adult
Adult. Elderly
Aged
Aged, 80 and over
Aging - psychology
Biological and medical sciences
Developmental psychology
Educational Status
Female
Fundamental and applied biological sciences. Psychology
Humans
Male
Middle Aged
Problem Solving
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Self Concept
Task Performance and Analysis
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Summary:Sixty adults (ages 19 to 80) were divided into three age groups. Each individual completed the Problem Solving Inventory (PSI), which assesses an individual's self-perception of problem-solving ability, prior to completing two types of problems, including concept-identification tasks and six everyday, practical problems. When the level of education across the younger, middle-aged, and older adults was controlled, older individuals perceived themselves as better problem solvers, and they were more confident in their problem-solving abilities than the other age groups. Additionally, these older adults with relatively high levels of education took more time to complete the concept-identification tasks but did not make more errors or need more choices to solve these tasks. Similarly, the older participants performed as well as either of the other age groups on the everyday, practical problems.
ISSN:0361-073X
1096-4657
DOI:10.1080/036107300243704