A Quote by B. F. Skinner

Problem-solving typically involves the construction of discriminative stimuli — © B. F. Skinner
Problem-solving typically involves the construction of discriminative stimuli
When you are solving a difficult problem re-ask the problem so that your solution helps you learn faster. Find a faster way to fail, recover, and try again. If the problem you are trying to solve involves creating a magnum opus, you are solving the wrong problem.
I am at my happiest when I'm problem solving and a large part of writing is for me a lovely labor in problem solving. Every act of discovery in writing involves a process of figuring out why I'm not seeing what I need to see. Niggling feelings, discomforts, a sense that you've forgotten or overlooked something, a sudden curiosity about what if here? - these are priceless. They are the bases of problems and lead the way.
It is well known that "problem avoidance" is an important part of problem solving. Instead of solving the problem you go upstream and alter the system so that the problem does not occur in the first place.
At our company, our Design and Construction Consulting Service Team not only helps eliminate the risks inherent in the construction process, they typically save our clients 5% - 10% on overall construction costs. They also help make sure projects come in on time.
I used to look at composing music as problem solving. But as I get older, it's not about problem solving anymore. There are no solutions, because there are no problems. You just turn the tap and it flows out.
The Band-Aid solution is actually the best kind of solution because it involves solving a problem with the minimum amount of effort and time and cost.
The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
Solving a problem in a hundred years is, practically speaking, the same as not solving it at all.
I always believe that people can learn a broader skill set. You need good technology and solving a big problem. I always think that, at it's core, it's solving a problem; you're not building technology for the sake of technology.
I'm focused on solving the problem that would make it plausible for gov't to get back to solving real problems.
The first and foremost duty of the high school in teaching mathematics is to emphasize methodical work in problem solving...The teacher who wishes to serve equally all his students, future users and nonusers of mathematics, should teach problem solving so that it is about one-third mathematics and two-thirds common sense.
The creative process is probably closest to problem solving, but it differs from it in a number of ways. In problem solving the immediate goal is a specific one ... in the creative process there is no such clear goal.
It is difficult to distinguish deduction from what in other circumstances is called problem-solving. And concept learning, inference, and reasoning by analogy are all instances of inductive reasoning. (Detectives typically induce, rather than deduce.) None of these things can be done separately from each other, or from anything else. They are pseudo-categories.
Those who criticize the most typically end up solving the least.
You get more diversity and creativity in your problem solving, and you end up having a much better and more representative approach to solving the challenges faced by the population you serve.
In the English books, the American kids' books, typically, there is a problem, the characters grapple with that problem, and the problem is resolved.
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