Management and prevention of personal problems via schematic maps, conceptual matrices, and peer feedback

Abstract

The purpose of the present study was to provide a basis for enhancing personal development by examining the usefulness of three information processing tools in solving personal problems. These tools, schematic maps, conceptual matrices, and peer feedback, have been shown to be effective in academic learning and problem solving (Lambiotte, Dansereau, Cross, & Reynolds, 1990). However, their value in personal development has not been assessed. Specific questions addressed by the present study are as follows: (a) Do schematic maps facilitate the generation of a greater variety of alternatives to a personal problem than does essay writing? and (b) Does peer feedback facilitate the generation of alternatives with greater variety and synergy than working alone? Ninety-five students from undergraduate general psychology classes at Texas Christian University participated to fulfill requirements for the course. The study was conducted in three, two-hour sessions. Participants were assigned to one of two groups: schematic maps or essay writing. These two groups were further subdivided into two groups that either worked alone or with a vicarious partner. Assessment consisted of a common problem to analyze and generate alternatives. The scenario described a college student with a drinking problem. The alternatives generated by participants were rated by a judge unaware of the participants' experimental condition. The following three assessments were made: (a) Rating 1--an evaluation of the individual alternatives for likelihood of implementation, viability, and capacity to reduce the discomfort, (b) Rating 2--an evaluation of the costs associated with each alternative, and (c) Rating 3--an evaluation of the set of alternatives for variety and synergy. A significant main effect for Tool (map or essay) was found on Rating 1 and on Rating 3. A significant main effect for Group (dyad or individual) was found on Rating 3. No interactions were present. Items on the Post-Experiment Questionnaire were collapsed by a priori factors and analyzed via MANOVA. No significant differences between groups were revealed. The results of the present study indicate that alternative generation, an important step in the problem solving process, is susceptible to experimental manipulation. Schematic maps do facilitate the generation of wider-ranging, viable, synergistic alternatives to uncomfortable situations. Maps help illustrate the complex systems within which problems occur and how patterns of behavior are maintained through reinforcement. Peer feedback may provide information about strategies for development of additional options.