Problem solving

Problem solving is encountered on a daily basis in a range of contexts, and demands that many abilities and skills are brought together in the pursuit of a goal. For example problem solving is relevant in everyday tasks like loading a dishwasher or effectively unpacking a bag of shopping, through to taking large-scale decisions at policy level or life changing decisions at an individual level. In order to solve a problem we must be able to be aware of the goal in question, direct our thoughts and behaviour towards that goal and keep track of what we are doing. 

The aim of the current research is to investigate problem solving in both typically developing children and in atypically developing individuals. How do different groups, e.g. individuals with Williams syndrome and individuals with Down syndrome, approach problem solving? Knowing about problem solving in different groups will inform the strategies and support that can be given in order to improve outcomes in everyday life.

To summarise Jo's most important findings from her thesis, she  has found that problem solving in Williams syndrome (WS) and in Down Syndrome (DS) problematic. In WS it is related to  three main factors. First, someone with WS is likely to respond slightly more  impulsively than typically developing children. Second, limitations in planning skills and keeping items in memory can hinder their progress in solving a  problem. Finally, individuals with WS have a tendency to become emotional when  they encounter a problem; the better they are at dealing with this emotional  response, the more successful they are at solving problems. In DS, Jo found that slow processing speed negatively impacts problem solving, and that people with DS often choose to break the problem solving rules in lab-based problem solving tasks, in an effort to solve the task. People with DS do ask for help during everyday problem solving tasks, and this leads to imroved performance in reaching a solution. Jo also found that
the relatively strong verbal skills observed in WS benefit their everyday  problem solving when the problem is a routine problem such as brushing teeth,  or getting dressed, but that this is less beneficial for novel problems such as finding a lost possession.
We hope to use this information to suggest ways in  which parents and carers can help their son / daughter with DS or WS to approach problems in their everyday life in an optimal manner.