The authors used the operand-recognition paradigm (C. Thevenot, M. Fanget, & M. Fayol, 2007) in order to study the strategies used by adults to solve subtraction problems. This paradigm capitalizes on the fact that algorithmic procedures degrade the memory traces of the operands. Therefore, greater difficulty in recognizing them is expected…

This report describes the first of three stages in a study in the domain of problem solving: the definition and explication of schema knowledge. One objective of this research is to understand how schema knowledge is acquired and used in the chosen domain. The focus is on ways in which instruction influences the development of specific knowledge…

This paper examines the cognitive processes associated with higher-order thinking strategies--i.e., cognitive processes directly associated with the employment of knowledge in the service of problem solving and creativity--in order to more clearly define a prescribed instructional method to improve problem-solving skills. The first section of the…