Mathematical problems can be divided into two types, namely, process-open and process-constrained problems. Solving these two types of problems may require different cognitive mechanisms. However, there has been only one study that investigated the differences of the cognitive abilities in process-open and process-constrained problem solving, and…

The purpose of this study was to examine the effectiveness of traditional versus guided inquiry (with problem-solving process and cognitive function training) on high school chemistry knowledge, science process skills, scientific attitudes, and problem-solving competency. Two classes of students were recruited from three classes of Grade 11…

Process-oriented dynamic testing aims to investigate the processes children use to solve cognitive tasks, and evaluate changes in these processes as a result of training. For the current study, a dynamic complex figure task was constructed, using the graduated prompts approach, to investigate the processes involved in solving a complex figure task…

As K-12 mathematics standards shift toward emphasizing both conceptual and procedural knowledge in secondary courses such as algebra and geometry, the struggles for students with disabilities become more pronounced. To address these challenges, research has commonly explored the use of technology to aid in the teaching of students with…

Recent evidence suggests that solving problems through insight can enhance long-term memory for the problem and its solution. Previous findings have shown that generation of the solution as well as experiencing a feeling of Aha! can have a beneficial relationship to later memory. These findings lead to the question of how learning in…

In order to achieve the present study's goal--to understand better the phenomenon of mathematical giftedness--we performed a multidimensional examination of the mental processing in students who exhibited mathematical expertise (EM) at the secondary school level. The study included participants from the three groups: students who excelled in…

The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working…

Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…

This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. Four hundred and forty-seven students (age mean [M] = 10.23 years, 73% boys and 27% girls) from an elementary school district in the US southwest participated. Structural equation modelling tests indicated that…

Purpose: The Rapid Assessment of Problem Solving test (RAPS) is a clinical measure of problem solving based on the 20 Questions Test. This article updates clinicians on the RAPS, addresses questions raised about the test in an earlier article (R. C. Marshall, C. M. Karow, C. Morelli, K. Iden, & J. Dixon, 2003a), and discusses the clinical…

The nine problems used in the study of problem-solving processes are provided, along with the corresponding questions and their answers. Data on the values corresponding to each group, used in scoring, are also attached. (For related document, see TM 003 093.) (KM)

Cross-sectional and incremental age effects on cognitive processes that underlie individual differences in components of working memory (WM; phonological loop, visual-spatial sketchpad, executive processing) and mathematical problem-solving accuracy were examined in elementary school children. A battery of tests was administered that assessed…

NEW DIRECTIONS FOR RESEARCH MAY MORE CLEARLY REVEAL THE NATURE OF THE RELATIONSHIP BETWEEN AFFECTIVE VARIABLES AND INTELLECTUAL PERFORMANCE. ONE AFFECTIVE COMPONENT SHOULD NOT BE SINGLED OUT FOR MEASUREMENT. RATHER, A PATTERN OF DISPOSITIONS SHOULD BE DETERMINED AS A UNIT OF PREDICTION OF EFFECTIVE PERFORMANCE. VARIOUS COPING STYLES SHOULD BE…

The role of problem solving in divergent thinking and creative performance of 19 male and 10 female adolescents was studied. The subjects generated significantly more responses to discovered problems than to presented problems. The unique variance of discovered problems was related to five indices of creative performance. (SLD)

This report introduces the concept of a "metacourse"--i.e., the provision of mental models, problem solving strategies, key concepts, and other structures--to assist students in learning programming, and examines the effect of the use of such a metacourse on high school programming students. The experimental group consisted of 6 teachers…