Response times (RTs) facilitate the quantification of underlying cognitive processes in problem-solving behavior. To provide more comprehensive diagnostic feedback on strategy selection and attribute profiles with multistrategy cognitive diagnosis model (CDM) and utilize additional information for item RTs, this study develops a multistrategy…

Individuals encounter problems daily wherein varying numbers of constraints require delimitation of memory to target goal-satisfying information. Multiply-constrained problems, such as the compound remote associates, are commonly used to study this type of problem solving. Since their development, multiply-constrained problems have been…

This study examined the impact of teaching creativity in the form of associative thinking strategies within a metacognitive framework. A representative sample of 30 university design students was selected from a larger section (N = 122) to participate in a 16-week supplemental course. Each week a new creative thinking strategy was integrated with…

By analysing the test data of 1029 British secondary school students' performance on 20 Programme for International Student Assessment English reading items through the generalised deterministic input, noisy "and" gate (G-DINA) model, the study conducted two investigations on exploring the relationships among the five reading…

In Finland, schools' effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills--general cognitive competences and learning-related motivational beliefs--develop during primary school and how they predict pupils' CPS skills at the end…

Presents componential item response theory as a model-oriented approach to studying processes and strategies underlying the incorrect/correct responses to cognitive test tasks. Results from 417 elementary school students show that combining knowledge of solution strategies with Item Response Theory modeling produced a useful unidimensional scale…

Investigates the effect of increase of the M demand of chemistry problems, having the same logical structure, on performance of students having different functional M capacity, cognitive style, and formal operational reasoning patterns. (Author/YP)

Research has revealed distinct differences in the problem-solving approaches of high- and low-aptitude students. As a consequence, content area teachers can focus on thinking skills by having students describe their mental processes and giving them feedback on erroneous or incomplete reasoning. (TE)

Metacognition is considered by most educationists to be an element necessary for many cognitive learning tasks. In general, within problem solving tasks, procedural, factual, and conceptual knowledge, by themselves, are insufficient for successful task completion. To be successful, the problem solver must usually demonstrate higher level cognitive…

Presents results of 46 randomly selected children's performance measurement and partitive division problems when remainders are zero, nonzero but not used in the solution, and nonzero and used in the solution. Results indicate that children demonstrate an understanding of division prior to formal instruction. (MDH)