The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Problem-Solving Strategies
Abstract
This article reviews recent research on problem-solving strategies and their relationship to leaning and problem-solving processes. A distinction is made between schema-driven and search-based problem-solving strategies, and expert-novice differences in the use of these strategies are discussed. General strategies that facilitate the learning of problem schemata associated with expertise are contrasted with strategies that hinder schema learning. Constraints on the use of problem-solving strategies and the consequent implications for education are discussed. Suggestions for future research are made, which include the study of search-based strategies in experts and the effects of training on strategy use.
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Citations
Cites
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282
Chase, W. G., & Simon, H. A. (1973) · Cognitive Psychology · doi:10.1016/0010-0285(73)90004-2 · Cited by 4,479
Acquisition of cognitive skill
Anderson, J. R. (1982) · Psychological Review · doi:10.1037/0033-295x.89.4.369 · Cited by 3,663
Schema induction and analogical transfer
Gick, M. L., & Holyoak, K. J. (1983) · Cognitive Psychology · doi:10.1016/0010-0285(83)90002-6 · Cited by 3,010
Self-citationDuncker, K. (1945) · Psychological Monographs · doi:10.1037/h0093599 · Cited by 2,938
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Self-citationEducation and thinking: The role of knowledge.
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Why are some problems hard? Evidence from Tower of Hanoi
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The role of analogy in transfer between similar problem states
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Cited by
Toward a design theory of problem solving
Jonassen, D. H. (2000) · Educational Technology Research and Development · doi:10.1007/bf02300500 · Cited by 2,114
Instructional design models for well-structured and III-structured problem-solving learning outcomes
Jonassen, D. H. (1997) · Educational Technology Research and Development · doi:10.1007/bf02299613 · Cited by 1,608
THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
CHANDLER, P., & SWELLER, J. (1992) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1992.tb01017.x · Cited by 767
Toward an Instructionally Oriented Theory of Example‐Based Learning
Renkl, A. (2014) · Cognitive Science · doi:10.1111/cogs.12086 · Cited by 509
Marcus, N., Cooper, M., & Sweller, J. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.49 · Cited by 244
Metadata
- Authors
- Gick, M. L.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1986-01-01
- Volume
- 21
- Issue
- 1-2
- Pages
- 99-120
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2055798432
- Cited by
- 387
- References
- 9
- FWCI
- 9.62
- Type
- journal article
- Language
- en
- Open access
- closed
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