The DOI matches its Crossref record; 161 of the 161 references it cites were found in a registry or an index.
Advancing the Science of Collaborative Problem Solving
Open accessAbstract
Collaborative problem solving (CPS) has been receiving increasing international attention because much of the complex work in the modern world is performed by teams. However, systematic education and training on CPS is lacking for those entering and participating in the workforce. In 2015, the Programme for International Student Assessment (PISA), a global test of educational progress, documented the low levels of proficiency in CPS. This result not only underscores a significant societal need but also presents an important opportunity for psychological scientists to develop, adopt, and implement theory and empirical research on CPS and to work with educators and policy experts to improve training in CPS. This article offers some directions for psychological science to participate in the growing attention to CPS throughout the world. First, it identifies the existing theoretical frameworks and empirical research that focus on CPS. Second, it provides examples of how recent technologies can automate analyses of CPS processes and assessments so that substantially larger data sets can be analyzed and so students can receive immediate feedback on their CPS performance. Third, it identifies some challenges, debates, and uncertainties in creating an infrastructure for research, education, and training in CPS. CPS education and assessment are expected to improve when supported by larger data sets and theoretical frameworks that are informed by psychological science. This will require interdisciplinary efforts that include expertise in psychological science, education, assessment, intelligent digital technologies, and policy.
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“Thus, collaboration deficits largely stem from a lack of adequate preparation (Fiore et al., 2018; Graesser et al., 2018).”
From A Feasibility and Implementation Integrity Study of the Community Builder (CoBi): An AI-based Collaboration Support System in K-12 Classrooms (2025) · cites this paper as Graesser et al., 2018
In the citing paper
“Understanding what makes effective collaboration is of crucial importance for professional practice and training (Détienne et al. 2012; Graesser et al. 2018), as evidenced by the long line of research on group or team collaboration over the past 40 years (for a review, see e.g., Salas et al. 2004; Mathieu et al. 2017).”
From Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education (2023) · cites this paper as Graesser et al. 2018
In the citing paper
“Collaborative problem solving—and more generally, collaboration—has gained increasing attention in national and international assessments (e.g., PISA) as an educational priority encompassing social, emotional, and cognitive skills critical to efficiency, effectiveness, and innovation in the modern global economy (Graesser et al. 2018; OECD 2017).”
From Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education (2023) · cites this paper as Graesser et al. 2018
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Self-citation
Metadata
- Authors
- Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W.
- Affiliations
- University of Memphis (US)
- University of Central Florida (US)
- University of Luxembourg (LU)
- Educational Testing Service, Princeton, New Jersey
- University of Colorado Boulder (US)
- Leibniz-Institut für Wissensmedien (DE)
- Corresponding author
- Graesser, Arthur C.
- Venue
- Psychological Science in the Public Interest
- Publisher
- SAGE Publications
- Published
- 2018-11
- Volume
- 19
- Issue
- 2
- Pages
- 59-92
- ISSN
- 1539-6053 (ISSN-L)
- 1529-1006
- OpenAlex
- W2902754622
- Semantic Scholar
- 6b5206e860f258dc3d228eb498005371c19e809c
- Cited by
- 390
- References
- 160
- Citations by year
- 2026: 53 · 2025: 71 · 2024: 71 · 2023: 67 · 2022: 42 · 2021: 42 · 2020: 22 · 2019: 21 · 2018: 1
- FWCI
- 42.20
- Type
- journal article
- Language
- en
- Open access
- Locations
- Gothic.net (publishedVersion)
- PubMed (publishedVersion)
- Journal of International Crisis and Risk Communication Research (submittedVersion)
- Open Repository and Bibliography (University of Luxembourg) (submittedVersion, cc-by-nc-sa)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Psychology › Applied Psychology › Problem Solving Skills Development
- Keywords
- collaborative problem solving, teamwork, PISA, interdisciplinary research, employee training
- MeSH terms
- Cooperative Behavior, Education, Group Processes, Humans, Models, Psychological, Problem Solving
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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