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See detailEmpirical study of computer-based assessment of domain-general complex problem-solving skills (Chapter 8)
Molnar, Gyöngyvér; Greiff, Samuel UL; Wüstenberg, Sascha et al

in Csapo, Beno; Funke, Joachim (Eds.) The nature of problem solving : Using Research to Inspire 21st Century Learning. (2017)

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See detailThe history of complex problem solving (Chapter 7)
Fischer, Andreas; Greiff, Samuel UL

in Csapo, Beno; Funke, Joachim (Eds.) The nature of problem solving : Using Research to Inspire 21st Century Learning. (2017)

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See detailEmpirical work on computer-based assessment of domain-general complex problem solving skills
Molnar, G.; Greiff, Samuel UL; Wüstenberg, Sascha UL et al

in Csapo, Beno; Funke, Joachim (Eds.) The nature of problem solving (2017)

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See detailAssessing complex problem solving skills with Multiple Complex Systems.
Greiff, Samuel UL; Fischer, Andreas; Stadler, Matthias UL et al

in Thinking & Reasoning (2015), 21

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See detailDer Nutzen einer Komplexen Problemlösekompetenz: Theoretische Überlegungen und empirische Befunde
Greiff, Samuel UL; Fischer, Andreas

in Zeitschrift für Pädagogische Psychologie (2013), 27

Seit Jahrzehnten wird diskutiert ob Komplexes Problemlösen (KPL) ausschließlich von Intelligenz und Vorwissen abhängt, oder ob das systematische Generieren von Informationen, die viable Repräsentation der ... [more ▼]

Seit Jahrzehnten wird diskutiert ob Komplexes Problemlösen (KPL) ausschließlich von Intelligenz und Vorwissen abhängt, oder ob das systematische Generieren von Informationen, die viable Repräsentation der wesentlichen kausalen Zusammenhänge, sowie die zielführende Anwendung von Wissen operative Aspekte von Intelligenz erfordern, die von herkömmlichen Intelligenztests nur unzureichend erfasst werden. Der Klärung dieser Frage stehen bisher messtheoretische Probleme und eine unklare Abgrenzung von KPL zu Vorwissen und Fluider Intelligenz gegenüber. In dieser Arbeit wird daher ein Verfahren zur Messung von KPL-Kompetenz eingeführt, das auf der Verwendung multipler vorwissensneutraler komplexer Probleme basiert. Dieses Verfahren (MicroDYN) wird empirisch an einer studentischen Stichprobe (n = 140) überprüft: Latente Zusammenhänge zu Fluider Intelligenz liegen im Bereich um .50 und bestätigen die empirische Trennbarkeit der Konstrukte. KPL weist inkrementelle Validität gegenüber Fluider Intelligenz bei der Vorhersage von Schulnoten auf, insbesondere für das Gesamtabitur und für naturwissenschaftliche Fächer. Implikationen für den Nutzen von KPL in der Leistungsdiagnostik werden diskutiert. [less ▲]

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See detailComplex Problem Solving in educational settings – something beyond g: Concept, assessment, measurement invariance, and construct validity
Greiff, Samuel UL; Wüstenberg, Sascha UL; Molnar, Gyöngyvér et al

in Journal of Educational Psychology (2013), 105

Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the ... [more ▼]

Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the nature of CPS by applying a state-of-the-art approach to assess CPS in high school. We analyzed whether two processes derived from cognitive psychology, knowledge acquisition and knowledge application, could be measured equally well across grades and how these processes differed between grades. Further, relations between CPS, general mental ability (g), academic achievement, and parental education were explored. Hungarian high school students in Grades 5 to 11 (N 855) completed MicroDYN, which is a computer-based CPS test, and the Culture Fair Test 20-R as a measure of g. Results based on structural equation models showed that empirical modeling of CPS was in line with theories from cognitive psychology such that the two dimensions identified above were found in all grades, and that there was some development of CPS in school, although the Grade 9 students deviated from the general pattern of development. Finally, path analysis showed that CPS was a relevant predictor of academic achievement over and above g. Overall, results of the current study provide support for an understanding of CPS as a cross-curricular skill that is accessible through computer-based assessment and that yields substantial relations to school performance. Thus, the increasing attention CPS has currently received on an international level seems warranted given its high relevance for educational psychologists. [less ▲]

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See detailA multitrait-multimethod study of assessment instruments for Complex Problem Solving
Greiff, Samuel UL; Fischer, Andreas; Wüstenberg, Sascha UL et al

in Intelligence (2013), 41

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See detailMeasuring Complex Problem Solving: An educational application of psychological theories
Greiff, Samuel UL; Fischer, Andreas

in Journal for Educational Research Online = Journal für Bildungsforschung Online (2013), 5

Complex Problem Solving (CPS) is a central topic in modern educational contexts and has received increased interest in educational large-scale assessment studies such as the Programme for International ... [more ▼]

Complex Problem Solving (CPS) is a central topic in modern educational contexts and has received increased interest in educational large-scale assessment studies such as the Programme for International Student Assessment (PISA) and the Programme for the International Assessment of Adult Competencies (PIAAC). Measurement devices up to the present have suff ered from a lack of theoretical embedment and low reliability. This article reviews the most important theories of CPS that may be applied to the process of rational test construction. Specifi cally, the functionalist approach focusing on cognitive processes and the approach of action theory focusing on distinct phases are discussed in their relation to CPS and its assessment. As an example of how to develop a reliable and valid measurement device based on these theories, we propose the development of MicroDYN, which is the operationalization of CPS in PISA 2012. [less ▲]

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See detailThe process of solving complex problems
Fischer, Andreas; Greiff, Samuel UL; Funke, Joachim

in Journal of Problem Solving (The) (2012), 4

This article is about Complex Problem Solving (CPS), its history in a variety of research domains (e.g., human problem solving, expertise, decision making, and intelligence), and a formal definition and a ... [more ▼]

This article is about Complex Problem Solving (CPS), its history in a variety of research domains (e.g., human problem solving, expertise, decision making, and intelligence), and a formal definition and a process theory of CPS applicable to the interdisciplinary field. CPS is portrayed as (a) knowledge acquisition and (b) knowledge application concerning the goal-oriented control of ystems that contain many highly interrelated elements (i.e., complex systems). The impact of mplicit and explicit knowledge as well as systematic strategy selection on the solution process are discussed, emphasizing the importance of (1) information generation (due to the initial intransparency of the situation), (2) information reduction (due to the overcharging complexity of the problem’s structure), (3) model building (due to the interconnectedness of the variables), (4) dynamic decision making (due to the eigendynamics of the system), and (5) evaluation (due to many, interfering and/or ill-defined goals). [less ▲]

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