Reference : Validity of the MicroDYN approach: Complex problem solving predicts school grades bey...
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/3182
Validity of the MicroDYN approach: Complex problem solving predicts school grades beyond working memory capacity
English
Schweizer, Fabian []
Wüstenberg, Sascha mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Greiff, Samuel mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
2013
Learning & Individual Differences
Elsevier Science
24
42-52
Yes (verified by ORBilu)
1041-6080
[en] Complex problem solving ; MicroDYN ; Working memory ; School grades ; Dynamic problem solving
[en] This study examines the validity of the complex problemsolving (CPS) test MicroDYN by investigating a) the relation between its dimensions – rule identification (exploration strategy), rule knowledge (acquired knowledge), rule application (control performance) – and working memory capacity (WMC), and b) whether CPS predicts school grades in different domains beyond WMC. A sample of n=393 German high school students (age M=17.07, SD=1.12) completed the computer-based tests Memory Updating Numerical and the CPS scenario MicroDYN. Using structural equation modeling, WMC predicted rule knowledge and rule application, which remained substantially correlated after controlling forWMC. Rule knowledge predicted school grades in science and social studies beyondWMC, but not in language subjects. Explanations for the differential concurrent validity of CPS as well as prerequisites for valid CPS assessment are discussed.
http://hdl.handle.net/10993/3182

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