Abstract
The theory and research presented in Chapter 11 have several very commendable features. First, they deal with problem-solving performance in children. This is a topic which, somewhat surprisingly, has not been much studied in recent years. Resnick and Glaser interpret "intelligence" as the ability to solve problems, and of course some people may not agree with that definition. It would be hard, however, for anyone to disagree with the proposition that children's problem solving is a worthwhile and currently understudied object of research.
Keywords
MetacognitionPsychologyMathematics educationCognitive psychologyCognitionNeuroscience
Related Publications
The importance of reflection in improving science teaching and learning
Abstract The purpose of this three‐year naturalistic case study was to see whether collaborative reflection could enhance teaching and learning of science by generating desirabl...
Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis
The aim of this review is to identify features of study skills interventions that are likely to lead to success. Via a meta-analysis we examine 51 studies in which interventions...
Knowing that you don't know: Metamemory and discourse processing.
In 6 experiments, the authors used a speeded question-answering task and a recognition task to examine how people know what they don't know. Extending work by S. Glucksberg and ...
Publication Info
- Year
- 2024
- Type
- book-chapter
- Pages
- 231-236
- Citations
- 2770
- Access
- Closed
External Links
Social Impact
Altmetric
PlumX Metrics
Social media, news, blog, policy document mentions
Citation Metrics
2770
OpenAlex
160
CrossRef
Cite This
John H. Flavell
(2024).
Metacognitive Aspects of Problem Solving.
The Nature of Intelligence
, 231-236.
https://doi.org/10.4324/9781032646527-16
Identifiers
- DOI
- 10.4324/9781032646527-16