Abstract
This chapter examines cognitive readiness for adaptive problem solving. First, from the perspective of the science of learning, the chapter addresses, “What is cognitive readiness for adaptive problem solving?” A major contribution of the science of learning is that cognitive readiness for adaptive problem solving depends on the learner’s knowledge (i.e., facts, concepts, procedures, strategies, and beliefs). Second, from the perspective of the science of assessment, the chapter addresses, “How can we measure cognitive readiness for adaptive problem solving?” A major contribution of the science of assessment is that adaptive problem solving is evidenced by problem-solving transfer performance. Third, from the perspective of the science of instruction, the chapter addresses, “How can we teach cognitive readiness for adaptive problem solving?” A major contribution of the science of instruction is that cognitive readiness for adaptive problem solving is promoted by instruction that primes appropriate cognitive processing during learning (e.g., selecting, organizing, and integrating).
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Acknowledgements
Writing of this chapter was supported by grants N00014080018 and N000140810126 from the Office of Naval Research. The findings and opinions expressed here do not necessarily reflect the positions or policies of the Office of Naval Research.
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Mayer, R.E. (2014). What Problem Solvers Know: Cognitive Readiness for Adaptive Problem Solving. In: O'Neil, H., Perez, R., Baker, E. (eds) Teaching and Measuring Cognitive Readiness. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-7579-8_8
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DOI: https://doi.org/10.1007/978-1-4614-7579-8_8
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