Complex Problem Solving in Educational Contexts—Something Beyond g: Concept, Assessment, Measurement Invariance, and Construct Validity
By Samuel Greiff, Sascha Wüstenberg, Gyöngyvér Molnár, Andreas Fischer, Joachim Funke, Beno Csapó. 2013
178 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/8c9bb5c8854ef85d66693542985ec1584b24fc80
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Artificial Intelligence
- R. Beghetto
- A. Graesser
- Samuel Greiff
- Maciej Karwowski
- Sascha Wüstenberg
- Beno Csapó
- A. Gajda
- S. D’Mello
In Developmental and Educational Psychology
- Maciej Karwowski
- A. Gajda
- R. Beghetto
- A. Graesser
- Samuel Greiff
- Romain Martin
- Andreas Demetriou
- James C. Kaufman
In Experimental and Cognitive Psychology
- Maciej Karwowski
- A. Gajda
- R. Beghetto
- A. Graesser
- Samuel Greiff
- Romain Martin
- Andreas Demetriou
- Beno Csapó
Citations in the corpus
- Domain-general problem solving skills and education in the 21st century (2014, background): “…to the new situation, its multiple and interconnected variables, information that may be incomplete, a situation that may be nontransparent and opaque, elements that may change dynamically, as well as multiple and only partially known constraints (Funke 2010; Greiff et al., 2013; Osman, 2010).”
- Creativity and Academic Achievement: A Meta-Analysis (2017, background): “All these characteristics are important for the acquisition of new knowledge and learning (Greiff et al., 2013).”