![]() Furthermore, reasoning predicted performance in rule application only indirectly through its influence on rule knowledge indicating that learning during system exploration is a prerequisite for controlling a system successfully. Analysis including structural equation models showed that a 2-dimensionsal model of CPS including rule knowledge and rule application fitted the data best. N=222 university students completed MicroDYN, a computer-based CPS test and Ravens Advanced Progressive Matrices. It is tested, if (a) three facets of CPS – rule identification (adequateness of strategies), rule knowledge (generated knowledge) and rule application (ability to control a system) – can be empirically distinguished, how (b) reasoning is related to these CPS-facets and if (c) CPS shows incremental validity in predicting school grade point average (GPA) beyond reasoning. ![]() ![]() This study investigates the internal structure and construct validity of Complex Problem Solving (CPS), which is measured by a Multiple-Item-Approach.
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