Preface |
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x | |
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1 What is involved in problem solving |
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1 | (26) |
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What exactly is a problem? |
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1 | (4) |
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Where do problems come from? |
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5 | (1) |
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"Natural" and "unnatural" problems |
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6 | (1) |
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What's involved in solving problems? |
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7 | (1) |
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Approaches to the study of problem solving |
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8 | (9) |
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17 | (7) |
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24 | (1) |
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25 | (2) |
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27 | (28) |
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Representations and processes |
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29 | (4) |
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Analysing well-defined problems |
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33 | (7) |
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The interaction of the problem solver and the task environment |
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40 | (2) |
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Heuristic search strategies |
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42 | (10) |
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52 | (1) |
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53 | (2) |
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55 | (37) |
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Negative transfer -- mental set |
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58 | (2) |
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Mechanisms of knowledge transfer |
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60 | (1) |
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Transfer in well-defined problems |
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61 | (5) |
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Studies of analogical problem solving |
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66 | (2) |
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Cognitive processes in analogical problem solving |
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68 | (2) |
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70 | (8) |
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When relational structures are ignored |
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78 | (9) |
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87 | (1) |
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88 | (4) |
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4 Worked examples and instructional design |
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92 | (34) |
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Difficulties facing textbook writers |
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93 | (3) |
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The role of examples in textbooks |
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96 | (7) |
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The processes involved in textbook problem solving |
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103 | (5) |
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Understanding problems revisited |
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108 | (1) |
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Approaches to the design of instruction |
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109 | (9) |
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118 | (1) |
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119 | (1) |
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120 | (6) |
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126 | (26) |
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127 | (8) |
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Schema development and the effects of automatisation |
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135 | (1) |
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136 | (10) |
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Potential criticisms of cognitive models |
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146 | (2) |
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148 | (1) |
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149 | (3) |
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152 | (24) |
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Stage models of expertise |
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152 | (4) |
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156 | (2) |
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What distinguishes experts and novices |
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158 | (1) |
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Are experts smarter? Are there differences in abilities? |
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159 | (2) |
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Is expertise due to talent or deliberate practice? |
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161 | (1) |
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Does expertise cross domains? |
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162 | (1) |
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Cognitive processes in expertise |
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163 | (3) |
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166 | (3) |
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Some potential side effects of expertise ... |
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169 | (1) |
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169 | (2) |
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171 | (5) |
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176 | (32) |
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176 | (1) |
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Gestalt accounts of problem solving |
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177 | (7) |
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Information processing approaches to insight |
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184 | (2) |
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Classifying insight problems |
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186 | (4) |
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Insight as something special |
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190 | (1) |
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Insight as "business as usual" |
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191 | (4) |
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Representational change theory (redistribution theory) |
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195 | (6) |
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201 | (4) |
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205 | (3) |
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8 Creative problem solving |
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208 | (17) |
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Breaking free of self-imposed constraints |
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209 | (2) |
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211 | (4) |
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Theories of creativity: generation, evaluation and selection |
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215 | (2) |
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217 | (1) |
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218 | (1) |
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Creative Problem Solving (CPS) -- Osborn--Parnes |
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219 | (1) |
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220 | (1) |
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221 | (4) |
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9 The neuroscience of problem solving |
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225 | (28) |
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Methods used in studying brain functions |
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225 | (3) |
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228 | (4) |
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Stages in problem solving |
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232 | (2) |
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Neurological processes in analogical reasoning |
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234 | (5) |
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Neurocomputational models |
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239 | (4) |
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Designing instruction -- what can studies of the brain tell us? |
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243 | (2) |
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Neurological aspects of insight and creativity |
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245 | (2) |
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247 | (1) |
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248 | (5) |
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253 | (10) |
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253 | (7) |
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260 | (3) |
Index |
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263 | |