creative writing

thinking problem solving cognition

thinking problem solving cognition

  • New, Used & Rental Textbooks
  • Social Sciences

Fulfillment by Amazon (FBA) is a service we offer sellers that lets them store their products in Amazon's fulfillment centers, and we directly pack, ship, and provide customer service for these products. Something we hope you'll especially enjoy: FBA items qualify for FREE Shipping and Amazon Prime.

If you're a seller, Fulfillment by Amazon can help you grow your business. Learn more about the program.

Sorry, there was a problem.

Kindle app logo image

Download the free Kindle app and start reading Kindle books instantly on your smartphone, tablet, or computer - no Kindle device required . Learn more

Read instantly on your browser with Kindle for Web .

Using your mobile phone camera - scan the code below and download the Kindle app.

QR code to download the Kindle App

Follow the Author

thinking problem solving cognition

Thinking, Problem Solving, Cognition Second Edition

Check out reading-themed apparel and accessories in the new Amazon Books merch shop

Popular titles by this author

e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning

Product details

About the author

Richard e. mayer.

Richard E. Mayer is Professor of Psychology at the University of California, Santa Barbara (UCSB) where he has served since 1975. In 2000, he received the E. L. Thorndike Award for career achievement in educational psychology. In 2008, he received the American Psychological Association's Distinguished Contribution of Applications of Psychology to Education award. He was ranked #1 as the most productive educational psychologist in the world for 1991-2001 (Contemporary Educational Psychology, vol. 28, pp. 422-430). He is the author of more than 390 publications including 23 books, such as Multimedia Learning: Second Edition (2009), Learning and Instruction: Second Edition (2008), E-Learning and the Science of Instruction: Second Edition (with R. Clark, 2008), and the Cambridge Handbook of Multimedia Learning (editor, 2005).

Customer reviews

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

Top review from the United States

There was a problem filtering reviews right now. please try again later..

thinking problem solving cognition

thinking problem solving cognition

Goodreads Celebrates Women's History Month

Thinking, Problem Solving, Cognition

Richard e. mayer.

426 pages, Paperback

First published May 1, 1983

About the author

Profile Image for Richard E. Mayer.

Ratings & Reviews

What do you think? Rate this book Write a Review

Friends & Following

Community reviews, join the discussion, can't find what you're looking for.

Problem-Solving Strategies and Obstacles

Kendra Cherry, MS, is an author and educational consultant focused on helping students learn about psychology.

thinking problem solving cognition

Sean is a fact-checker and researcher with experience in sociology, field research, and data analytics.

thinking problem solving cognition

JGI / Jamie Grill / Getty Images

From deciding what to eat for dinner to considering whether it's the right time to buy a house, problem-solving is a large part of our daily lives. Learn some of the problem-solving strategies that exist and how to use them in real life, along with ways to overcome obstacles that are making it harder to resolve the issues you face.

What Is Problem-Solving?

In cognitive psychology , the term 'problem-solving' refers to the mental process that people go through to discover, analyze, and solve problems.

A problem exists when there is a goal that we want to achieve but the process by which we will achieve it is not obvious to us. Put another way, there is something that we want to occur in our life, yet we are not immediately certain how to make it happen.

Maybe you want a better relationship with your spouse or another family member but you're not sure how to improve it. Or you want to start a business but are unsure what steps to take. Problem-solving helps you figure out how to achieve these desires.

The problem-solving process involves:

Before problem-solving can occur, it is important to first understand the exact nature of the problem itself. If your understanding of the issue is faulty, your attempts to resolve it will also be incorrect or flawed.

Problem-Solving Mental Processes

Several mental processes are at work during problem-solving. Among them are:

Problem-Solving Strategies

There are many ways to go about solving a problem. Some of these strategies might be used on their own, or you may decide to employ multiple approaches when working to figure out and fix a problem.

An algorithm is a step-by-step procedure that, by following certain "rules" produces a solution. Algorithms are commonly used in mathematics to solve division or multiplication problems. But they can be used in other fields as well.

In psychology, algorithms can be used to help identify individuals with a greater risk of mental health issues. For instance, research suggests that certain algorithms might help us recognize children with an elevated risk of suicide or self-harm.

One benefit of algorithms is that they guarantee an accurate answer. However, they aren't always the best approach to problem-solving, in part because detecting patterns can be incredibly time-consuming.

There are also concerns when machine learning is involved—also known as artificial intelligence (AI)—such as whether they can accurately predict human behaviors.

Heuristics are shortcut strategies that people can use to solve a problem at hand. These "rule of thumb" approaches allow you to simplify complex problems, reducing the total number of possible solutions to a more manageable set.

If you find yourself sitting in a traffic jam, for example, you may quickly consider other routes, taking one to get moving once again. When shopping for a new car, you might think back to a prior experience when negotiating got you a lower price, then employ the same tactics.

While heuristics may be helpful when facing smaller issues, major decisions shouldn't necessarily be made using a shortcut approach. Heuristics also don't guarantee an effective solution, such as when trying to drive around a traffic jam only to find yourself on an equally crowded route.

Trial and Error

A trial-and-error approach to problem-solving involves trying a number of potential solutions to a particular issue, then ruling out those that do not work. If you're not sure whether to buy a shirt in blue or green, for instance, you may try on each before deciding which one to purchase.

This can be a good strategy to use if you have a limited number of solutions available. But if there are many different choices available, narrowing down the possible options using another problem-solving technique can be helpful before attempting trial and error.

In some cases, the solution to a problem can appear as a sudden insight. You are facing an issue in a relationship or your career when, out of nowhere, the solution appears in your mind and you know exactly what to do.

Insight can occur when the problem in front of you is similar to an issue that you've dealt with in the past. Although, you may not recognize what is occurring since the underlying mental processes that lead to insight often happen outside of conscious awareness .

Research indicates that insight is most likely to occur during times when you are alone—such as when going on a walk by yourself, when you're in the shower, or when lying in bed after waking up.

How to Apply Problem-Solving Strategies in Real Life

If you're facing a problem, you can implement one or more of these strategies to find a potential solution. Here's how to use them in real life:

Obstacles to Problem-Solving

Problem-solving is not a flawless process as there are a number of obstacles that can interfere with our ability to solve a problem quickly and efficiently. These obstacles include:

Get Advice From The Verywell Mind Podcast

Hosted by Editor-in-Chief and therapist Amy Morin, LCSW, this episode of The Verywell Mind Podcast shares how you can stop dwelling in a negative mindset.

Follow Now : Apple Podcasts / Spotify / Google Podcasts

How to Improve Your Problem-Solving Skills

In the end, if your goal is to become a better problem-solver, it's helpful to remember that this is a process. Thus, if you want to improve your problem-solving skills, following these steps can help lead you to your solution:

You can find a way to solve your problems as long as you keep working toward this goal—even if the best solution is simply to let go because no other good solution exists.

Sarathy V. Real world problem-solving .  Front Hum Neurosci . 2018;12:261. doi:10.3389/fnhum.2018.00261

Dunbar K. Problem solving . A Companion to Cognitive Science . 2017. doi:10.1002/9781405164535.ch20

Stewart SL, Celebre A, Hirdes JP, Poss JW. Risk of suicide and self-harm in kids: The development of an algorithm to identify high-risk individuals within the children's mental health system . Child Psychiat Human Develop . 2020;51:913-924. doi:10.1007/s10578-020-00968-9

Rosenbusch H, Soldner F, Evans AM, Zeelenberg M. Supervised machine learning methods in psychology: A practical introduction with annotated R code . Soc Personal Psychol Compass . 2021;15(2):e12579. doi:10.1111/spc3.12579

Mishra S. Decision-making under risk: Integrating perspectives from biology, economics, and psychology . Personal Soc Psychol Rev . 2014;18(3):280-307. doi:10.1177/1088868314530517

Csikszentmihalyi M, Sawyer K. Creative insight: The social dimension of a solitary moment . In: The Systems Model of Creativity . 2015:73-98. doi:10.1007/978-94-017-9085-7_7

Chrysikou EG, Motyka K, Nigro C, Yang SI, Thompson-Schill SL. Functional fixedness in creative thinking tasks depends on stimulus modality .  Psychol Aesthet Creat Arts . 2016;10(4):425‐435. doi:10.1037/aca0000050

Huang F, Tang S, Hu Z. Unconditional perseveration of the short-term mental set in chunk decomposition .  Front Psychol . 2018;9:2568. doi:10.3389/fpsyg.2018.02568

National Alliance on Mental Illness. Warning signs and symptoms .

Mayer RE. Thinking, problem solving, cognition, 2nd ed .

Schooler JW, Ohlsson S, Brooks K. Thoughts beyond words: When language overshadows insight. J Experiment Psychol: General . 1993;122:166-183. doi:10.1037/0096-3445.2.166

By Kendra Cherry Kendra Cherry, MS, is an author and educational consultant focused on helping students learn about psychology.

By clicking “Accept All Cookies”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts.

The American Journal of Psychology (AJP) was founded in 1887 by G. Stanley Hall and was edited in its early years by Titchener, Boring, and Dallenbach. The Journal has published some of the most innovative and formative papers in psychology throughout its history. AJP explores the science of the mind and behavior, publishing reports of original research in experimental psychology, theoretical presentations, combined theoretical and experimental analyses, historical commentaries, and in-depth reviews of significant books.

The University of Illinois Press is one of the leading publishers of humanities and social sciences journals in the country. Founded in 1918, the Press publishes more than 40 journals representing 18 societies, along with more than 100 new books annually. Our publication program covers a wide range of disciplines including psychology, philosophy, Black studies, women's studies, cultural studies, music, immigration, and more. Current issues are available through the Scholarly Publishing Collective. The Press is a founding member of the Association of University Presses.

Note: This article is a review of another work, such as a book, film, musical composition, etc. The original work is not included in the purchase of this review.

This item is part of a JSTOR Collection. For terms and use, please refer to our Terms and Conditions The American Journal of Psychology © 1984 University of Illinois Press Request Permissions

thinking problem solving cognition

thinking problem solving cognition

Cover of: Thinking, problem solving, cognition by Richard E. Mayer

Thinking, problem solving, cognition

Thinking, problem solving, cognition by Richard E. Mayer

by Richard E. Mayer

Preview Book

My book notes.

My private notes about this edition:

Embed icon

Check nearby libraries

Buy this book

When you buy books using these links the Internet Archive may earn a small commission .

Previews available in: English

This edition doesn't have a description yet. Can you add one ?

Showing 3 featured editions. View all 3 editions?

Add another edition?

Book Details

Published in, edition notes.

Includes bibliographical references (p. 509-543) and indexes.

Classifications

The physical object, community reviews (0), lists containing this book.

Wikipedia citation

Copy and paste this code into your Wikipedia page. Need help ?

Due to a planned power outage on Friday, 1/14, between 8am-1pm PST, some services may be impacted.

Internet Archive Audio

thinking problem solving cognition

thinking problem solving cognition

thinking problem solving cognition

thinking problem solving cognition

thinking problem solving cognition

Search the history of over 788 billion web pages on the Internet.

Mobile Apps

Browser Extensions

Archive-it subscription.

Save Page Now

Capture a web page as it appears now for use as a trusted citation in the future.

Please enter a valid web address

Thinking, problem solving, cognition

Item preview, share or embed this item, flag this item for.

plus-circle Add Review comment Reviews

374 Previews

34 Favorites

DOWNLOAD OPTIONS

No suitable files to display here.

14 day loan required to access EPUB and PDF files.

IN COLLECTIONS

Uploaded by ttscribe16.hongkong on December 11, 2018

SIMILAR ITEMS (based on metadata)

thinking problem solving cognition

thinking problem solving cognition

Get Textbooks on Google Play

Rent and save from the world's largest eBookstore. Read, highlight, and take notes, across web, tablet, and phone.

Go to Google Play Now »

What people are saying  -   Write a review

About the author  (1991).

Richard E. Mayer is Professor in the Department of Psychological and Brain Sciences at the University of California, Santa Barbara. He is the author or editor of more than twenty-five books, including "Applying the Science of Learning" and "Multimedia Learning".

Bibliographic information

QR code for Thinking, Problem Solving, Cognition

JavaScript required

We’re sorry, but WorldCat does not work without JavaScript enabled. Please enable JavaScript on your browser.

OCLC WorldCat.org

Thinking, problem solving, cognition

Thinking and Intelligence

Introduction to thinking and problem-solving, what you’ll learn to do: describe cognition and problem-solving strategies.

A man sitting down in "The Thinker" pose.

Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet, you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses the processes associated with perception, knowledge, problem solving, judgment, language, and memory. Scientists who study cognition are searching for ways to understand how we integrate, organize, and utilize our conscious cognitive experiences without being aware of all of the unconscious work that our brains are doing (for example, Kahneman, 2011).

Learning Objectives

Contribute!

Improve this page Learn More

Footer Logo Lumen Waymaker

41 What Is Cognition?

[latexpage]

Learning Objectives

By the end of this section, you will be able to:

Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet, you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses the processes associated with perception, knowledge, problem solving, judgment, language, and memory. Scientists who study cognition are searching for ways to understand how we integrate, organize, and utilize our conscious cognitive experiences without being aware of all of the unconscious work that our brains are doing (for example, Kahneman, 2011).

Upon waking each morning, you begin thinking—contemplating the tasks that you must complete that day. In what order should you run your errands? Should you go to the bank, the cleaners, or the grocery store first? Can you get these things done before you head to class or will they need to wait until school is done? These thoughts are one example of cognition at work. Exceptionally complex, cognition is an essential feature of human consciousness, yet not all aspects of cognition are consciously experienced.

Cognitive psychology is the field of psychology dedicated to examining how people think. It attempts to explain how and why we think the way we do by studying the interactions among human thinking, emotion, creativity, language, and problem solving, in addition to other cognitive processes. Cognitive psychologists strive to determine and measure different types of intelligence, why some people are better at problem solving than others, and how emotional intelligence affects success in the workplace, among countless other topics. They also sometimes focus on how we organize thoughts and information gathered from our environments into meaningful categories of thought, which will be discussed later.

CONCEPTS AND PROTOTYPES

The human nervous system is capable of handling endless streams of information. The senses serve as the interface between the mind and the external environment, receiving stimuli and translating it into nervous impulses that are transmitted to the brain. The brain then processes this information and uses the relevant pieces to create thoughts, which can then be expressed through language or stored in memory for future use. To make this process more complex, the brain does not gather information from external environments only. When thoughts are formed, the brain also pulls information from emotions and memories ( [link] ). Emotion and memory are powerful influences on both our thoughts and behaviors.

The outline of a human head is shown. There is a box containing “Information, sensations” in front of the head. An arrow from this box points to another box containing “Emotions, memories” located where the person’s brain would be. An arrow from this second box points to a third box containing “Thoughts” behind the head.

In order to organize this staggering amount of information, the brain has developed a file cabinet of sorts in the mind. The different files stored in the file cabinet are called concepts. Concepts are categories or groupings of linguistic information, images, ideas, or memories, such as life experiences. Concepts are, in many ways, big ideas that are generated by observing details, and categorizing and combining these details into cognitive structures. You use concepts to see the relationships among the different elements of your experiences and to keep the information in your mind organized and accessible.

Concepts are informed by our semantic memory (you will learn more about semantic memory in a later chapter) and are present in every aspect of our lives; however, one of the easiest places to notice concepts is inside a classroom, where they are discussed explicitly. When you study United States history, for example, you learn about more than just individual events that have happened in America’s past. You absorb a large quantity of information by listening to and participating in discussions, examining maps, and reading first-hand accounts of people’s lives. Your brain analyzes these details and develops an overall understanding of American history. In the process, your brain gathers details that inform and refine your understanding of related concepts like democracy, power, and freedom.

Concepts can be complex and abstract, like justice, or more concrete, like types of birds. In psychology, for example, Piaget’s stages of development are abstract concepts. Some concepts, like tolerance, are agreed upon by many people, because they have been used in various ways over many years. Other concepts, like the characteristics of your ideal friend or your family’s birthday traditions, are personal and individualized. In this way, concepts touch every aspect of our lives, from our many daily routines to the guiding principles behind the way governments function.

Another technique used by your brain to organize information is the identification of prototypes for the concepts you have developed. A prototype is the best example or representation of a concept. For example, for the category of civil disobedience, your prototype could be Rosa Parks. Her peaceful resistance to segregation on a city bus in Montgomery, Alabama, is a recognizable example of civil disobedience. Or your prototype could be Mohandas Gandhi, sometimes called Mahatma Gandhi (“Mahatma” is an honorific title) ( [link] ).

A photograph of Mohandas Gandhi is shown. There are several people walking with him.

Mohandas Gandhi served as a nonviolent force for independence for India while simultaneously demanding that Buddhist, Hindu, Muslim, and Christian leaders—both Indian and British—collaborate peacefully. Although he was not always successful in preventing violence around him, his life provides a steadfast example of the civil disobedience prototype (Constitutional Rights Foundation, 2013). Just as concepts can be abstract or concrete, we can make a distinction between concepts that are functions of our direct experience with the world and those that are more artificial in nature.

NATURAL AND ARTIFICIAL CONCEPTS

In psychology, concepts can be divided into two categories, natural and artificial. Natural concepts are created “naturally” through your experiences and can be developed from either direct or indirect experiences. For example, if you live in Essex Junction, Vermont, you have probably had a lot of direct experience with snow. You’ve watched it fall from the sky, you’ve seen lightly falling snow that barely covers the windshield of your car, and you’ve shoveled out 18 inches of fluffy white snow as you’ve thought, “This is perfect for skiing.” You’ve thrown snowballs at your best friend and gone sledding down the steepest hill in town. In short, you know snow. You know what it looks like, smells like, tastes like, and feels like. If, however, you’ve lived your whole life on the island of Saint Vincent in the Caribbean, you may never have actually seen snow, much less tasted, smelled, or touched it. You know snow from the indirect experience of seeing pictures of falling snow—or from watching films that feature snow as part of the setting. Either way, snow is a natural concept because you can construct an understanding of it through direct observations or experiences of snow ( [link] ).

Photograph A shows a snow covered landscape with the sun shining over it. Photograph B shows a sphere shaped object perched atop the corner of a cube shaped object. There is also a triangular object shown.

An artificial concept , on the other hand, is a concept that is defined by a specific set of characteristics. Various properties of geometric shapes, like squares and triangles, serve as useful examples of artificial concepts. A triangle always has three angles and three sides. A square always has four equal sides and four right angles. Mathematical formulas, like the equation for area (length × width) are artificial concepts defined by specific sets of characteristics that are always the same. Artificial concepts can enhance the understanding of a topic by building on one another. For example, before learning the concept of “area of a square” (and the formula to find it), you must understand what a square is. Once the concept of “area of a square” is understood, an understanding of area for other geometric shapes can be built upon the original understanding of area. The use of artificial concepts to define an idea is crucial to communicating with others and engaging in complex thought. According to Goldstone and Kersten (2003), concepts act as building blocks and can be connected in countless combinations to create complex thoughts.

A schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.

There are several types of schemata. A role schema makes assumptions about how individuals in certain roles will behave (Callero, 1994). For example, imagine you meet someone who introduces himself as a firefighter. When this happens, your brain automatically activates the “firefighter schema” and begins making assumptions that this person is brave, selfless, and community-oriented. Despite not knowing this person, already you have unknowingly made judgments about him. Schemata also help you fill in gaps in the information you receive from the world around you. While schemata allow for more efficient information processing, there can be problems with schemata, regardless of whether they are accurate: Perhaps this particular firefighter is not brave, he just works as a firefighter to pay the bills while studying to become a children’s librarian.

An event schema , also known as a cognitive script , is a set of behaviors that can feel like a routine. Think about what you do when you walk into an elevator ( [link] ). First, the doors open and you wait to let exiting passengers leave the elevator car. Then, you step into the elevator and turn around to face the doors, looking for the correct button to push. You never face the back of the elevator, do you? And when you’re riding in a crowded elevator and you can’t face the front, it feels uncomfortable, doesn’t it? Interestingly, event schemata can vary widely among different cultures and countries. For example, while it is quite common for people to greet one another with a handshake in the United States, in Tibet, you greet someone by sticking your tongue out at them, and in Belize, you bump fists (Cairns Regional Council, n.d.)

A crowded elevator is shown. There are many people standing close to one another.

Because event schemata are automatic, they can be difficult to change. Imagine that you are driving home from work or school. This event schema involves getting in the car, shutting the door, and buckling your seatbelt before putting the key in the ignition. You might perform this script two or three times each day. As you drive home, you hear your phone’s ring tone. Typically, the event schema that occurs when you hear your phone ringing involves locating the phone and answering it or responding to your latest text message. So without thinking, you reach for your phone, which could be in your pocket, in your bag, or on the passenger seat of the car. This powerful event schema is informed by your pattern of behavior and the pleasurable stimulation that a phone call or text message gives your brain. Because it is a schema, it is extremely challenging for us to stop reaching for the phone, even though we know that we endanger our own lives and the lives of others while we do it (Neyfakh, 2013) ( [link] ).

A person’s right hand is holding a cellular phone. The person is in the driver’s seat of an automobile while on the road.

Remember the elevator? It feels almost impossible to walk in and not face the door. Our powerful event schema dictates our behavior in the elevator, and it is no different with our phones. Current research suggests that it is the habit, or event schema, of checking our phones in many different situations that makes refraining from checking them while driving especially difficult (Bayer & Campbell, 2012). Because texting and driving has become a dangerous epidemic in recent years, psychologists are looking at ways to help people interrupt the “phone schema” while driving. Event schemata like these are the reason why many habits are difficult to break once they have been acquired. As we continue to examine thinking, keep in mind how powerful the forces of concepts and schemata are to our understanding of the world.

In this section, you were introduced to cognitive psychology, which is the study of cognition, or the brain’s ability to think, perceive, plan, analyze, and remember. Concepts and their corresponding prototypes help us quickly organize our thinking by creating categories into which we can sort new information. We also develop schemata, which are clusters of related concepts. Some schemata involve routines of thought and behavior, and these help us function properly in various situations without having to “think twice” about them. Schemata show up in social situations and routines of daily behavior.

Review Questions

Cognitive psychology is the branch of psychology that focuses on the study of ________.

Which of the following is an example of a prototype for the concept of leadership on an athletic team?

Which of the following is an example of an artificial concept?

An event schema is also known as a cognitive ________.

Critical Thinking Questions

Describe an event schema that you would notice at a sporting event.

Answers will vary. When attending a basketball game, it is typical to support your team by wearing the team colors and sitting behind their bench.

Explain why event schemata have so much power over human behavior.

Event schemata are rooted in the social fabric of our communities. We expect people to behave in certain ways in certain types of situations, and we hold ourselves to the same social standards. It is uncomfortable to go against an event schema—it feels almost like we are breaking the rules.

Personal Application Question

Describe a natural concept that you know fully but that would be difficult for someone else to understand and explain why it would be difficult.

Creative Commons License

Share This Book

Exploring the effects of role scripts and goal-orientation scripts in collaborative problem-solving learning

Education and Information Technologies ( 2023 ) Cite this article

Metrics details

Collaborative problem-solving (CPS) learning is increasingly valued for its role in promoting higher-order thinking of learners. Despite the widespread application of role scripts in CPS, little is known about the mechanisms by which roles influence learners' cognition and the impact of goal orientation on roles. In this study, we designed role scripts and goal-orientation scripts to facilitate CPS. Then, a total of 32 postgraduate students participated in CPS and they were divided into 8 groups, among which two roles of analyst and commenter were assigned respectively. Through qualitative and quantitative analysis, this study explored the differences between the two roles in terms of discourse space rotation, types of cognitive activities and epistemic network structure, and the function played by goal orientation. Results showed that there was a general structure in CPS, that analysts and commenters have different functional biases, and that goal orientation influences the function of the roles. This study clarified the cognitive contribution of different roles, and the respective strength of different goal orientation. The findings may provide instructors with implications for designing scripts and organizing CPS in the classroom context.

This is a preview of subscription content, access via your institution .

Access options

Buy single article.

Instant access to the full article PDF.

Price excludes VAT (USA) Tax calculation will be finalised during checkout.

Rent this article via DeepDyve.

thinking problem solving cognition

Data availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

Andrews-Todd, & Forsyth, C. M. (2020). Exploring social and cognitive dimensions of collaborative problem solving in an open online simulation-based task. Computers in Human Behavior, 104 , 105759. https://doi.org/10.1016/j.chb.2018.10.025

Article   Google Scholar  

Avcı, Ü. (2020). Examining the role of sentence openers, role assignment scaffolds and self-determination in collaborative knowledge building. Educational Technology Research and Development, 68 (1), 109–135. https://doi.org/10.1007/s11423-019-09672-5

Article   MathSciNet   Google Scholar  

Avry, S., Chanel, G., Bétrancourt, M., & Molinari, G. (2020). Achievement appraisals, emotions and socio-cognitive processes: How they interplay in collaborative problem-solving? Computers in Human Behavior, 107 , 106267. https://doi.org/10.1016/j.chb.2020.106267

Cai, H., & Gu, X. (2015). Design Research on Cognitive Development in Computer-supported Collaborative Learning Environment. Open Education Research, 21 (04), 81–88.

Google Scholar  

Cai, H., & Gu, X. (2022). Factors that influence the different levels of individuals’ understanding after collaborative problem solving: The effects of shared representational guidance and prior knowledge. Interactive Learning Environments, 30 (4), 695–706. https://doi.org/10.1080/10494820.2019.1679841

Chen, C. M., & Kuo, C. H. (2019). An optimized group formation scheme to promote collaborative problem-based learning. Computers & Education, 133 (64), 94–115. https://doi.org/10.1016/j.compedu.2019.01.011

Chen, G., Lo, C. K., & Hu, L. (2020). Sustaining online academic discussions: Identifying the characteristics of messages that receive responses. Computers & Education, 156 , 103938.

Cohen, E. G., Lotan, R. A., Abram, P. L., Scarloss, B. A., & Schultz, S. E. (2002). Can Groups Learn? Teachers College Record, 104 (6), 1045–1068.

Crespo, S., & Harper, Fk. (2020). Learning to pose collaborative mathematics problems with secondary prospective teachers. International Journal of Educational Research, 102 , 101430.

Engle, R. A., Langer-Osuna, J. M., & McKinney de Royston, M. (2014). Toward a model of influence in persuasive discussions: Negotiating quality, authority, privilege, and access within a student-led argument. Journal of the Learning Sciences, 23 (2), 245–268. https://doi.org/10.1080/10508406.2014.883979

Ertl, B., Fischer, F., & Mandl, H. (2006). Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments. Computers & Education, 47 (3), 298–315. https://doi.org/10.1016/j.compedu.2004.11.001

Fabbri, M. (2020). To assign or not to assign? Role Taking in Higher Education. Open and Interdisciplinary Journal of Technology., 15 (2), 105–120. https://doi.org/10.30557/QW000026

Fiore, S. M., Graesser, A. C., Greiff, S., Griffin, P., Gong, B., Kyllonen, P., Massey, C. S., O’Neil, H. F., Pellegrino, J., Rothman, R. A., Soulé, H., & Davier, A. A. (2017). Collaborative Problem Solving: Considerations for the National Assessment of Educational Progress . National Center for Education Statistics.

Fiore, S. M., Graesser, A., Greiff, S., Griffin, P., Gong, B., Kyllonen, P., & von Davier, A. (2017). Collaborative problem solving: Considerations for the national assessment of educational progress . Alexandria: National Center for Education Statistics.

Fiore, S. M., Graesser, A., & Greiff, S. (2018). Collaborative problem-solving education for the twenty-first-century workforce. Nature Human Behaviour, 2 (6), 367. https://doi.org/10.1038/s41562-018-0363-y

Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in computersupported collaborative learning. Educational Psychologist, 48 (1), 56–66. https://doi.org/10.1080/00461520.2012.748005

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15 (1), 7–23. https://doi.org/10.1080/08923640109527071

Gervits, F., Eberhard, K., & Scheutz, M. (2016). Team communication as a collaborative process. Frontiers in Robotics and AI, 3 , 62. https://doi.org/10.3389/frobt.2016.00062

Gillies, R. M. (2019). Promoting academically productive student dialogue during collaborative learning. International Journal of Educational Research, 97 , 200–209. https://doi.org/10.1016/j.ijer.2017.07.014

Griffin, P., McGaw, B., & Care, E. (2012). Assessment and teaching of 21st century skills. Assessment and Teaching of 21st Century Skills, 9789400723245 , 1–345.

Gu, X., Shao, Y., Guo, X., & Lim, C. P. (2015). Designing a role structure to engage students in computer-supported collaborative learning. The Internet and Higher Education, 24 , 13–20. https://doi.org/10.1016/j.iheduc.2014.09.002

Hara, N., Bonk, C. J., & Angeli, C. (2000). Content Analysis of Online Discussion in an Applied Educational Psychology Course. Instructional Science, 28 (2), 115–152. https://doi.org/10.1023/A:1003764722829

Hare, A. P. (1994). Types of Roles in Small Groups: A Bit of History and a Current Perspective. Small Group Research, 25 (3), 433–448. https://doi.org/10.1177/1046496494253005

Heinimäki, O., Volet, S., Jones, C., Laakkonen, E., & Vauras, M. (2021). Student participatory role profiles in collaborative science learning: Relation of within-group configurations of role profiles and achievement. Learning Culture and Social Interaction, 30 , 100539. https://doi.org/10.1016/j.lcsi.2021.100539

Heppner, P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29 (1), 66–75. https://doi.org/10.1037/0022-0167.29.1.66

Honey, P., & Mumford, A. (2006). The Learning Styles Questionnaire 80-Item Version . Peter Honey Publications.

Hu, L. (2021). Conceptualization and operationalization of group thinking sustainability in dialogic collaborative problem solving. Thinking Skills and Creativity, 42 , 100964. https://doi.org/10.1016/j.tsc.2021.100964

Hu, L., & Chen, G. (2021). Exploring turn-taking patterns during dialogic collaborative problem solving. Instructional Science, 50 (1), 63–88. https://doi.org/10.1007/s11251-021-09565-2

Huang, C., Han, Z., Li, M., Jong, M. S., & Tsai, C. (2019). Investigating students’ interaction patterns and dynamic learning sentiments in online discussions. Computers and Education, 140 , 103589. https://doi.org/10.1016/j.compedu.2019.05.015

Kimmerle, J., & Cress, U. (2008). Group awareness and self-presentation in computer-supported information exchange. International. Journal of Computer-Supported Collaborative Learning, 3 (1), 85–97. https://doi.org/10.1007/s11412-007-9027-z

Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., & Fischer, F. (2007). Specifying Computer-Supported Collaboration Scripts. International Journal of Computer-Supported Collaborative Learning, 2 (2–3), 211-3<211-224. https://doi.org/10.1007/s11412-007-9014-4

Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts–a conceptual analysis. Educational Psychology Review, 18 (2), 159–185. https://doi.org/10.1007/s10648-006-9007-2

Levinson, S. C. (1983). Pragmatics . Cambridge University Press.

Book   Google Scholar  

Lin, C., Barrett, N. E., & Liu, G. (2021). English outside the academic sphere: A mobile-based context-aware comparison study on collaborative and individual learning. Journal of Computer Assisted Learning, 37 (3), 657–671. https://doi.org/10.1111/jcal.12514

Liu, L., Hao, J., von Davier, A. A., Kyllonen, P., & Zapata-Rivera, J.-D. (2015). A tough nut to crack: Measuring collaborative problem solving. In Y. Rosen, S. Ferrara, & M. Mosharraf (Eds.), Handbook of research on computational tools for real-world skill development. IGI-Global.

Looi, C., Chen, W., & Ng, F.-K. (2010). Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness. Computers and Education, 54 (1), 14–26. https://doi.org/10.1016/j.compedu.2009.07.003

López-Fernández, M., González-García, F., & Franco-Mariscal, A. J. (2021). Should We Ban Single-Use Plastics? A Role-Playing Game to Argue and Make Decisions in a Grade-8 School Chemistry Class. Journal of Chemical Education, 98 (12), 3947–3956. https://doi.org/10.1021/acs.jchemed.1c00580

Mahardale, J. W., & Lee, C. B. (2013). Understanding how social and epistemic scripts perpetuate intersubjectivity through patterns of interactions. Interactive Learning Environments, 21 (1), 68–88. https://doi.org/10.1080/10494820.2010.547204

Marcos-Garcia, J.-A., Martinez-Mones, A., & Dimitriadis, Y. (2015). DESPRO: A method based on roles to provide collaboration analysis support adapted to the participants in CSCL situations. Computers & Education, 82 , 335–353. https://doi.org/10.1016/j.compedu.2014.10.027

Meij, V., Veldkamp, S., & Leemkuil, H. (2020). Effects of scripting on dialogues, motivation and learning outcomes in serious games. British Journal of Educational Technology, 51 (2), 459–472. https://doi.org/10.1111/bjet.12851

Mercer, N., Wegerif, R., & Major, L. (2019). The Routledge international handbook of research on dialogic education . Routledge.

Mogan, R., Bulbulia, J., & Fischer, R. (2019). Joint action enhances cohesion and positive affect, but suppresses aspects of creativity when combined with shared goals. Frontiers in Psychology, 9 , 2790. https://doi.org/10.3389/fpsyg.2018.02790

Morris, R., Hadwin, A. F., Gress, C. L. Z., Miller, M., Fior, M., Church, H., & Winne, P. H. (2010). Designing roles, scripts, and prompts to support CSCL in gStudy. Computers in Human Behavior, 26 (5), 815–824. https://doi.org/10.1016/j.chb.2008.12.001

Mujtaba, S. M., Reynolds, B. L., Parkash, R., & Singh, M. K. M. (2021). Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision. Assessing Writing, 50 , 100566. https://doi.org/10.1016/j.asw.2021.100566

Najjemba, J. L., & Cronjé, J. (2020). Engagement with and Participation in Online role play Collaborative Arguments: A Sociocultural Perspective. Electronic Journal of e-Learning, 18 (5), 436–448. https://doi.org/10.34190/JEL.18.5.006

Naykki, P., Isohatala, J., Jarvela, S., Poysa-Tarhonen, J., & Hakkinen, P. (2017). Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study. International Journal of Computer-Supported Collaborative Learning, 12 (3), 251–279. https://doi.org/10.1007/s11412-017-9259-5

O’Brien, G., & Bedford, S. B. (2012). Small group work in large chemistry classes: Workshops in first year chemistry. Aiming for excellence in STEM learning and teaching. Proceedings of STEM annual conference. London: Imperial College.

OECD [Organisation for Economic Co-operation and Development]. (2019). OECD learning compass 2030 concept note series, from https://www.oecd.org/education/2030-project/contact/ . Accessed 27 Feb 2023.

Ouyang, F., Chen, Z., Cheng, M., Tang, Z., & Su, C.-Y. (2021). Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education. International Journal of Educational Technology in Higher Education, 18 (1), 35–35. https://doi.org/10.1186/s41239-021-00273-y

Pruner, M., & Liljedahl, P. (2021). Collaborative problem solving in a choice-affluent environment. ZDM, 53 , 753–770. https://doi.org/10.1007/s11858-021-01232-7

Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 15 (1), 5–47. https://doi.org/10.1007/s11412-020-09316-4

Reddick, R., & Smith, D. L. (2020). Celebrity House Party, or the Networking Role-Playing Game: Using Theatre as a Tool to Increase Social Emotional Learning in Adults with a Focus on Building Success in the Business Sector. Teaching Artist Journal, 18 (1–2), 45–78. https://doi.org/10.1080/15411796.2020.1800326

Rojas, Nussbaum, M., Chiuminatto, P., Guerrero, O., Greiff, S., Krieger, F., & Van Der Westhuizen, L. (2021). Assessing collaborative problem-solving skills among elementary school students. Computers and Education, 175 , 104313. https://doi.org/10.1016/j.compedu.2021.104313

Sassenberg, L., Landkammer, F., & Jacoby, J. (2014). The influence of regulatory focus and group vs. individual goals on the evaluation bias in the context of group decision making. Journal of Experimental Social Psychology, 54 , 153–164. https://doi.org/10.1016/j.jesp.2014.05.009

Schellens, T., Van Keer, H., De Wever, B., & Valcke, M. (2007). Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups? International Journal of Computer-Supported Collaborative Learning, 2 (2–3), 225–246.

Scholl, A., Landkammer, F., & Sassenberg, K. (2019). When those who know do share: Group goals facilitate information sharing, but social power does not undermine it. PLoS ONE, 14 (3), e0213795–e0213795. https://doi.org/10.1371/journal.pone.0213795

Seo, K. K. (2007). Utilizing peer moderating in online discussions: Addressing the controversy between teacher moderation and nonmoderation. American Journal of Distance Education, 21 (1), 21–36.

Shaffer, D. W. (2017). Quantitative Ethnography . Cathcart Press.

Shaffer, D. W., Collier, W., & Ruis, A. R. (2016). A tutorial on epistemic network analysis: Analyzing the structure of connections in cognitive, social, and interaction data. Journal of Learning Analytics, 3 (3), 9–45. https://doi.org/10.18608/jla.2016.33.3

Stadler, M., Shubeck, K. T., Greiff, S., & Graesser, A. C. (2020). Some critical reflections on the special issue: Collaboration in the 21st century: The theory, assessment, and teaching of collaborative problem solving. Computers in Human Behavior, 104 , 106135. https://doi.org/10.1016/j.chb.2019.09.011

Stasser, G., & Titus, W. (1985). Pooling of Unshared Information in Group Decision Making: Biased Information Sampling During Discussion. Journal of Personality and Social Psychology, 48 (6), 1467–1478. https://doi.org/10.1037/0022-3514.48.6.1467

Strijbos, J.-W., & De, M. F. (2010). LaatDeveloping the role concept for computer-supported collaborative learning: An explorative synthesis. Computers in Human Behavior, 26 (4), 495–505. https://doi.org/10.1016/j.chb.2009.08.014

Tan, S. C., Wang, X., & Li, L. (2022). The Development Trajectory of Shared Epistemic Agency in Online Collaborative Learning: A Study Combing Network Analysis and Sequential Analysis. Journal of Educational Computing Research, 59 (8), 1655–1681. https://doi.org/10.1177/07356331211001562

Tawfik, A. A., Koehler, A. A., Gish-Lieberman, J. J., & Gatewood, J. (2021). Investigating the depth of problem-solving prompts in collaborative argumentation. Innovations in Education and Teaching International, 58 (5), 533–544. https://doi.org/10.1080/14703297.2021.1966821

Tempelaar, D. T., Wosnitza, M., Volet, S., Rienties, B., Giesbers, S. J., & Gijselaers, W. (2013). The role of self- and social directed goals in a problem-based, collaborative learning context. Higher Education, 66 (2), 253–267. https://doi.org/10.1007/s10734-012-9602-8

Thürmer, J. L., Wieber, F., & Gollwitzer, P. M. (2017). Planning and performance in small groups: Collective implementation intentions enhance group goal striving. Frontiers in Psychology, 19 (8), 603. https://doi.org/10.3389/fpsyg.2017.00603

Unal, E., & Cakir, H. (2021). The effect of technology-supported collaborative problem solving method on students’ achievement and engagement. Education and Information Technologies, 26 (4), 4127–4150. https://doi.org/10.1007/s10639-021-10463-w

van Dijk, A. M., Gijlers, H., & Weinberger, A. (2014). Scripted collaborative drawing in elementary science education. Instructional Science, 42 (3), 353–372. https://doi.org/10.1007/s11251-013-9286-1

Volet, S., Jones, C., & Vauras, M. (2019). Attitude-, group- and activity-related differences in the quality of preservice teacher students’ engagement in collaborative science learning. Learning and Individual Differences, 73 , 79–91. https://doi.org/10.1016/j.lindif.2019.05.002

Wang, S., Hou, H., & Wu, S. (2017). Analyzing the knowledge construction and cognitive patterns of blog-based instructional activities using four frequent interactive strategies (problem solving, peer assessment, role playing and peer tutoring): A preliminary study. Educational Technology Research & Development, 65 (2), 301–323. https://doi.org/10.1007/s11423-016-9471-4

Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and Social Scripts in Computer-Supported Collaborative Learning. Instructional Science, 33 (1), 1–30. https://doi.org/10.1007/s11251-004-2322-4

Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction, 17 (4), 416–426. https://doi.org/10.1016/j.learninstruc.2007.03.007

Wittenbaum, G. M., Hollingshead, A. B., & Botero, I. C. (2004). From cooperative to motivated information sharing in groups: Moving beyond the hidden profile paradigm. Communication Monographs, 71 (3), 286–310. https://doi.org/10.1080/0363452042000299894

Wu, B., Wang, M., Spector, M., & Yang, S. (2013). Design of a dual-mapping learning approach for problem solving and knowledge construction in ill-structured domains. Educational Technology & Society, 16 (4), 71–84.

Wu, B., Hu, Y., Ruis, A. R., & Wang, M. (2019). Analysing computational thinking in collaborative programming: A quantitative ethnography approach. Journal of Computer Assisted Learning, 35 (3), 421–434. https://doi.org/10.1111/jcal.12348

Ye, J., & Zhou, J. (2022). Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach. The Internet and Higher Education, 55 , 100875. https://doi.org/10.1016/j.iheduc.2022.100875

Yousef, D. (2019). Exploring the reliability and validity of the learning styles questionnaire (LSQ) in an Arab setting. Quality Assurance in Education, 27 (4), 446–464. https://doi.org/10.1108/QAE-10-2018-0113

Download references

No funding was received for conducting this study.

Author information

Authors and affiliations.

School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, 100875, People’s Republic of China

Yao Lu, Ke-Ru Li, Zhuo Sun, Ning Ma & Yi-Fan Sun

You can also search for this author in PubMed   Google Scholar

Contributions

All authors contributed to this study and all authors approved the final manuscript.

Corresponding author

Correspondence to Ning Ma .

Ethics declarations

Ethics in publishing.

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee.

Ethics approval

All procedures performed in the study involving human participants were in accordance with the World Medical Association Declaration of Helsinki. The research participants agreed to participate in the study and their complete anonymity was ensured.

Informed consent

Informed consent was obtained from all individual participants included in the study. The test and questionnaire were conducted anonymously. Students’ and teachers’ participation was voluntary.

Conflict of interest

There is no potential conflict of interest in this study.

Competing interests

The authors declare that they have no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and Permissions

About this article

Cite this article.

Lu, Y., Li, KR., Sun, Z. et al. Exploring the effects of role scripts and goal-orientation scripts in collaborative problem-solving learning. Educ Inf Technol (2023). https://doi.org/10.1007/s10639-023-11674-z

Download citation

Received : 10 October 2022

Accepted : 14 February 2023

Published : 07 March 2023

DOI : https://doi.org/10.1007/s10639-023-11674-z

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Advertisement

A lack of problem-solving skills and rigid thinking linked to vaccine refusal, study finds

thinking problem solving cognition

[ Subscribe to PsyPost on YouTube to stay up-to-date on the latest developments in psychology and neuroscience ]

A new study published in Environmental Research and Public Health suggests that individuals who struggle with problem-solving and demonstrate absolutist thinking, political conservatism, and xenophobia are more likely to refuse to get vaccinated. These findings indicate that a focus on improving problem-solving skills may result in improvements in public health due to higher vaccination rates.

The COVID-19 pandemic has caused over a million deaths in the United States in the past two years. The mass vaccination campaign that started in December 2020 contributed significantly to controlling the spread of the virus. However, vaccine skepticism and hesitancy continue to be hurdles in effectively managing COVID-19 infections.

The research team hypothesized that problem-solving skills and socio-cognitive polarization are two constructs associated with vaccine acceptance. Problem-solving skills involve the ability to generate new ideas and new methods to consider the problem at hand. Problem-solving may require individuals to think flexibly to expand their thinking beyond what they previously understood.

Socio-cognitive polarization includes measures of conservative political ideology, absolutist thinking, intolerance of ambiguity, and xenophobia. According to the research team, “people who score high on [socio-cognitive polarization] may be less likely to handle complexity and seek out alternative explanations when processing information.”

In order to develop new problem-solving strategies, an individual must demonstrate a capacity for flexible thinking. Flexibly adapting to new challenges has been the key to human success. Previous research has revealed that skilled problem solvers are more likely to identify fake news, accept diversity, and be more flexible politically. This suggests that excellent problem-solving skills may result in socially beneficial behaviors.

The study recruited 277 U.S. participants using Amazon’s Mechanical Turk crowdsourcing platform. Participants completed online surveys measuring problem-solving ability through a rebus puzzles task and socio-cognitive polarization through a composite measure of absolutist thinking, political conservatism, and xenophobia. They also took a survey measuring their vaccine acceptance.

The collected data showed that those with lower problem-solving ability and high socio-cognitive polarization were more likely to score low on measures of vaccine acceptance. Low problem-solving skills may represent a risk factor for vaccine refusal, with “cognitive and social rigidity playing a crucial role in undermining the decision to accept the COVID-19 vaccine.”

The data also revealed the close relationship between high socio-cognitive polarization and vaccine refusal. For example, those high in absolutist thinking or unable to consider situations as nuanced were more likely to be hesitant to vaccinate their children. In addition, those with very right-leaning political values were more likely to be anti-vaccination. Combined, these findings illuminate the potential connection between problem-solving ability, socio-cognitive rigidity, and vaccine hesitancy or refusal.

The research team acknowledged that their use of the internet prevented demographics without technological access from participating in the study. This may mean their results are slightly skewed. Additionally, the cross-sectional design of the study prevents direct cause-and-effect conclusions.

Despite these concerns, the study highlights the critical role of problem-solving skills and socio-cognitive polarization in COVID-19 vaccine acceptance. Individuals who are more flexible in their thinking and less rigid in their socio-cognitive orientation may be more likely to accept COVID-19 vaccines. The study’s findings indicate that cognitive and social rigidity may represent risk factors for COVID-19 vaccine refusal and may have significant implications for public health interventions aimed at promoting vaccines.

The study, “ Not getting vaccinated? It Is a matter of problem‐solving abilities and socio‐cognitive polarization “, was authored by Alice Cancer, Carola Salvi, Alessandro Antonietti, and Paola Iannello.

STAY CONNECTED

Relationship dealbreakers: study identifies the most repelling factors for romantic relationships, grandiose narcissists prefer careers in science and business, while vulnerable narcissists prefer arts and social fields, penis sizes in historical paintings have gradually increased over the past seven centuries, study finds, review of 1,039 studies indicates exercise can be more effective than counselling or medication for depression, new study provides insight into the relationship between adhd and school attendance problems in adolescents, ethical leadership in workplace settings can cause narcissists to become angry and withdraw, people with dark triad traits are more likely to use influence techniques in romantic relationships, hypersexuality and problematic use of pornography might be related to how individuals perceive time, scientists unveil plan to create biocomputers powered by human brain cells, attractive women wield more power in their households, study finds, exercising in nature produces psychological benefits and measurable changes in brain activity.

Exercising in nature produces psychological benefits and measurable changes in brain activity

People with social anxiety tend to engage in restrictive “safety behaviors” that make them less likable, study finds

Study helps untangle the complicated relationship between psychopathy and emotional awareness

Study helps untangle the complicated relationship between psychopathy and emotional awareness

People exposed to phubbing by their romantic partner are less satisfied with their romantic relationship

People exposed to phubbing by their romantic partner are less satisfied with their romantic relationship

Paranormal beliefs are associated with worse sleep, study finds

Paranormal beliefs are associated with worse sleep, study finds

Large-scale cross-cultural study provides insights into mating performance and singlehood

Large-scale cross-cultural study provides insights into mating performance and singlehood

PsyPost is a psychology and neuroscience news website dedicated to reporting the latest research on human behavior, cognition, and society. ( READ MORE... )

Welcome Back!

Login to your account below

Remember Me

Retrieve your password

Please enter your username or email address to reset your password.

Add New Playlist

- Select Visibility - Public Private

Information

Initiatives

You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.

All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .

Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.

Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.

Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

thinking problem solving cognition

sustainability-logo

Article Menu

thinking problem solving cognition

Find support for a specific problem in the support section of our website.

Please let us know what you think of our products and services.

Visit our dedicated information section to learn more about MDPI.

JSmol Viewer

Integrated social cognitive theory with learning input factors: the effects of problem-solving skills and critical thinking skills on learning performance sustainability.

thinking problem solving cognition

1. Introduction

1.1. education for sustainable development and e-learning, 1.2. problem background, 2. research hypotheses and theoretical framework, 2.1. social engagement (sen), 2.2. social interaction (sit), 2.3. social influence (sif), 2.4. social identity (sid), 2.5. social support (ssu), 2.6. reflective thinking (tr), 2.7. inquiry learning style (ils), 2.8. problem-solving skills (pss), 2.9. critical thinking skills (cts), 2.10. learning performance (lp), 3. research methodology, measurement development, 4. results and data analysis, 4.1. demographic analysis, 4.2. descriptive statistics, 4.3. instrument reliability and validity, 4.4. confirmatory factor analysis, 4.5. hypothesis testing and model validation, 5. discussion and implementations.

Limitations and Recommendations

6. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

Share and Cite

Almulla, M.A.; Al-Rahmi, W.M. Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability. Sustainability 2023 , 15 , 3978. https://doi.org/10.3390/su15053978

Almulla MA, Al-Rahmi WM. Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability. Sustainability . 2023; 15(5):3978. https://doi.org/10.3390/su15053978

Almulla, Mohammed Abdullatif, and Waleed Mugahed Al-Rahmi. 2023. "Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability" Sustainability 15, no. 5: 3978. https://doi.org/10.3390/su15053978

Article Metrics

Article access statistics, supplementary materials.

Further Information

Mdpi initiatives, follow mdpi.

MDPI

Subscribe to receive issue release notifications and newsletters from MDPI journals

IMAGES

  1. √ 20 Piaget 4 Stages Of Cognitive Development Chart ™

    thinking problem solving cognition

  2. Thinking Problem Solving Cognition Flat Liquid Style Vector Icon Set Stock Illustration

    thinking problem solving cognition

  3. Thinking, problem solving, cognition : Mayer, Richard E., 1947- : Free Download, Borrow, and

    thinking problem solving cognition

  4. Logical Biz: What Is Difference Between Problem Solving And Decision Making

    thinking problem solving cognition

  5. Looking for ideas to incorporate critical thinking and problem solving into your classroom

    thinking problem solving cognition

  6. Cognitive Processes There are many different types of cognitive processes, and What Is Cognition

    thinking problem solving cognition

VIDEO

  1. Dingo Escapee

  2. psychological problems

  3. Valerie Reyna, The Adolescent Brain.mov

  4. Why you want to improve your cognitive functions

  5. Cognitive Functions- Thinking , Reasoning and Problem Solving

  6. Where am I? #riddles #short #shorts

COMMENTS

  1. Cognitive Psychology: The Science of How We Think

    Cognitive psychologists explore a wide variety of topics related to thinking processes. Some of these include: Attention --our ability to process information in the environment while tuning out irrelevant details Choice-based behavior --actions driven by a choice among other possibilities Decision-making Forgetting Information processing

  2. Thinking, Problem Solving, Cognition

    Paperback. $11.75 25 Used from $1.18. Reflecting important new research developments of the past eight years as well as classic theories of problem solving, this book provides a balanced survey of the higher cognitive processes, human thinking, problem solving, and learning. Divided into four parts, the book discusses associationism and Gestalt ...

  3. Thinking, Problem Solving, Cognition by Richard E. Mayer

    Comprehensive, albeit a bit dated coverage of history of reasoning about thinking, problem solving and we'll, cognition. Would be great to see a refreshed edition (Amazon suggest it's in works for a 2017 publication) Comprehensive, albeit a bit dated coverage of history of reasoning about thinking, problem solving and we'll, cognition.

  4. What Is Cognition? Definition, Types, Effects, and Tips

    Cognition is a term referring to the mental processes involved in gaining knowledge and comprehension. Some of the many different cognitive processes include thinking, knowing, remembering, judging, and problem-solving. 1 These are higher-level functions of the brain and encompass language, imagination, perception, and planning.

  5. Problem-Solving Strategies and Obstacles

    Problem-solving helps you figure out how to achieve these desires. The problem-solving process involves: Discovery of the problem. Deciding to tackle the issue. Seeking to understand the problem more fully. Researching available options or solutions. Taking action to resolve the issue.

  6. Thinking, Problem Solving, Cognition

    Thinking, Problem Solving, Cognition R. Mayer Published 1983 Education, Psychology Reflecting important new research developments of the past eight years as well as classic theories of problem solving, this book provides a balanced survey of the higher cognitive processes, human thinking, problem solving, and learning.

  7. Thinking, Problem Solving, Cognition

    Thinking, Problem Solving, Cognition By Richard E. Mayer. New York: W. H. Freeman, 1983. 464 pp. Cloth, $25.00. Paper, $15.00 ... (13), and "Mathematical Problem Solving" (14). There is a terminal bibli-ography and author and subject indexes. This text includes far more material on the "highest" mental processes,

  8. Thinking, problem solving, cognition (1992 edition)

    Thinking, problem solving, cognition by Richard E. Mayer, 1992, W.H. Freeman edition, in English - 2nd ed.

  9. Thinking, Problem Solving, Cognition

    A balanced survey of the higher cognitive processes--human thinking, problem solving, and learning which reflects important research developments and classic theories of problem...

  10. Thinking, problem solving, cognition

    Thinking, problem solving, cognition Item Preview remove-circle Share or Embed This Item. Share to Twitter. Share to Facebook. Share to Reddit. Share to Tumblr. Share to Pinterest. Share via email. ... Kognitive Psychologie, Cognition, Problem-solving, Thought and thinking ...

  11. Thinking, Problem Solving, Cognition

    Reflecting important new research developments of the past eight years as well as classic theories of problem solving, this book provides a balanced survey of the higher cognitive processes,...

  12. Cognition

    Cognition, or cognitive development, includes reasoning, memory, problem-solving, and thinking skills. Young children use these abilities to make sense of and organize their world. By the time children reach the preschool years, their cognitive skills have grown so much that they can engage in complex mathematical thinking and scientific reasoning.

  13. Thinking, Problem Solving, Cognition

    Thinking, Problem Solving, Cognition. Reflecting important new research developments of the past eight years as well as classic theories of problem solving, this book provides a balanced survey of the higher cognitive processes, human thinking, problem solving, and learning. Divided into four parts, the book discusses associationism and Gestalt ...

  14. Thinking, problem solving, cognition, 2nd ed

    Thinking, problem solving, cognition (2nd ed.). W H Freeman/Times Books/ Henry Holt & Co. Abstract This second edition of "Thinking, Problem Solving, Cognition" retains the same goal as the first: to introduce the reader to our current understanding of the cognition side of cognitive psychology. . . .

  15. 7.1 What is Cognition?

    There are facets to the multitude of complex processes involved in human cognition and what we understand about animal thought processes. Simply put, cognition is thinking, and it encompasses the processes associated with perception, knowledge, problem-solving, judgment, language, and memory.

  16. Thinking, problem solving, cognition

    Author: Richard E. Mayer. Summary: Reflecting important new research developments of the past eight years as well as classic theories of problem solving, 'Thinking, Problem Solving, Cognition' provides a balanced survey of the higher cognitive processes--human thinking, problem solving, and learning. Print Book, English, ©1992.

  17. Introduction to Thinking and Problem-Solving

    This is only one facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses the processes associated with perception, knowledge, problem solving, judgment, language, and memory.

  18. What Is Cognition?

    Cognitive psychology is the field of psychology dedicated to examining how people think. It attempts to explain how and why we think the way we do by studying the interactions among human thinking, emotion, creativity, language, and problem solving, in addition to other cognitive processes.

  19. PDF THINKING AND PROBLEM SOLVING

    Thinking and Problem Solving 7 THINKING AND PROBLEM SOLVING Have you ever thought about how you have acquired knowledge about all that you ... Thus the process of knowing or of acquiring knowledge is called cognition. The process of acquiring knowledge is facilitated by cognitive processes such as attention, thinking, remembering, and reasoning

  20. PYC3703 ASS 1

    Answer pyc3703 cognition: thinking, memory problem solving assignment one: 878258 student number: 11360275 due date: 12 august 2022 question: if you listen to. Skip to document. Ask an Expert. ... Refers to the idea that specific cognitive functions activate many areas of the brain. are chemical messengers by which neurons communicate with each ...

  21. Exploring the effects of role scripts and goal-orientation scripts in

    Collaborative problem-solving (CPS) learning is increasingly valued for its role in promoting higher-order thinking of learners. Despite the widespread application of role scripts in CPS, little is known about the mechanisms by which roles influence learners' cognition and the impact of goal orientation on roles. In this study, we designed role scripts and goal-orientation scripts to ...

  22. A lack of problem-solving skills and rigid thinking linked to vaccine

    Low problem-solving skills may represent a risk factor for vaccine refusal, with "cognitive and social rigidity playing a crucial role in undermining the decision to accept the COVID-19 vaccine.". The data also revealed the close relationship between high socio-cognitive polarization and vaccine refusal. For example, those high in ...

  23. PDF COGNITION Chapter 12: Problem Solving Cognitive Psychology

    83% used B- 2C - A on problems 6 and 7. 64% failed to solve problem 8. 79% used B - 2C - A on problems 9 and 10. Subjects who saw only last 5 problems. Fewer than 1% used B - 2C - A. Only 5% failed to solve problem 8. Problem can be overcome by warning subjects. After problem 5, Lurchins told some subjects "Don't be blind", which caused

  24. Sustainability

    As a result, the research model pinpoints social cognitive variables with learning input variables as having the greatest influence on reflective thinking, inquiry learning styles, students' critical thinking, and problem-solving skills, all of which improve students' learning performance when using e-learning as a sustainability strategy ...

  25. Social Discourse Influencing Elementary Teachers' Cognition and

    This study explored teachers' problem solving during technology-mediated professional development (PD) in the topic related to teaching English Learners (ELs, i.e. students whose home languages are not English). Open-ended PD provided authentic, situated contexts using videos of scenario to engage six elementary teachers to participate in small group, social discourse and collaboration for ...