The main question we try to answer in this paper is whether stage-like progression in cognitive development can be explained by transfer of cognitive skill among tasks. We focus on the following question: To what extent does training on one task improve the performance on another task? The tasks are Piaget’s (1959) Balance Scale Task and Number Conservation Task, and a task that we will call th...

s: Decision making problems always puzzled managers and decision makers in enterprises or organizations. There are many useful soft operation research methods could solve the complicated problem. The paper raises two classic approaches ANP (Analytical network process) and FCM (Fuzzy cognitive map). Those two methods have some similarities and differences. In thus, according to different decisio...

Empirical studies on design have emphasised the role of memory of past solutions. Design involves the use of generic knowledge as well as episodic knowledge about past designs for analogous problems : in this way, it involves the reuse of past designs. We analyse this mechanism of reuse from a socio-cognitive viewpoint. According to a purely cognitive approach, reuse involves cognitive mechanis...

Tutored problem solving with automated tutors has proven to be an effective instructional method. Worked-out examples have been shown to be an effective complement to untutored problem solving, but it is largely unknown whether they are an effective complement to tutored problem solving. Further, while computer-based learning environments offer the possibility of adaptively transitioning from e...

In geometry, students are frequently required to split their attention across verbal and visual information. We measured the impact of the split-attention effect on geometry problem solving by analyzing log-file data generated by students who used two versions of Carnegie Learning’s intelligent tutoring system for geometry. The original version split students’ attention across a table and diagr...

The ability to choose problem solving strategies flexibly and adaptively is an important part of proficiency. However, it is unclear how simple forms of problem solving practice as well as feedback affect this ability. On the one hand, as demonstrated by the Einstellung and Stroop effect, practice can decrease adaptivity. On the other hand, practice helps to associate problem types with effecti...