1. No category

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abstract problems, “socializing,” 301–5
abstraction: and fundamental
computational biases, 327–31;
structural, understanding and,
352–57
Ackerman, P. L., 196
Adler, J. E., 322, 326, 327
affect, defined, 264–65
age, problem-solving difficulties and,
192
Alba, J. W., 154, 155
Allard, R., 105
Alloy, L. B., 313
Amabile, T. M., 23, 133
analogies, processing style and, 280
analytic reasoning tasks, 276–77
Anderson, J. R., 178, 179, 190, 317
antisaccade tasks, 194
asymmetry, inferred symmetry and,
357–60
Atkinson, R. C., 176
attribution judgments, motivation and,
254–55
Baddley, A. D, 176, 178, 180, 182, 200
Bain, J. D., 183
Bandura, A., 248
Baron, J., 293
Barron, F., 23
Barsalou, L. W., 17, 226
Barston, J., 297
Baughman, W. A., 133
Beckmann, J. F., 94, 99, 105
behavior, thought and, 378
behaviorism, studies of thought and,
37–38
beliefs, self-efficacy, 251
Belsky, G., 293
Bereiter, C., 329
Berry, D. C., 111, 113, 114, 116
Bettman, J., 277
biases, fundamental computational: in
education, 327–31; and evolutionary
adaptiveness, 311–13; facilitating
reasoning, 313–19; and modern
society, 319–27
Binet, A., 46
Blank, A., 326
Blankenship, S. E., 162, 163
Bleckley, M. K., 194
Bless, H., 272
Bloom, B. S., 65
Boden, M., 17
Bower, G. H., 271, 280
Brase, G. L., 325
Brehmer, B., 105
Britton, B. K., 198
Broadbent, D. E., 111, 113, 114
Brooks, P. G., 183
Brophy, D. R., 16, 137
Bruner, J., 309, 310
Buchmann, M., 328
Buchner, A., 108, 115
Buhler,
¨
K., 37
385
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386
Bunting, M. F., 193
Burns, B. D., 107
Buss, D. M., 114
“canned” problems: difficulties
solving, 142–43; and “real”
problems, distinguished,
127–28
Cantor, J., 186
capacities, generalizable, 42–45
Caplan, D., 182
Carpenter, P. A., 184, 185, 186, 187
Carrithers, M., 310, 311
Carullo, J. J., 186
Carver, C. S., 240
categorization, processing style and,
278–79
Catrambone, R., 213, 214
Cattell, R. B., 181
Cawelti, S., 137
Ceci, S. J., 101, 102, 103, 104
Cendron, M., 211
central executive, working memory
capacity and, 184–85
CEPS (complex explicit problem
solving): and global intelligence,
94–96, 98; and intellectual ability,
93–94, 97; and IQ, 94–95, 96, 97; and
specific intelligence components,
98–100; task and subject properties
affecting, 104–9
Chand, I., 128
Chanowitz, B., 326
Chapman, L., 320
Chase, W. G., 14, 46, 65, 195
Chater, N., 299, 300, 317
Cherry, C. E., 193
chess, expert performance in:
acquiring, 70–71; study of, 50–51,
54–57
Chi, M. T. H., 216
Christal, R. E., 188
CI model (construction-integration
model), 222–24
CITY TRANSPORTATION task, 110,
114
classes, problem-solving, 4–5
classic tasks: “Linda” problem, 302–3;
“Monsters and Globes” problem, 8,
11; “Tower of Hanoi” problem, 7, 8,
11, 12, 32, 178, 179
Clement, C. A., 220
Clement, E., 12
Clore, G. L., 266, 267, 272
cognitive psychology, defined, 91
cognitive styles, research on, 130
cognitive tuning, 269–72
combination, insightful, 158, 159, 160
comparison, insightful, 159–61
compensation hypothesis, 196
competence, problem-solving, 91
complex problem solving, 87, 90;
see also CEPS (complex explicit
problem solving)
complex problems: defined, 88–89; and
ill-specific problems, distinguished,
90; individual differences in ability
to solve, 87
comprehension: and problem solving,
182–83; text, problem solving and,
214–18; and working memory
capacity, 185–87
computational biases, fundamental: in
education, 327–31; evolutionary
adaptiveness, 311–13; facilitating
reasoning, 313–19; and modern
society, 319–27
COMPUTER PERSON task, 110, 111,
112, 114, 115, 117, 119
concentration, expert performance
and, 67
construction-integration model (CI
model), 222–24
contexts: formal, 234–36; informal,
234–36, 247–48, 256–57; semantic, 105
continuity, inferred, 360–64
Conway, A. R. A., 188, 193, 194
Cosmides, L., 315, 316, 324
Costanza, D. P, 133
covariation detection, 276
Cowan, N., 193
Cox, J. R., 314
Cox, P. D., 250, 252
creative insights, 379
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creative problem solving: and
cognitive styles, 130; difficulties in,
142–43; impact of environment on,
134–35; incubation, role of in, 161–62;
and knowledge, 129; and motivation,
131, 134; personality traits in, 131
creative process, 136–40; stages
involved in, 149
creativity: cognitive factors for, 128–34,
135–36; conative factors of, 135–36;
and insight, 279–80; and personality
traits, 23, 24, 132, 133; and problem
solving difficulty, 140–42; research
on, 22
Cropley, A. J., 141
Csikszentmihalyi, M., 6, 15, 21, 128,
133, 139, 166, 167, 168
cues, situational, 273–74
cycle, problem-solving, 3–4
Daneman, M., 184, 185, 186, 187
Daubman, K. A., 278, 279
Davidson, J. E., 164, 379
Dawes, R. M., 293, 307
Dawkins, R., 318
de Groot, A., 50, 54, 55
decision-making, prior knowledge
and, 292–93
definition, problem, 3, 5, 6, 26; and
everyday knowledge, 11–13; and
expert knowledge, 13–15; processes
in, 17; and social context, 24
deliberate practice, expert performance
and, 64, 66–67, 68–70, 75
Dennett, D. C., 304, 308, 309, 312, 329
Denzau, A. T., 306
Derman, D., 279
design, intentional, 305–9
Detterman, D. K., 103
dichotic listening task, 193–94
dichotimizations (typologies), 375,
377
Dienes, Z., 115, 117
Dillard, A., 308
discreteness, inferred continuity and,
360–64
disposition, and problem solving, 22
387
Doherty, M. E., 297–78
domain knowledge, working memory
capacity and, 195, 196–98, 198–200
Donaldson, M., 320, 328
Dorner,
¨
D., 87, 90, 94, 95, 106
doubts, problem-solving performance
and, 113–19
Driscoll, J., 130
Dudek, S. Z., 131
Dunbar, K., 107, 167, 168
Duncker, K., 32, 33, 38, 151, 152, 178,
212, 279, 348
Ebbinghaus, H., 35, 42, 44, 45
Eddy, J. K., 182
education, computational biases in,
327–31
Einhorn, H. J., 323
Eisenberger, R., 133
Ekstrom, R. B., 279, 280
Elridge, M., 182
embodied cognition model, 224–26
emotions: defined, 265; and processing
style, 283–84
encoding, insightful, 158, 160
Engle, R. W., 186, 188, 189, 191, 194
environment: and creative problem
solving, 134–35; influence on
problem solving, 377, 378
Ericsson, K. A., 186, 187
Ertmer, P. A., 253
evaluation judgments, goal setting
and, 253–54
Evans, J. St. B., 183, 297, 298, 312,
316
everyday knowledge, problem solving
and, 11–13
everyday life: skill acquisition in,
61–63; studying tasks from, 48
everyday phenomena, problem solving
and, 32
everyday tasks, 48
evolutionary adaptiveness, 311–13
expectations, self-efficacy, 250–51
experience, expert performance and,
64, 65, 74, 75
expert knowledge, 13–15
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388
expert performance: acquisition of, 31,
59–60, 61, 63–64; and concentration,
67; in controlled conditions, 50–52;
deliberate practice and, 66–67;
evaluation of, 49; and experience, 64,
65, 74; measuring, 52–53;
mechanisms mediating, 67–70, 74;
and novice performance, 60;
scientific study of, 48–52; and speed,
57–58; in sports, 58, 65; study of,
73–74; see also chess, expert
performance in; music, expert
performance in; typing, expert
performance in
expertise: acquisition of, 377; global
intelligence and, 101–4; studying, 53
experts, problem solving by, 236–38
Eysenck, H. J., 23
Fahey, M., 379
Fahey, R. K., 115, 117
feedback, bodily, 273
feedback delay, 105–6
feelings: and processing styles, 269–72;
and thought content, 280–82
Feigenbaum, E. A., 196
Feist, G. J., 22, 132
Feldman, D. H., 128
Feltovich, P. J., 216
Fiedler, K., 276
Finke, R. A., 137
fixation, effects of, 19–20
Flanagan, O., 310
Floden, R. E., 328
fluid intelligence, 188–90
Forbus, K. D., 221
forethought processes, 238–39, 247, 257
forgetting, role of in problem solving,
162–63
formal context, problem solving and,
234–36
formulation, problem, 26, 27
Forster,
¨
J., 273, 277, 278, 279, 280
Franklin, Benjamin, study of lightning
and, 33, 34
French, J. W., 279
Frensch, P.A., 15, 56, 129, 191, 196, 376
Friedman, R. S., 273, 277, 278, 279, 280
Fritz, A., 108
Fukuyama, F., 329
Fuller, B. J., 192
fundamental computational biases: in
education, 327–31; evolutionary
adaptiveness and, 311–13;
facilitating reasoning, 313–19; and
modern society, 319–27
Funke, J., 88, 105, 106, 108
Gardner, H., 128
Geddes, B. W., 116, 117, 120
generalizable capacities, 42–45
Gentner, D., 220, 221
Gerrard, L. E., 134
Gestalt: approach to insight, 150–54,
156, 157, 169–70; defined, 18
Gestalt psychology, history of, 38–41
Getzels, J. W., 5, 6, 21, 139
Gick, M. L., 212, 347, 351, 352, 353
Gigerenzer, G., 327
Gilhooly, K. J., 183, 184
Gilovich, T., 293
Glaser, R., 216
Glass, A. L., 182, 183
Glenberg, A. M., 225
global intelligence: and CEPS, 94–96;
and expertise, 101–3, 104
goal orientation, self-efficacy and, 251
goal setting: and self-evaluation
judgments, 253–54; and
self-motivation, 248–50
Goldstone, R. L., 17
Goor, A., 139
Gray, C. E., 136
“great-minds” approach, 166, 169–70
Green, R. E., 113
Greene, T. R., 195
Greeno, J. G., 211
Grice, H. P., 301, 302
Griggs, R. A., 314
Gruber, H., 167
Guastello, S. J., 130
Guilford, J. P., 127
Gulg
¨ oz,
¨ S., 198
Guthke, J., 94
Haenggi, D., 198
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Haider, H., 118
Halford, G. S., 183
Hall, W. B., 131
Hansen, A. R., 250
Harman, H. H., 279
Hasher, L., 113
Hayes, N. A., 111, 113, 354
Hebb, D. O., 190
Heglin, H. J., 192
Helson, R., 132
Hertel, G., 277
Hesse, F. W., 96, 97, 282
Hildebrandt, N., 182
Hilton, D. J., 301, 302, 322
Hinsley, D. A., 354
Hirt, E. R., 278, 279
Hitch, G. J., 176, 180, 200
Hogarth, R. M., 323
Holyoak, K. J., 107, 212, 213, 264, 347,
349, 350, 351, 352, 353
Hormann,
¨
J. J., 98
Horn, J. L., 181
Hubbard, C., 273
human information-processing
psychology, 38–41
Humphrey, N., 304, 305, 306, 309,
310
Hussy, W., 98
Hyde, T., 130
ill-defined problems, 376; formulating,
8; solution process for, 4–5; solving,
8; study of, 9
ill-specific problem, defined, 90
impasses, identifying, 167–68
implicit learning, intellectual ability
and, 112–13
implicit problem solving, 109–20;
see also CEPS (complex explicit
problem solving)
incubation, and creative problem
solving, 161–62
individual differences, influence on
problem solving, 21, 26, 87
inferred continuity, discreteness and,
360–64
inferred symmetry, asymmetry and,
357–60
389
informal contexts: and problem
solving, 234–36, 256–57; and
self-regulation, 247–48
information-processing psychology,
38–41
information source, emotions and, 283
informed transfer, structural
differences and, 349–52
insight: and creativity, 279–80; Gestalt
approach to, 150–54, 156, 157, 169–70;
“great-minds” approach to, 166,
169–70; and impasses, identifying,
167–68; and intrinsic motivation,
166–67; “nothing-special” approach
to, 154–56, 169–70; opportunistic
assimilation model of, 163;
“puzzle-problem” approach to,
156–57, 164–65, 166, 169–70; and
social interaction, 168–69
insight tasks, 183–84, 190
insightful problem-solving processes,
158–61, 380
insights, creative, 379, 381
intellectual ability: and complex
explicit problem solving, 93–94, 97;
defined, 87, 90–92; evaluation criteria
of, 92–98; and implicit learning,
112–13; and problem-solving
competence, 91, 92, 100, 108, 119–21
intelligence: fluid, 188–90; see also
global intelligence
intentional design, random events and,
305–9
interest, intrinsic, 251
intervention, problem solving and,
106–7
IQ, and CEPS, 94–95, 96, 97
Isen, A. M., 279, 280
Israeli, N., 137
Jay, E. S., 22
Jensen, A. B., 92
Jones, C. M., 213
Jonicles, J., 213
judgments: impact of moods on,
266–67; self-evaluation, 253–55
Kahneman, D., 282, 302, 303
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390
Kaltsounis, B., 142
Kane, M. J., 194
Karp, S. A., 279
Kauer, G., 282
Kelley, D., 298
Kerr, N. L., 277
Keyes, B. J., 192
Kintsch, E., 217
Kintsch, W., 182, 186, 187, 211, 217, 218,
223, 226
Kitsantas, A., 249, 254
Klahr, D., 107
Klauer, K. C., 184
Kluwe, R. H., 96
knowledge: and creative problem
solving, 129; domain, 195; everyday,
11–13; expert, 13–15; prior, 292–301;
and problem-solving performance,
111
knowledge base, problem solving and,
10–11
knowledge structure models, 219–22
Koh, K., 213, 349, 350
Kohler, W., 152
Kornblith, H., 313
Kotler-Cope, S., 114
Kotovsky, K., 355, 356
Kyllonen, P. C., 188, 196
laboratory study: of expert musicians,
60; of problem solving, 32, 33, 34, 41;
of psychology, history of, 35; of skill
acquisition, 62
laboratory tasks, performance on basic,
44–47
Langer, E. J., 326
Langley, P., 156
Laughlin, J. E., 188
Law, K., 221
learning: implicit, 112–13; and problem
solving, 377
Lefkowitz, B., 321
Lehmann, A. C., 60
Lesgold, A. M., 14
Levine, G. M., 278
Levinson, S. C., 306
Lewis, V., 182
lightning, study of, 32–33
Liker, J. K., 101, 103
“Linda” problem, 302–3
listening tasks, dichotic, 193–94
Logie, R. H., 183
Lubart, T. I., 128, 134, 139
Lucangeli, D., 211
Luce, M., 277
Luchins, A. S., 151, 192
Luer,
¨ G., 89
Luria, A. R., 322
MacKinnon, D. W., 131
MacLeod, C. M., 21
Maier, N. R. F., 152, 154
Mannes, S. M., 218
Margolis, H., 300, 310, 311, 327
Mark, M. M., 273
Martin, L. L., 268, 278
Masson, M. E., 186, 187
Masunaga, H., 181
Mathews, R. C., 114
Mayberry, M. T., 183
Mayer, R. E., 151, 152, 170
McClelland, J. L., 25
McCormick, C., 237
McDonald, H. E., 278
McNamara, D. S., 217
Mednick, S. T., 279
Meiser, T., 184
Melcher, J., 162
Melton, R. J., 276, 278
memory, short-term, information
processing and, 200; see also working
memory
memory mechanisms, expert
performance and, 71
mental representations, parts of, 6
Mercer, T., 323, 324
Metcalfe, J., 163, 164
Miller, K. M., 186, 187, 191
Millis, K. K., 222
Minsky, M., 25, 195, 308
Miyake, A., 187, 188
monitoring, self, 253
“Monsters and Globes” problem, 8,
11
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mood: affect on problem solving,
267–69; defined, 265; implications for
problem solving, 281–82; and
judgment, 266–67; and processing
style, 270–73
Moray, N., 193
Morgan, C. L., 35
Morris, W. N., 183
motivation: and attribution judgments,
254–55; and creative problem
solving, 131, 133, 134; and
expectations, 250–51; intrinsic,
166–67; and problem solving, 23, 26,
256; and self-monitoring, 253; see also
self-motivation
Muller,
¨
G. E., 45
Muller,
¨
H., 106
Mullis, K., 159
Mumford, M. D., 15, 133, 138
Murray, N., 279
music, expert performance in:
acquiring, 71–73; representations
required for, 59, 60; study of, 52
Mynatt, C., 298
narrative thought mode, 309–11
negative transfer, effects of, 19–20
Neuhof, J., 277
Newell, A., 11, 39
Noppe, L. D., 130
North, D. C., 306
“nothing-special” approach, 169–70
novices, problem solving and, 236–38
Novick, L. R., 215, 216, 353, 354
Nozick, R., 329
Oaksford, M., 299, 300, 317
Oatley, K., 311
observation, problem solving and,
106–7
Olseth, K. L., 350, 357, 360
Olson, D. R., 322
Oltman, P. K., 279
opportunistic assimilation model, 163
Otero, J., 223
Ottati, V., 273, 274, 276
Over, D. E., 312
391
Papert, S., 25, 195
Payne, J. W., 277
Penner, B. C., 195
perception, person, processing style
and, 275
Perfetti, C. A., 198
performance, problem-solving,
variables that influence, 9–10; see also
expert performance
performance processes, 242–43, 247,
257
Perkins, D. N., 22, 155, 156
personality traits, creative problem
solving and, 22, 26, 131, 132, 133
persuasion, processing style and,
275–76
Pollard, P., 297
Post, T. A., 195
practice, deliberate, expert
performance and, 64, 66–67, 68–70,
75
Pressley, M., 237
Pretz, J. E., 376
Preussler, W., 106
prior knowledge, decision making and,
292–93, 294–301
problem(s): abstract, “socializing,”
301–5; classes of, 4–5; defined, 87,
177, 178; see also classic tasks
problem definition, see definition,
problem
problem recognition, see recognition,
problem
problem representation, 3, 5, 6, 26; and
everyday knowledge, 11–13; and
expert knowledge, 13–15; processes
in, 17
problem solving: and comprehension,
182–83; and creativity, 133, 140–42;
cycle of, 3–4; early stages of, 3, 25–26;
elements of, 263–64; and formal
contexts, 234–36; history of studying,
34–36; implicit, 109–20; overview of
approaches to, 373–75; and
reasoning, 183; strategies, 252, 380;
and text comprehension, 214–18; and
text representation, 211–14
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392
problem-solving competence: expert,
global intelligence and, 103; and
intellectual ability, 91, 92, 100, 108,
119–21
problem-solving difficulties: and adult
age, 192; and creativity, 140–42; and
working memory capacity, 190–91
problem-solving performance: and
doubts, 113–19; and knowledge, 111
problem-solving processes, 379;
forethought, 238–39, 247, 257;
insightful, 158–61, 380; performance,
242–43, 247, 257; self-reflection,
243–47, 247, 257; self-regulatory,
238–39
problem-solving transfer, 345, 346, 364
process, see creative process;
problem-solving processes
processing style: and analogies, 280;
and categorization, 278–79; and
emotion, 283–84; and feelings,
269–72; impact of moods on, 270–73;
implications for problem solving,
274–80; and person perception, 275;
and persuasion, 275–76; and remote
associates, 279
psychology: cognitive, defined, 91;
Gestalt, history of, 38–41; history of
studying in laboratory, 35; human
information-processing, 38–41
Putz-Osterloh, W., 95, 96
“puzzle-problem” approach, 164–65,
166, 169–70
random events, intentional design and,
305–9
Rappaport, A., 137
Raskin, E., 279
Raven, J. C., 95
“real” problems, and “canned”
problems, distinguished, 127–28
reasoning: facilitating, computational
biases and, 313–19; and problem
solving, 183
Reber, A. S., 112, 113, 118
recognition, problem, 3, 5–6, 26;
processes and strategies of, 15–17
Redmond, M. R., 16
Reiter-Palmon, R., 15
representation, text, 207–14; see also
problem representation
Rescher, N., 298
Rice, J. M., 252
Richard, J., 12
Ringle, J., 250
Robbins, T. W., 183, 184
Robertson, D. A., 225
Rogers, J. C., 192
Romer, P. M., 127
Rosen, V. M., 191
Rosenblatt, F., 25
Ross, B. H., 350
Ruiz, A., 102, 103, 104
Rumelhart, D. E., 25
Runco, M. A., 128, 267
Saariluoma, P., 56
Sanderson, P. M., 114, 115, 119
Sanft, H., 113
Satterlee-Cartmell, T., 190
Sawyer, K., 15, 166, 168
Scheir, M. F., 240
Schoenfeldt, L. F., 128
Schooler, J. W., 162
Schunk, D. H., 248, 250, 251, 252, 253,
254
Schwanenflugel, P. J., 182
Schwarz, N., 266, 267, 304
Schwille, J. R., 328
scripts, moods and use of, 272–73
Seifert, C. M., 163, 213
self-efficacy: beliefs, intrinsic interest
and, 251; expectations, motivation
and, 250–51
self-evaluation judgments, goal setting
and, 253–54
self-monitoring, motivation and, 253
self-motivation: educational
implications of, 255–56; and goal
setting, 248–50
self-reflection process, 243–47, 257
self-regulation: educational
implications of, 255–56; in informal
contexts, 247–48
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self-regulatory processes, 238–39
Seltz, O., 151
semantic context, problem solving and,
105
Semmelweis, I., 158
Shaffer, L., 328
Shah, P., 187, 188
Shanks, D. R., 113
Shiffrin, R. M., 176
Shissler, J., 130
short-term memory, information
processing and, 200
Siegler, R. S., 13, 156, 380
similarity, problem-solving transfer
and, 343–46, 364
Simon, H. A., 11, 14, 39, 65, 195, 354, 378
Simonton, D. K., 166
simple problems, 88, 89
Sinclair, R. C., 273
situational cues, 273–74
skill acquisition, 61–63
Skyrms, B., 319
slave systems, working memory and,
181–82
Smith, S. M., 19, 33, 49, 50, 162, 165
social context, influence on problem
solving, 24–26
social interaction, insight and, 168–69
“socializing” abstract problems, 301–5
society, modern, computational biases
and, 319–27
Soldat, A. S., 273, 274, 277
Sommerfeld, R. E., 139
Songer, N. B., 217
Spada, H., 89
specific intelligence, CEPS and, 98–100
speed, expert performance and, 57–59
Spencer, R., 348
Spies, K., 282
spontaneous transfer, access failure
and, 347–49
sports, expert performance in, 58, 65
Spry, K. M., 103
Stanley, W. B., 114
Stegmaier, R., 184
Stennett, B., 198
Stern, E., 156
393
Sternberg, R. J., 5, 15, 56, 97, 102, 128,
129, 130, 134, 191, 196
Stevenson, R. J., 116, 117, 120
Stimson, M., 198
strategies, problem-solving, 252;
acquisition of, 380; developing,
107
Strohschneider, S., 99
structural abstraction, 352–57
structural similarities, 345–47, 365
SUGAR FACTORY task, 110, 111, 114,
115, 119
Sujan, H., 279, 284
Sujan, M., 284
surface similarities, 345–47
Suß,
¨ H. M., 98, 200, 201
Sutherland, S., 293
Sweller, J., 116
symmetry, inferred, asymmetry and,
357–60
Tabachnik, N., 313
tasks: analytic-reasoning, 276–77;
antisaccade, 194; dichotic listening,
193–94; everyday, studying, 48;
insight, 183–84, 190; laboratory,
44–47; see also classic tasks
tasks, frequently used: CITY
TRANSPORTATION, 110, 114;
COMPUTER PERSON, 110, 111, 112,
114, 115, 117, 119; SUGAR FACTORY,
110, 111, 114, 115, 119
Terkildsen, N., 273
text comprehension, problem solving
and, 214–18
text comprehension models:
construction-integration, 222–24;
embodied cognition, 224–26;
knowledge structure, 219–22
text representation, 207–14
Thaler, R. H., 293
Theuer, T., 277
Thomas, M., 98
thought: and behavior, dichotomy
between, 378; creative, cognitive
factors for, 128–34; modes of, 309–11;
study of, 36–38
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394
thought content, feelings and,
280–82
Threlfall, K. V., 133
Tiedens, L. Z., 284
time lag, problem solving and,
105–6
Toms, M., 183
Tooby, J., 324
Torrance, E. P., 142
“Tower of Hanoi” problem, 7, 8, 11, 12,
32, 178, 179
transfer: informed, 349–52; problemsolving, 343–46, 364; spontaneous,
347–49
Tressoldi, P. E., 211
Tuholski, S. W., 188
Turner, M. L., 186
Tversky, A., 282, 302, 303
typing, expert performance in:
mechanisms mediating, 68, 69–70;
study of, 51–52, 57
typologies (dichotomizations), 375, 377
understanding, structural abstraction
and, 352–55
Vallar, G., 182
Vollmeyer, R., 107, 108, 109, 116, 117,
120
Voss, J. F., 195
Wallas, G., 19, 149, 161
Ward, D., 183
Wason, P. C., 299, 313, 315
Waters, G., 182
Watson, J. B., 37, 41
Weisberg, R., 154, 155, 348
well-defined problems, 4, 7, 8, 376;
individual differences and, 21;
solution process for, 4; study of, 9
Welsh, M. C., 190
Wenke, D., 376
Wertheimer, M., 152, 153, 159
West, R., 295, 296, 316, 318
Wetherick, N. E., 183
Wiley, J., 129
Wilson, B., 182
Witkin, H. A., 279
Wittmann, W. W., 200, 201
Wood, B., 137
Woodman, R. W., 128
Woodsworth, R. S., 162
Woody, R. H., 60
working memory: and information
processing, 200; and problem
solving, 177–81; and slave systems,
181–82
working memory capacity: and
compensation hypothesis, 196; and
comprehension, 185–87; and domain
knowledge, 195, 196–98, 198–200;
and fluid intelligence, 188–90;
measuring, 184–85; multiple forms
of, 187–88; and problem-solving
difficulties, 190–91, 192
Wu, L., 357
Wu, M. L., 221
Wundt, W., 35, 36, 37, 42, 44
Wynn, V., 183
Zacks, R. T., 113
Zwaan, R. A., 210, 224
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