The correlation between individual differences in working memory capacity and performance on the Raven's Advanced Progressive Matrices (RAPM) is well documented yet poorly understood. The present work proposes a new explanation: that the need to use a new combination of rules on RAPM problems drives the relation between performance and working memory capacity scores. Evidence for this account is supported by an item-based analysis of performance during standard administration of the RAPM and an experiment that manipulates the need to use new rule combinations across 2 subsets of RAPM items. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

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In the present article, we articulate three assumptions underlying theories proposing that restructuring processes play a key role in insightful problem solving: representational difficulty, representational change, and discontinuity in solution processes. We argue that these assumptions need empirical validation to justify the proposition of restructuring mechanisms that are unique from those involved in classic information-processing theories of problem solving. To this end, we review some theoretical and methodological obstacles that are inherent in the investigation of the existence and nature of restructuring processes. We then offer some recommendations on how to overcome or avoid these obstacles in future studies. Finally, we discuss some questions to help motivate new research.

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Students tend to have poor metacomprehension when learning from text, meaning they are not able to distinguish between what they have understood well and what they have not. Although there are a good number of studies that have explored comprehension monitoring accuracy in laboratory experiments, fewer studies have explored this in authentic course contexts. This study investigated the effect of an instructional condition that encouraged comprehension-test-expectancy and self-explanation during study on metacomprehension accuracy in the context of an undergraduate course in research methods. Results indicated that when students received this instructional condition, relative metacomprehension accuracy was better than in a comparison condition. In addition, differences were also seen in absolute metacomprehension accuracy measures, strategic study behaviors, and learning outcomes. The results of the current study demonstrate that a condition that has improved relative metacomprehension accuracy in laboratory contexts may have value in real classroom contexts as well. (PsycINFO Database Record