No abstract

Present research in problem solving appears to be primarily concerned with problem‐solving methods and with degree of knowledge acquisition. A brief argument is advanced that this conceptualization is incomplete because of failure to consider individual differences among problem solvers (other than in problem‐solving methods and extent of knowledge). A viable theory of problem‐solving instruction must take into account all three areas. Evidence for the argument is presented in the form of data on problem‐solving success in junior high school students with extreme scores on Witkin's field independence‐field dependence measure of cognitive style. Problem‐solving protocols are examined as a second source of data. Field independent students significantly out‐performed field dependent students on the problems. Examination of protocols revealed consistent performance patterns favoring field independent students.

No abstract

No abstract