On the relation of complex problem solving, personality, fluid intelligence, and academic achievement

Assessing the biological literacy cognitive components of 10th and 11th grade students

“…Future students must be prepared to work in areas that, as yet, do not exist and work with tools that have yet to be developed (Greiff & Neubert, 2014;Schleicher, 2014). Besides a need for people to be able to use their scientific knowledge when solving problems, and make decisions both at work and at home, there is also a need for developing innovative and creative thinking skills.…”

“…Steffen ja Hößle (2016) märgivad, et kuigi otsuste tegemine bioloogiatunnis ei asenda reaalse elu olukorda, annab see noortele inimestele hea võimaluse praktiseerida või imiteerida tulevikus ette tulla võivaid situatsioone. Ka selline ettevalmistus on parem kui mitte midagi, sest nii eri huvigrupid, gümnaasiumi riiklik õppekava kui ka ühiskonna ootused osutavad (Greiff & Neubert, 2014;Gümnaasiumi riiklik õppekava, 2011;Laius et al, 2015a;Laius et al, 2016;Post et al, 2011), et heal tasemel otsuste tegemise oskus annab eelise tööjõuturul ja tagab eduka tuleviku, karjääri või paremini sujuva igapäevaelu. Probleem on aga selles, et õpilased on küll varustatud heal tasemel aineteadmistega, mida illustreerivad väga ilmekalt ka head tulemused rahvusvahelistes testides, nt PISA 2015 (PISA 2015Eesti tulemused, 2016, kuid järgmise olulise sammuni ehk teadmiste rakendamiseni õpilased, sh 11. klassi õpilased, gümnaasiumiõppe jooksul ei jõua.…”

Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks

“…Cognitive ability ranks among the strongest predictors of academic performance (Deary et al, 2007;Laidra, Pullmann, & Allik, 2007;Lechner, Danner, & Rammstedt, 2017;Spinath, Freudenthaler, & Neubauer, 2010) and constitutes an essential foundation for knowledge acquisition (Greiff & Neubert, 2014). Meta-analyses revealed strong correlations (r ≈ 0.50) between measures of cognitive ability and academic performance (Kuncel et al, 2004;Roth et al, 2015).…”

Complex Problem Solving: What It Is and What It Is Not

“…Numerous articles on the subject have been published in recent years, documenting the increasing research activity relating to this field. In the following collection of papers we list only those published in 2010 and later: theoretical papers (Blech and Funke, 2010; Funke, 2010; Knauff and Wolf, 2010; Leutner et al, 2012; Selten et al, 2012; Wüstenberg et al, 2012; Greiff et al, 2013b; Fischer and Neubert, 2015; Schoppek and Fischer, 2015), papers about measurement issues (Danner et al, 2011a; Greiff et al, 2012, 2015a; Alison et al, 2013; Gobert et al, 2015; Greiff and Fischer, 2013; Herde et al, 2016; Stadler et al, 2016), papers about applications (Fischer and Neubert, 2015; Ederer et al, 2016; Tremblay et al, 2017), papers about differential effects (Barth and Funke, 2010; Danner et al, 2011b; Beckmann and Goode, 2014; Greiff and Neubert, 2014; Scherer et al, 2015; Meißner et al, 2016; Wüstenberg et al, 2016), one paper about developmental effects (Frischkorn et al, 2014), one paper with a neuroscience background (Osman, 2012) 1 , papers about cultural differences (Güss and Dörner, 2011; Sonnleitner et al, 2014; Güss et al, 2015), papers about validity issues (Goode and Beckmann, 2010; Greiff et al, 2013c; Schweizer et al, 2013; Mainert et al, 2015; Funke et al, 2017; Greiff et al, 2017, 2015b; Kretzschmar et al, 2016; Kretzschmar, 2017), review papers and meta-analyses (Osman, 2010; Stadler et al, 2015), and finally books (Qudrat-Ullah, 2015; Csapó and Funke, 2017b) and book chapters (Funke, 2012; Hotaling et al, 2015; Funke and Greiff, 2017; Greiff and Funke, 2017; Csapó and Funke, 2017a; Fischer et al, 2017; Molnàr et al, 2017; Tobinski and Fritz, 2017; Viehrig et al, 2017). In addition, a new “Journal of Dynamic Decision Making” (JDDM) has been launched (Fischer et al, 2015, 2016) to give the field an open-access outlet for research and discussion.…”