Develop a general explanation of human problem solving behaviors provided by a program of processes that generate the behavior. Investigators describe/develop an information-processing program for developing logical proofs and theories and qualitatively compare its behavior to that of humans. This helps to explain how human problem solving behaviors are compounded out of elementary processes and that this combination of processes can solve problems.

Elements of a theory of human problem solving: Purpose

Investigators hypothesize that the behavior of their Logic Theorist (LT) program when stimuli instruct it to prove a given theorem may be used to predict the behavior of humans when faced with the same logic problem. 

Elements of a theory of human problem solving: Hypothesis

Newell, A., Shaw, J. C., & Simon, H. A. (1958). Elements of a theory of human problem solving. Psychological Review, 65(3), 151–166. https://doi.org/10.1037/h0048495

Wake Forest University

Contains references published in journals related to cognitive psychology

References from Journals in Cognitive Psychology

The Relationship Between the Framing Effect and Moral Dilemmas

Alves, H., Koch, A., & Unkelbach, C. (2017). Why good is more alike than bad: Processing implications. Trends in Cognitive Sciences, 21(2), 69-79.

Why Good is More Alike than Bad: Processing Implications

Simon, H. A., & Newell, A. (1971). Human problem solving: The state of the theory in 1970. American Psychologist, 26(2), 145–159. https://doi.org/10.1037/h0030806

Human problem solving: The state of the theory in 1970

Elements of a theory of human problem solving

Bisson, MJ., Gilmore, C., Inglis, M. et al. Measuring Conceptual Understanding Using Comparative Judgement. Int. J. Res. Undergrad. Math. Ed. 2, 141–164 (2016). https://doi.org/10.1007/s40753-016-0024-3

Measuring Conceptual Understanding Using Comparative Judgement

JONES, I ... et al, 2013. Measuring conceptual understanding: the case of fractions. IN: Lindmeier, A.M. and Heinze, A. (eds). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME 37), 28th July-2nd August 2013, Kiel, Germany, vol 3, pp. 113-120.

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