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dc.date.accessioned2018-04-06T14:50:35Z
dc.date.created2017-08-25T12:52:54Z
dc.date.issued2017
dc.identifier.citationLotz, Christin Scherer, Ronny Greiff, Samuel Sparfeldt, J. R. . Intelligence in action – Effective strategic behaviors while solving complex problems. Intelligence. 2017, 64, 98-112
dc.identifier.urihttp://hdl.handle.net/10852/61452
dc.description.abstractIntelligence and complex problem solving (CPS) are two strongly overlapping constructs. In contrast to conventional intelligence tests, CPS-assessments provide process data concerning the interactions between the problem solver and the task. Despite the availability of this data, theory-driven research on students' strategic behaviors during the CPS exploration phase is limited. Consequently, this study investigated how N = 495 high-school students applied and adapted two domain-general strategic behaviors, VOTAT (vary-one-thing-at-a-time; Tschirgi, 1980) and NOTAT (vary no-thing-at-a-time), across a set of nine CPS-tasks with different demands (i.e., identifying direct and dynamic effects). Moreover, we examined how intelligence facilitated more effective strategy use. Results of discontinuous latent growth curve modeling showed that (1) students used VOTAT and NOTAT with a higher and increasing relative frequency when these strategic behaviors were effective. In contrast, when the behaviors were ineffective, students used them with a lower and decreasing relative frequency. (2) More intelligent students used VOTAT and NOTAT more often and with a steeper increasing gradient when these behaviors were effective. When the behaviors were ineffective, more intelligent students showed a lower relative frequency, but no steeper gradient decrease. We discuss these findings from the perspective of how intelligence manifests itself in effective strategy use. This research has been accepted and published in Intelligence. © 2017 Elsevieren_US
dc.languageEN
dc.publisherElsevier
dc.titleIntelligence in action – Effective strategic behaviors while solving complex problemsen_US
dc.typeJournal articleen_US
dc.creator.authorLotz, Christin
dc.creator.authorScherer, Ronny
dc.creator.authorGreiff, Samuel
dc.creator.authorSparfeldt, J. R.
dc.date.embargoenddate2019-08-24
cristin.unitcode185,18,7,0
cristin.unitnameCentre for Educational Measurement
cristin.ispublishedtrue
cristin.fulltextpreprint
cristin.qualitycode2
dc.identifier.cristin1488657
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Intelligence&rft.volume=64&rft.spage=98&rft.date=2017
dc.identifier.jtitleIntelligence
dc.identifier.volume64
dc.identifier.startpage98
dc.identifier.endpage112
dc.identifier.doihttp://dx.doi.org/10.1016/j.intell.2017.08.002
dc.identifier.urnURN:NBN:no-64067
dc.type.documentTidsskriftartikkelen_US
dc.source.issn0160-2896
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/61452/1/Lotz_et_al_2017-INTELL_preprint.pdf
dc.type.versionSubmittedVersion


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