A Theory for Remediating Problem-Solving Skills of Older Children and Adults

Abstract

This article describes TAPS, an integrated theory of problem solving derived in part from systematic observations of adolescents and young adults trained to talk aloud while solving complex, multischema word problems. We present a detailed analysis of the macroprocesses and meta-processes underlying problem-solving performance in older students, and contrast this analysis with previous models that deal primarily with microprocesses, simple word problems, and very young children. TAPS is proffered as a useful theory that furnishes prescriptions for training.