Abstract
The purpose of this chapter is to explore the value of the notion of schema in the development of a program of research and intervention concerned with learning disabled adolescents’ “real-life” problem solving. We have addressed our attention to two schemata. One represents the structure of a series of problems presented as short texts. We present a theoretical analysis of the problem-representation schema underlying such problems and demonstrate its psychological reality. We are using this schema in a series of studies that investigate differences between the ways in which learning disabled and nondisabled adolescents formulate problems and also how difficulties in problem formulation lead to difficulties in problem solving.
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Williams, J.P. (1990). The Use of Schema in Research on the Problem Solving of Learning Disabled Adolescents. In: Scruggs, T.E., Wong, B.Y.L. (eds) Intervention Research in Learning Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3414-2_13
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DOI: https://doi.org/10.1007/978-1-4612-3414-2_13
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