TY - GEN A1 - Greiff, Samuel A1 - Neubert, Jonas C. A1 - Niepel, Christoph A1 - Ederer, Peer T1 - Problem solving — facilitating the utilization of a concept towards lifelong education T2 - International Journal of Lifelong Education Y1 - 2015 UR - http://doi.org/10.1080/02601370.2015.1060028 SN - 1464-519X VL - 34 IS - 4 SP - 373 EP - 375 ER - TY - GEN A1 - Kretzschmar, André A1 - Neubert, Jonas C. A1 - Wüstenberg, Sascha A1 - Greiff, Samuel T1 - Construct validity of complex problem solving: A comprehensive view on different facets of intelligence and school grades T2 - Intelligence Y1 - 2016 UR - http://www.sciencedirect.com/science/article/pii/S0160289615001634 SN - 0160-2896 VL - 54 SP - 55 EP - 69 ER - TY - GEN A1 - Mainert, Jakob A1 - Kretzschmar, André A1 - Neubert, Jonas C. A1 - Greiff, Samuel T1 - Linking complex problem solving and general mental ability to career advancement: Does a transversal skill reveal incremental predictive validity? T2 - International Journal of Lifelong Education Y1 - 2015 UR - http://www.tandfonline.com/doi/full/10.1080/02601370.2015.1060024 SN - 1464-519X VL - 34 IS - 4 SP - 393 EP - 411 ER - TY - GEN A1 - Neubert, Jonas C. A1 - Mainert, Jakob A1 - Kretzschmar, André A1 - Greiff, Samuel T1 - The Assessment of 21st Century Skills in Industrial and Organizational Psychology: Complex and Collaborative Problem Solving T2 - Industrial and Organizational Psychology Y1 - 2015 UR - http://doi.org/10.1017/iop.2015.14 SN - 1754-9434 VL - 8 IS - 2 SP - 238 EP - 268 ER - TY - CHAP A1 - Neubert, Jonas C. A1 - Lans, Thomas A1 - Mustafic, Maida A1 - Greiff, Samuel A1 - Ederer, Peer ED - Mulder, Martin T1 - Complex problem-solving in a changing world: Bridging domain-specific and transversal competence demands in vocational education T2 - Competence-based Vocational and Professional Education N2 - The general aim of today’s vocational and professional education is the preparation of individuals for the world of work. In this chapter, the following issues are explored: (1) current trends in cognitive skill assessment, (2) benefits of relating them to well-established approaches to learning and instruction in vocational education and (3) recent developments in (large-scale) assessment of competencies in that education sector. More specifically, assessment approaches are studied which originate in cognitive psychology that utilize computer-simulated microworlds for the estimation of skills directed at an individuals’ interaction with complex problem situations (in which complex problem-solving – or CPS – competence is needed). We inquire whether and how vocational and professional education and the accompanying research can utilize some of the underlying principles and problem features from CPS research and vice versa, such as the inclusion of an assessment directed at the procedural aspects of competence, the inclusion of so-called wicked problems in assessment or the role of domain-specific knowledge in solving complex problems. To this end, we present positive examples from different areas of application in vocational education, highlight benefits of an integration of insights for both competence-based vocational and professional education and complex problem-solving research and discuss the potential and need for future research. Y1 - 2017 UR - http://link.springer.com/chapter/10.1007/978-3-319-41713-4_44 SN - 978-3-319-41711-0 SN - 978-3-319-41713-4 U6 - https://doi.org/10.1007/978-3-319-41713-4_44 SP - 953 EP - 969 PB - Springer CY - Cham ER -