Cognitive Flexibility Theory

 experts in ill-structured domains reason by comparison to previous cases, not by reference to first principles

eg Law.

Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains

"case to concept to other case"

Instructional design models for well-structured and III-structured problem-solving learning outcomes - Jonassen, Ambruso, and Olesen, 1992

Modes of Openness and Flexibility in Cognitive Flexibility Hypertext Learning Environments - Spriro et al 2007

how is Case A like Case B but not like Case C

- Like the difficulty of trying to market two very similar products as different.

Jonassen & Tessmer, 1996

Problem solving involves

(domain knowledge). However, it also involves 

structural knowledge (information networking, semantic mapping/

ampliative skills (constructing/applying arguments, analogizing, and inferencing), and 

metacognitive skills (goal setting, allocating cognitive resources, assessing prior knowledge, assessing progress/error checking) in the learner. Additionally, problem solving also engages 

motivation/attitudinal components (exerting effort, persisting on task, engaging intentionally) and certainly requires 

knowledge about self (articulating prior knowledge, articulating sociocultural knowledge, articulating personal strategies, and articulating cognitive prejudices/weaknesses)

Instructional Design Models

content-neutral puzzles.