Abstract
Abstract : The purposes of this research were to (a) identify individual differences related to unstructured problem-solving capability and (b) evaluate the effective- ness of a training course designed to enhance performance in solving unstructured problems. One group underwent training designed to teach thinking process skills. The second group underwent instruction about thinking and problem solving that was content (not process) oriented. Four predictors accounted for 60% of the criterion's variance. They were, in order of importance, mental rotations, use of intuition, use of introversion (both as assessed with the Myers-Briggs Type Indicator), and risk-taking propensity. Students taking the thinking process training significantly outscored those taught only about problems and errors in human judgment and decision making.
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