Selecting examples for solving word problems.

College students studied the solution of a simple and a complex example, then they used the examples to construct equations for algebra word problems. The frequency with which they referred to each example across 8 test problems that varied in complexity was recorded. In a 5-factor ANOVA, instructional format, test-problem order, and aptitude were between-Ss factors, and example complexity and test-problem complexity were within-S factors. Evidence for good metacognitive skills regarding selection of examples included students' ability to match examples with test problems and their preference for the complex example. However, neither finding interacted with instructional format or aptitude. (PsycINFO Database Record (c) 2010 APA, all rights reserved)