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dc.contributor.authorOsman, Men_US
dc.date.accessioned2010-11-25T16:30:11Z
dc.date.issued2008-01en_US
dc.identifier.issn0364-0213en_US
dc.identifier.urihttps://qmro.qmul.ac.uk/xmlui/handle/123456789/198
dc.descriptionThe definitive version is available at www3.interscience.wiley.comen_US
dc.format.extent162 - 183en_US
dc.relation.ispartofCOGNITIVE SCIen_US
dc.subjectproblem solvingen_US
dc.subjectskill acquisition and learningen_US
dc.subjectobservation vs. interventionen_US
dc.subjectGOAL SPECIFICITYen_US
dc.subjectVERBALIZABLE KNOWLEDGEen_US
dc.subjectTASK-PERFORMANCEen_US
dc.subjectDYNAMIC-SYSTEMen_US
dc.subjectPROSPECTIVE MEMORIESen_US
dc.subjectEXPLICIT KNOWLEDGEen_US
dc.subjectDECISION-MAKINGen_US
dc.subjectCOMPLEX-SYSTEMSen_US
dc.subjectSELF-REGULATIONen_US
dc.subjectIMPLICITen_US
dc.titleObservation can be as effective as action in problem solvingen_US
dc.typeArticle
dc.identifier.doi10.1080/03640210701703683en_US
pubs.issue1en_US
pubs.notesNot knownen_US
pubs.organisational-group/Queen Mary University of London
pubs.organisational-group/Queen Mary University of London/Faculty of Science & Engineering
pubs.organisational-group/Queen Mary University of London/Faculty of Science & Engineering/Biological and Chemical Sciences - Staff
pubs.organisational-group/Queen Mary University of London/REF
pubs.organisational-group/Queen Mary University of London/REF/REF - UoA 05
pubs.volume32en_US


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