摘要：Cognitive scientists have studied internal cognitive structures, processes, and systems for decades in order to
understand how they function in human learning. In order to solve challenging tasks in problem situations,
learners not only have to perform cognitive activities, e.g., activating existing cognitive structures or organizing
new information, they also have to set specific goals, plan their activities, monitor their performance during the
problem-solving process, and evaluate the efficiency of their actions. This paper reports an experimental study
with 98 participants where effective instructional interventions for self-regulated learning within problemsolving
processes are investigated. Furthermore, an automated assessment and analysis methodology for
determining the quality of learning outcomes is introduced. The results indicate that generic prompts are an
important aid for developing cognitive structures while solving problems.
