{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,20]],"date-time":"2026-05-20T21:00:29Z","timestamp":1779310829270,"version":"3.51.4"},"reference-count":32,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2010,2,11]],"date-time":"2010-02-11T00:00:00Z","timestamp":1265846400000},"content-version":"vor","delay-in-days":9630,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Cognitive Science"],"published-print":{"date-parts":[[1983,10]]},"abstract":"<jats:p>This study explores the way that belief systems, interactions with social or experimental environments, and skills at the \u201ccontrol\u201d level in decision\u2010making shape people's behavior as they solve problems. It is argued that problem\u2010solvers' beliefs (not necessarily consciously held) about what is useful in mathematics may determine the set of \u201ccognitive resources\u201d at their disposal as they do mathematics. Such beliefs may, for example, render inaccessible to them large bodies of information that are stored in long\u2010term memory and that are easily retrieved in other circumstances. In other cases, individuals' reactions to an experimental setting (fear of failure, or the desire to \u201clook mathematical\u201d while being videotaped) may induce behavior that is almost pathological\u2014and at the same time, so consistent that it can be modeled. In general, such \u201cenvironmental\u201d factors establish the context within which individuals access and utilize the information potentially at their disposal.<\/jats:p><jats:p>Protocols illustrating these points are presented and discussed. A model based on an axiomatization of students' beliefs about plane geometry is outlined, and is shown to correspond closely to their problem\u2010solving performance. A framework is offered for analyzing problem\u2010solving performance at three qualitatively different levels: access to cognitive resources stored in LTM, executive or control decision\u2010making, and belief systems.<\/jats:p>","DOI":"10.1207\/s15516709cog0704_3","type":"journal-article","created":{"date-parts":[[2005,7,17]],"date-time":"2005-07-17T02:49:24Z","timestamp":1121568564000},"page":"329-363","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":209,"title":["Beyond the Purely Cognitive: Belief Systems, Social Cognitions, and Metacognitions As Driving Forces in Intellectual Performance*"],"prefix":"10.1111","volume":"7","author":[{"given":"Alan H.","family":"Schoenfeld","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2010,2,11]]},"reference":[{"key":"e_1_2_1_2_1","volume-title":"Advances in instructional psychology","author":"Brown A.","year":"1978"},{"key":"e_1_2_1_3_1","volume-title":"Children's thinking: What develops","author":"Brown A.","year":"1978"},{"key":"e_1_2_1_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/0004-3702(81)90010-2"},{"key":"e_1_2_1_5_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15516709cog0502_2"},{"key":"e_1_2_1_6_1","volume-title":"The cultural context of learning and thinking","author":"Cole M.","year":"1971"},{"key":"e_1_2_1_7_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-295X.87.3.215"},{"key":"e_1_2_1_8_1","volume-title":"Cognitive assessment","author":"Ericsson K.","year":"1981"},{"key":"e_1_2_1_9_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15516709cog0304_1"},{"key":"e_1_2_1_10_1","volume-title":"Cognitive processes comprehension","author":"Hinsley D.","year":"1977"},{"key":"e_1_2_1_11_1","doi-asserted-by":"publisher","DOI":"10.2307\/1914185"},{"key":"e_1_2_1_12_1","doi-asserted-by":"publisher","DOI":"10.1126\/science.208.4450.1335"},{"key":"e_1_2_1_13_1","first-page":"86","article-title":"What's special about experiments as contexts for thinking?","volume":"2","author":"Lave J.","year":"1980","journal-title":"The Quarterly Newsletter of the Laboratory of Comparative Human Cognition"},{"key":"e_1_2_1_14_1","unstructured":"Lave J.Arithemetic procedures in everyday situations. 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