ABSTRACT
In the European tradition, experimental research on Complex Problem Solving (henceforth CPS) is relatively new; indeed, it was not the preferred mode of studying CPS when this research domain was introduced during the mid-1970s. This statement may sound somewhat surprising given that one of the most cited early German studies on CPS, the LOHHAUSEN study (Dörner, Kreuzig, Reither, & Stäudel, 1983) in which subjects were asked to perform the duties of the mayor of a small simulated city, was an experimental study in which a treatment factor (i.e., training schedule) was effectively manipulated. That this study was indeed an experimental study has often been overlooked because the experimental results were by far not as impressive as the low correlations between test intelligence and CPS scores that were reported by the authors (see, e.g., Dörner, 1980).
