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This research examines the process of learning problem solving with minimal requirements for a priori knowledge and teacher involvement. Experience indicates that knowledge about the problem solving task can be used to improve problem solving performance. This research addresses the issues of what knowledge is useful, how it is applied during problem solving, and how it can be acquired. For each operator used in the problem solving domain, knowledge is incrementally learned concerning why it isdoi:10.1007/bf00116893 fatcat:u5niprweh5dvrllyus6qghic5i