2020 年 46 巻 2 号 p. 130-138
The purpose of this study was to show the cognitive structure that influences problem solving for difficult mathematical tasks for university students. Before and after reading an explanation about psychostatistics, we asked for answers to questions about psychostatistics and we then analyzed the responses. The results showed that although the learning task was reading an explanation, fragmented knowledge was activated and linked to each other. Furthermore, cognitive structures that affect task resolution include logical relationships and single knowledge, and both influence the accuracy of problem solving, but logical relationships have a particularly large effect.