The paper documents the need for an effective technology to teach problem-solving. It asserts that a behaviorological analysis of problem-solving can speed the development of an effective technology to teach problem-solving behavior. A behaviorological definition of problem-solving is proposed. The history of behaviorological approaches to problem-solving is traced and suggestions are offered that may facilitate further empirical and theoretical work. One application of a behaviorological analysis to the teaching of problem-solving is illustrated by some preliminary data on the effectiveness of a technique for teaching a type of problem-solving behavior. Suggestions for further research are provided.

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