复杂问题解决(CPS)：理论构念、测评范式与影响机制的研究综述
Complex Problem Solving (CPS): A Review of Theoretical Constructs, Assessment Paradigms, and Influencing Mechanisms
摘要: 在全球化与信息爆炸背景下，复杂问题解决(Complex Problem Solving, CPS)作为衡量个体应对动态、不确定及非透明情境能力的核心构念，已成为教育心理学领域高阶认知研究的焦点。本文系统梳理了CPS从“问题空间搜索”到“双重空间理论”的理论演进，阐明了其知识获取与知识应用的双阶段认知加工特征。文章重点评述了计算机模拟微世界、形式化框架及多重复杂系统(MCS)等测评范式的更迭，并从个体差异、系统特质及发展心理学视角剖析了CPS的影响机制。尽管CPS在实证评估与干预实践中展现出显著的应用前景与生态效度，但仍面临心理测量学标准化不足、纵向追踪研究匮乏以及理论与实践转化断裂等挑战。未来研究应致力于优化测评工具的测量等价性，深化影响机制的路径分析，并强化跨学科视域下的教育干预实证研究。
Abstract: In the era of globalization and information explosion, Complex Problem Solving (CPS), as a core construct for measuring an individual’s capacity to navigate dynamic, uncertain, and non-transparent environments, has become a focal point of higher-order cognitive research in educational psychology. This paper systematically reviews the theoretical evolution of CPS, transitioning from “Problem Space Search” to “Dual Space Theory,” and delineates its cognitive processing across two distinct stages: knowledge acquisition and knowledge application. The review evaluates the shift in assessment paradigms—from computer-simulated Microworlds and Formal Frameworks to Multiple Complex Systems (MCS)—while elucidating the influencing mechanisms of CPS through the lenses of individual differences, systemic features, and developmental psychology. Although CPS has demonstrated significant predictive power and ecological validity in empirical assessments and interventions, the field continues to grapple with challenges such as insufficient psychometric standardization, a paucity of longitudinal research, and a disconnect between theoretical constructs and practical applications. Future research should prioritize enhancing the measurement invariance of assessment tools, deepening path analyses of influencing mechanisms, and strengthening empirical evidence for educational interventions within interdisciplinary frameworks.
文章引用：马立波 (2026). 复杂问题解决(CPS)：理论构念、测评范式与影响机制的研究综述. 心理学进展, 16(2), 391-400. https://doi.org/10.12677/ap.2026.162100

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