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Complex problem solving — More than reasoning?

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Figure

Fig. 1. Structure of a typical MicroDYN item displaying 3 input (A, B, C) and 3output (X, Y, Z) variables.
Fig. 2. Screenshot of the MicroDYN-item “handball training” control phase. The controllers of the input variables range from “- -” (value=−2) to “++” (value=+2)
Fig. 3. Theoretical model of the relations between reasoning (g) and the CPSfacets rule identification (RI), rule knowledge (RK) and rule application(RA)
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