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In an opinion paper published in this journal, Funke (2014) argues that two different types of assessment instruments for complex problem solving (CPS), computer-simulated microworlds (CSMs), and minimal complex systems (MCSs), might require different types of causal cognition. CPS denotes the ability to successfully deal with new, intransparent, and dynamically changing problem situations (Funke, 2001) and is considered one of the most important skills of the 21st century. Given the recent attention CPS has received from both academic and educational stances, for instance, through the Programme for International Student Assessment, which tested CPS in 15-year-old students across more than 40 countries (OECD, 2014), the topic addressed by Funke (2014) is both timely and of high relevance.

What you see is what you (don't) get: a comment on Funke's (2014) opinion paper