Browsing by Subject "Problem Solving"

Now showing 1 - 9 of 9

Open Access
H.M.'s personal crossword puzzles: understanding memory and language.
(Memory, 2008-02) Skotko, Brian G; Rubin, David C; Tupler, Larry A
The amnesic patient H.M. has been solving crossword puzzles nearly all his life. Here, we analysed the linguistic content of 277 of H.M.'s crossword-puzzle solutions. H.M. did not have any unusual difficulties with the orthographic and grammatical components inherent to the puzzles. He exhibited few spelling errors, responded with appropriate parts of speech, and provided answers that were, at times, more convincing to observers than those supplied by the answer keys. These results suggest that H.M.'s lexical word-retrieval skills remain fluid despite his profound anterograde amnesia. Once acquired, the maintenance of written language comprehension and production does not seem to require intact medial temporal lobe structures.
Open Access
Individual and program Characteristics May Drive Variability in Outcomes After Caregivers Participate in a Tailored Support Intervention.
(Journal of applied gerontology : the official journal of the Southern Gerontological Society, 2022-08) Shepherd-Banigan, Megan; Jones, Kelley A; Sullivan, Caitlin; Wang, Ke; Clark, Amy G; Van Houtven, Courtney; Olsen, Jennifer M
Critically needed programs designed to support family caregivers have shown inconsistent reductions in stress and burden. To explore drivers of improvement in caregiver outcomes after participation in a support intervention we analyzed data from a one-on-one, tailored problem-solving intervention targeting caregiver wellbeing (2015-2019, n = 503). We explored data patterns across 21 individual, household, and program-level variables using elastic net regression to identify drivers of improvements, and their relative importance. Baseline subjective burden, baseline depressive symptom scores, baseline caregiver problem solving, African American race, and site and coach fixed effects were the most consistent drivers of changes across the explored caregiver outcomes. Caregiver and program characteristics may be promising avenues to target to decrease distress and burden during intervention design. Interventions focusing on highly distressed caregivers may lead to greater improvements. More research is needed to identify how site or interventionists characteristics drive positive intervention effects.
Open Access
Learning from falling.
(Child Dev, 2006-01) Joh, Amy S; Adolph, Karen E
Walkers fall frequently, especially during infancy. Children (15-, 21-, 27-, 33-, and 39-month-olds) and adults were tested in a novel foam pit paradigm to examine age-related changes in the relationship between falling and prospective control of locomotion. In trial 1, participants walked and fell into a deformable foam pit marked with distinct visual cues. Although children in all 5 age groups required multiple trials to learn to avoid falling, the number of children who showed adult-like, 1-trial learning increased with age. Exploration and alternative locomotor strategies increased dramatically on learning criterion trials and displays of negative affect were limited. Learning from falling is discussed in terms of the immediate and long-term effects of falling on prospective control of locomotion.
Open Access
Puzzling thoughts for H. M.: can new semantic information be anchored to old semantic memories?
(Neuropsychology, 2004-10) Skotko, Brian G; Kensinger, Elizabeth A; Locascio, Joseph J; Einstein, Gillian; Rubin, David C; Tupler, Larry A; Krendl, Anne; Corkin, Suzanne
Researchers currently debate whether new semantic knowledge can be learned and retrieved despite extensive damage to medial temporal lobe (MTL) structures. The authors explored whether H. M., a patient with amnesia, could acquire new semantic information in the context of his lifelong hobby of solving crossword puzzles. First, H. M. was tested on a series of word-skills tests believed important in solving crosswords. He also completed 3 new crosswords: 1 puzzle testing pre-1953 knowledge, another testing post-1953 knowledge, and another combining the 2 by giving postoperative semantic clues for preoperative answers. From the results, the authors concluded that H. M. can acquire new semantic knowledge, at least temporarily, when he can anchor it to mental representations established preoperatively.
Open Access
Resolving response, decision, and strategic control: evidence for a functional topography in dorsomedial prefrontal cortex.
(J Neurosci, 2009-10-21) Venkatraman, Vinod; Rosati, Alexandra G; Taren, Adrienne A; Huettel, Scott A
The dorsomedial prefrontal cortex (DMPFC) plays a central role in aspects of cognitive control and decision making. Here, we provide evidence for an anterior-to-posterior topography within the DMPFC using tasks that evoke three distinct forms of control demands--response, decision, and strategic--each of which could be mapped onto independent behavioral data. Specifically, we identify three spatially distinct regions within the DMPFC: a posterior region associated with control demands evoked by multiple incompatible responses, a middle region associated with control demands evoked by the relative desirability of decision options, and an anterior region that predicts control demands related to deviations from an individual's preferred decision-making strategy. These results provide new insight into the functional organization of DMPFC and suggest how recent controversies about its role in complex decision making and response mapping can be reconciled.
Open Access
Strategic allocation of attention reduces temporally predictable stimulus conflict.
(J Cogn Neurosci, 2012-09) Appelbaum, L Gregory; Boehler, Carsten N; Won, Robert; Davis, Lauren; Woldorff, Marty G
Humans are able to continuously monitor environmental situations and adjust their behavioral strategies to optimize performance. Here we investigate the behavioral and brain adjustments that occur when conflicting stimulus elements are, or are not, temporally predictable. ERPs were collected while manual response variants of the Stroop task were performed in which the SOAs between the relevant color and irrelevant word stimulus components were either randomly intermixed or held constant within each experimental run. Results indicated that the size of both the neural and behavioral effects of stimulus incongruency varied with the temporal arrangement of the stimulus components, such that the random-SOA arrangements produced the greatest incongruency effects at the earliest irrelevant first SOA (-200 msec) and the constant-SOA arrangements produced the greatest effects with simultaneous presentation. These differences in conflict processing were accompanied by rapid (∼150 msec) modulations of the sensory ERPs to the irrelevant distractor components when they occurred consistently first. These effects suggest that individuals are able to strategically allocate attention in time to mitigate the influence of a temporally predictable distractor. As these adjustments are instantiated by the participants without instruction, they reveal a form of rapid strategic learning for dealing with temporally predictable stimulus incongruency.
Open Access
Student Learning Dispositions: Multidimensional Profiles Highlight Important Differences among Undergraduate STEM Honors Thesis Writers.
(CBE life sciences education, 2019-06) Dowd, Jason E; Thompson, Robert J; Schiff, Leslie; Haas, Kelaine; Hohmann, Christine; Roy, Chris; Meck, Warren; Bruno, John; Reynolds, Julie A
Various personal dimensions of students-particularly motivation, self-efficacy beliefs, and epistemic beliefs-can change in response to teaching, affect student learning, and be conceptualized as learning dispositions. We propose that these learning dispositions serve as learning outcomes in their own right; that patterns of interrelationships among these specific learning dispositions are likely; and that differing constellations (or learning disposition profiles) may have meaningful implications for instructional practices. In this observational study, we examine changes in these learning dispositions in the context of six courses at four institutions designed to scaffold undergraduate thesis writing and promote students' scientific reasoning in writing in science, technology, engineering, and mathematics. We explore the utility of cluster analysis for generating meaningful learning disposition profiles and building a more sophisticated understanding of students as complex, multidimensional learners. For example, while students' self-efficacy beliefs about writing and science increased across capstone writing courses on average, there was considerable variability at the level of individual students. When responses on all of the personal dimensions were analyzed jointly using cluster analysis, several distinct and meaningful learning disposition profiles emerged. We explore these profiles in this work and discuss the implications of this framework for describing developmental trajectories of students' scientific identities.
Open Access
Three-year-olds hide their communicative intentions in appropriate contexts.
(Dev Psychol, 2013-11) Grosse, Gerlind; Scott-Phillips, Thomas C; Tomasello, Michael
Human cooperative communication involves both an informative intention that the recipient understands the content of the signal and also a (Gricean) communicative intention that the recipient recognizes that the speaker has an informative intention. The degree to which children understand this 2-layered nature of communication is the subject of some debate. One phenomenon that would seem to constitute clear evidence of such understanding is hidden authorship, in which informative acts are produced but with the communicative intent behind them intentionally hidden. In this study, 3- and 5-year-old children were told that an adult was seeking a toy but wanted to find it on her own. Children of both ages often did something to make the toy easier for the adult to see while at the same time concealing their actions in some way. This suggests that by the age of 3, children are able to separate the multiple layers of intentionality involved in human cooperative communication.
Open Access
Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers.
(CBE life sciences education, 2018-01) Dowd, Jason E; Thompson, Robert J; Schiff, Leslie A; Reynolds, Julie A
Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this study of undergraduate thesis writing in biology at two universities, we examine how scientific reasoning exhibited in writing (assessed using the Biology Thesis Assessment Protocol) relates to general and specific critical-thinking skills (assessed using the California Critical Thinking Skills Test), and we consider implications for instruction. We find that scientific reasoning in writing is strongly related to inference, while other aspects of science reasoning that emerge in writing (epistemological considerations, writing conventions, etc.) are not significantly related to critical-thinking skills. Science reasoning in writing is not merely a proxy for critical thinking. In linking features of students' writing to their critical-thinking skills, this study 1) provides a bridge to prior work suggesting that engagement in science writing enhances critical thinking and 2) serves as a foundational step for subsequently determining whether instruction focused explicitly on developing critical-thinking skills (particularly inference) can actually improve students' scientific reasoning in their writing.