Analyzing Complex Problem Solving by Dynamic Brain Networks

Abstract

Complex problem solving is a high level cognitive task of the human brain, which has been studied over the last decade. Tower of London (TOL) is a game that has been widely used to study complex problem solving. In this paper, we aim to explore the underlying cognitive network structure among anatomical regions of complex problem solving and its subtasks, namely planning and execution. A new computational model for estimating a brain network at each time instant of fMRI recordings is proposed. The suggested method models the brain network as an Artificial Neural Network, where the weights correspond to the relationships among the brain anatomic regions. The first step of the model is preprocessing that manages to decrease the spatial redundancy while increasing the temporal resolution of the fMRI recordings. Then, dynamic brain networks are estimated using the preprocessed fMRI signal to train the Artificial Neural Network. The properties of the estimated brain networks are studied in order to identify regions of interest, such as hubs and subgroups of densely connected brain regions. The representation power of the suggested brain network is shown by decoding the planning and execution subtasks of complex problem solving. Our findings are consistent with the previous results of experimental psychology. Furthermore, it is observed that there are more hubs during the planning phase compared to the execution phase, and the clusters are more strongly connected during planning compared to execution.

The relation of complex problem solving with reflective abstraction: a systematic literature review

“…Table 1. Summary of research findings of the included studies Type of content References Relation CPS to knowledge i) in the CPS process, knowledge is used to understand problems and is applied to achieve goals [20]- [22]; ii) knowledge development is required for complex problem solving [23]; iii) the knowledge possessed, and the environment can stimulate CPS abilities on cognitive and environmental factors [7], [24]; iv) knowledge is built through abstraction to complex problems solving [25]; v) acquiring knowledge of the problem becomes the relationship between intelligence and the application of knowledge in the CPS process [26]- [28]; vi) CPS includes a large number of human higher-order cognitive processes [29]; vii) CPS is related to knowledge and understanding [27], [30], [31]; viii) the importance of knowledge tracking in CPS [32]; ix) there is influence of knowledge and cognitive ability on CPS performance [33], [34]; x) there was no interaction between CPS ability and gender, even though there were differences in math ability [35]; xi) knowledge of the problem will have a positive impact on the success of CPS [1]; xii) through learning can develop skills and experience in dealing with CPS [36]; xiii) metacognition plays a role in increasing motivation in the CPS process [37]; xiv) the roadmap helps the cultivation of knowledge and skills in CPS [38]; xv) problem-solving-based mathematics textbooks can increase knowledge in CPS [39]; xvi) the use of technology in learning can encourage knowledge in CPS [40]; xvii) the contribution of knowledge-based students by making examples based on their own experiences can train students' CPS [3], [41]; xviii) intelligence is highly correlated with CPS performance if the level of knowledge is moderate and has a small correlation if knowledge is very little or very much [16], [42]; xix) CPS as the application of knowledge and skills in the real world [43]; xx) knowledge as a basis for decision-making on CPS [44]; ...…”

Analysis of Students' Learning Problem Solving Skills through the Application of Polya's Steps

“…Theoretically, in solving a specific problem in learning, a thinking process is needed that can implement the knowledge (knowledge) and experience (empirical) that has been obtained so that it can be used as a tool to solve problems (Rizky Ananda Setiyawan & Palupi Sri Wijayanti, 2020). In other words, to be able to solve complex problems requires higher-level thinking activities (Alchihabi et al, 2021), both personally and problem solving involving groups (Hagemann & Kluge, 2017) so that solutions or answers are obtained that can answer problems in learning.…”

A Theory of Mental Frameworks

“…Learning to think in order to resolve problems involves multiple cognitive processes and uses a complex combination of neural networks in the brain, which vary depending on the task at hand (Alchihabi et al, 2021). For example, while the recollection of the meaning of a word is a relatively simple cognitive process on the surface, it is actually highly complex (Dreyer and Pulvermüller, 2018).…”