Study of Algorithmic Problem-Solving and Executive Function

Kővári, Attila

doi:10.12700/aph.17.9.2020.9.13

Cited by 19 publications

(7 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, this does not mean that the cognitive mechanism of problem solving has not changed with age. For example, executive function shows insignificant contribution in problem solving in primary and middle school (Lee et al, 2018), but significant in college (Kővári, 2020).…”

Section: Discussionmentioning

confidence: 99%

Different cognitive mechanisms used for solving open and closed math problems

Cui

Wang

et al. 2023

Int J Psychol

View full text Add to dashboard Cite

Problem‐solving skills are very important in our daily life. Almost all problem‐solving studies have addressed the cognitive correlates of solving closed problems, but only limited studies have investigated the cognitive mechanisms of solving open problems. The current study aimed to systematically examine differences between the cognitive mechanisms used for solving open and closed problems. In total, the abilities of 142 high school students to solve open and closed problems were assessed, as were a series of general cognitive abilities as controlled variates. Analogical reasoning uniquely contributed to solving both open and closed math problems, after controlling for age, gender, and inductive reasoning. Reactive cognitive flexibility (measured using the Wisconsin card sorting test) and spatial working memory uniquely correlated only with solving open and closed math problems, respectively. These findings suggest that the cognitive processes used to solve open and closed math problems differ. Open and closed math problems appear to require more reactive cognitive flexibility for generation and more memory for retrieval, respectively.

show abstract

Section: Discussionmentioning

confidence: 99%

Different cognitive mechanisms used for solving open and closed math problems

Cui

Wang

et al. 2023

Int J Psychol

View full text Add to dashboard Cite

show abstract

“…Mele'ndez et al (2019) showed that a person's ability to solve problems depends on their memory capacity, which in turn depends on the preservation of executive functioning. Kovari (2020) also indicated that there is a relationship between problem solving and executive function, and TOH puzzle is one of the tests used to examine executive functions and train on problem solving. Hence, we can reduce impulsivity and improve attentional control by training university students to solve TOH puzzle.…”

Section: Cognitive Training Using Mobile Applicationsmentioning

confidence: 99%

The influence of cognitive training using mobile applications on attentional control and impulsivity among pre-service teachers

El-Badramany,

Khalifa,

Mekky

et al. 2023

CONT ED TECHNOLOGY

View full text Add to dashboard Cite

The purpose of this study was to investigate the influence of cognitive training (CT) using mobile applications on attentional control and impulsivity among pre-service teachers. Pre-service teachers were divided into two groups: experimental (n=25) and control (n=14) groups, they were selected from a large sample (n=718). Over 28 sessions, the training group engaged in CT tasks (the tower of Hanoi [TOH] and simple reaction time [SRT]), whereas the control group did not participate in training sessions or understand the main goal of the study. In the criterion tasks (matching familiar figures and numerical Stroop), all participants were pre- and post-tested. CT using mobile applications helps us see how the trained group’s attentional control and impulsivity had influenced. we also observed the progress of trained group as measured by number of moves or time for TOH, and reaction time (RT) for SRT. Other effects were observed in comparison to a control group that underwent no training. There were changes in impulsivity in post-test in favor of training group according to number of moves, and time component of matching familiar figures test. Corresponding to attentional control, the finding indicated that there were changes in (number and size) RT component in post-test in favor of training group.

show abstract

“…Educational science is one of the fields of applied eye-tracking research [26]. Some specific applications of human-computer interaction systems include studying visual attention [27], problem solving and executive function [28], syntax comprehension [29], hand-gesturebased cursor control [30], and eye-hand coordination [31].…”

Section: Eye Tracking In Learningmentioning

confidence: 99%

Predictive Eye Movements Characterize Active, Not Passive, Participation in the Collective Embodied Learning of a Scientific Concept

Zohar,

Karp,

Ben-Joseph

et al. 2023

Applied Sciences

View full text Add to dashboard Cite

Embodied pedagogy maintains that teaching and learning abstract concepts can benefit significantly from integrating bodily movements into the process. However, the dynamics of such an integration, as well as its dependency on active participation, are not known. Here, we examined the dynamics of visual perception loops during embodied training by tracking eye movements during a session of the collective embodied learning of a concept in physics—angular velocity. Embodied learning was accomplished by the subjects, forming a line that rotated around a central object, in this case, a bottle. We tracked the gaze resulting from the eye and head movements in 12 subjects, who both actively participated in the collective embodied exercise and passively watched it. The tracking data of 7 of these 12 subjects passed our tracking reliability criteria in all the trials and are reported here. During active learning, the learners tended to look ahead of the rotating line (by 35.18 ± 14.82 degrees). In contrast, while passively watching others performing the task, the learners tended to look directly at the line. Interestingly, while the learners were performing the collective exercise, they were unaware of looking ahead of the rotating line. We concluded that the closed-loop perceptual dynamics differed between the active and passive modes, and discussed possible consequences of the observed differences with respect to embodied pedagogy.

show abstract

Study of Algorithmic Problem-Solving and Executive Function

Cited by 19 publications

References 18 publications

Different cognitive mechanisms used for solving open and closed math problems

Different cognitive mechanisms used for solving open and closed math problems

The influence of cognitive training using mobile applications on attentional control and impulsivity among pre-service teachers

Predictive Eye Movements Characterize Active, Not Passive, Participation in the Collective Embodied Learning of a Scientific Concept

Contact Info

Product

Resources

About