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Direct linkJessica E. Bartley; Michael C. Riedel; Taylor Salo; Emily R. Boeving; Katherine L. Bottenhorn; Elsa I. Bravo; Rosalie Odean; Alina Nazareth; Robert W. Laird; Matthew T. Sutherland; Shannon M. Pruden; Eric Brewe; Angela R. Laird – npj Science of Learning, 2019
Understanding how students learn is crucial for helping them succeed. We examined brain function in 107 undergraduate students during a task known to be challenging for many students--physics problem solving--to characterize the underlying neural mechanisms and determine how these support comprehension and proficiency. Further, we applied module…
Descriptors: Brain, Cognitive Processes, Science Process Skills, Abstract Reasoning
Ruh, Nina; Rahm, Benjamin; Unterrainer, Josef M.; Weiller, Cornelius; Kaller, Christoph P. – Brain and Cognition, 2012
In a companion study, eye-movement analyses in the Tower of London task (TOL) revealed independent indicators of functionally separable cognitive processes during problem solving, with processes of building up an internal representation of the problem preceding actual planning processes. These results imply that processes of internalization and…
Descriptors: Problem Solving, Brain, Eye Movements, Task Analysis
Wartenburger, Isabell; Kuhn, Esther; Sassenberg, Uta; Foth, Manja; Franz, Elizabeth A.; van der Meer, Elke – Intelligence, 2010
Individuals scoring high in fluid intelligence tasks generally perform very efficiently in problem solving tasks and analogical reasoning tasks presumably because they are able to select the task-relevant information very quickly and focus on a limited set of task-relevant cognitive operations. Moreover, individuals with high fluid intelligence…
Descriptors: Intelligence, Brain Hemisphere Functions, Imagery, Scores
