Towards a Multi-level Exploration of Human and Computational Re-representation in Unified Cognitive Frameworks.
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PROVIDER: S-EPMC6502907 | BioStudies |
REPOSITORIES: biostudies
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Project description:Creativity is pivotal to solving complex problems of many kinds, yet how cognitive flexibility dynamically supports creative processes is largely unexplored. Despite being a crucial multi-faceted contributor in creative thinking, cognitive flexibility, as typically assessed, does not fully capture how people adaptively shift between varying or persisting in their current problem-solving efforts. To fill this theoretical and methodological gap, we introduce a new operationalization of cognitive flexibility: the process-based Self-Guided Transition (SGT) measures, which assess when participants autonomously choose to continue working on one of two concurrently presented items (dwell length) and how often they choose to switch between the two items (shift count). We examine how these measures correlate with three diverse creativity tasks, and with creative performance on a more complex "garden design" task. Analyses of the relations between these new cognitive flexibility measures in 66 young adults revealed that SGT dwell length positively correlated with creative performance across several tasks. The SGT shift count positively correlated with within-task performance for a two-item choice task tapping divergent thinking (Alternative Uses Task) but not for a two-item choice task calling on convergent thinking (Anagram task). Multiple regression analyses revealed that, taken together, both the shift count and dwell length measures from the Alternative Uses Task explained a significant proportion of variance in measures of fluency, and originality, on a composite measure of the three independently-assessed creative tasks. Relations of SGTs to the Garden Design task were weaker, though shift count on the Alternative Uses Task was predictive of a composite measure of overall Garden Design quality. Taken together, these results highlight the promise of our new process-based measures to better chart the dynamically flexible processes supporting creative thinking and action.
| S-EPMC7292033 | BioStudies
Project description:Generating associations is important for cognitive tasks including language acquisition and creative problem solving. It remains an open question how the brain represents and processes associations. The Remote Associates Test (RAT) is a task, originally used in creativity research, that is heavily dependent on generating associations in a search for the solutions to individual RAT problems. In this work we present a model that solves the test. Compared to earlier modeling work on the RAT, our hybrid (i.e., non-developmental) model is implemented in a spiking neural network by means of the Neural Engineering Framework (NEF), demonstrating that it is possible for spiking neurons to be organized to store the employed representations and to manipulate them. In particular, the model shows that distributed representations can support sophisticated linguistic processing. The model was validated on human behavioral data including the typical length of response sequences and similarity relationships in produced responses. These data suggest two cognitive processes that are involved in solving the RAT: one process generates potential responses and a second process filters the responses.
| S-EPMC5288385 | BioStudies
Project description:In the field of mathematics education, one of the main questions remaining under debate is whether students' development of mathematical reasoning and problem-solving is aided more by solving tasks with given instructions or by solving them without instructions. It has been argued, that providing little or no instruction for a mathematical task generates a mathematical struggle, which can facilitate learning. This view in contrast, tasks in which routine procedures can be applied can lead to mechanical repetition with little or no conceptual understanding. This study contrasts Creative Mathematical Reasoning (CMR), in which students must construct the mathematical method, with Algorithmic Reasoning (AR), in which predetermined methods and procedures on how to solve the task are given. Moreover, measures of fluid intelligence and working memory capacity are included in the analyses alongside the students' math tracks. The results show that practicing with CMR tasks was superior to practicing with AR tasks in terms of students' performance on <i>practiced test tasks</i> and <i>transfer test tasks</i>. Cognitive proficiency was shown to have an effect on students' learning for both CMR and AR learning conditions. However, math tracks (advanced versus a more basic level) showed no significant effect. It is argued that going beyond step-by-step textbook solutions is essential and that students need to be presented with mathematical activities involving a struggle. In the CMR approach, students must focus on the relevant information in order to solve the task, and the characteristics of CMR tasks can guide students to the structural features that are critical for aiding comprehension.
| S-EPMC7775304 | BioStudies
Project description:Background The complex health system and challenging patient care environment require experienced nurses, especially those with high cognitive skills such as problem-solving, decision- making and critical thinking. Therefore, this study investigated the impact of social problem-solving training on nursing students’ critical thinking and decision-making. Methods This study was quasi-experimental research and pre-test and post-test design and performed on 40 undergraduate/four-year students of nursing in Borujen Nursing School/Iran that was randomly divided into 2 groups; experimental (n?=?20) and control (n?=?20). Then, a social problem-solving course was held for the experimental group. A demographic questionnaire, social problem-solving inventory-revised, California critical thinking test, and decision-making questionnaire was used to collect the information. The reliability and validity of all of them were confirmed. Data analysis was performed using SPSS software and independent sampled T-test, paired T-test, square chi, and Pearson correlation coefficient. Results The finding indicated that the social problem-solving course positively affected the student’ social problem-solving and decision-making and critical thinking skills after the instructional course in the experimental group (P?<?0.05), but this result was not observed in the control group (P?>?0.05). Conclusions The results showed that structured social problem-solving training could improve cognitive problem-solving, critical thinking, and decision-making skills. Considering this result, nursing education should be presented using new strategies and creative and different ways from traditional education methods. Cognitive skills training should be integrated in the nursing curriculum. Therefore, training cognitive skills such as problem- solving to nursing students is recommended.
| S-EPMC7542695 | BioStudies
Project description:Creative cognition, defined as the generation of new yet appropriate ideas and solutions, serves important adaptive purposes. Here, we tested whether and how middle adolescence, characterized by transformations toward life independency and individuality, is a more profitable phase than adulthood for creative cognition. Behavioral and neural differences for creative problem solving in adolescents (15-17 years) and adults (25-30 years) were measured while performing a matchstick problem task (MPT) in the scanner and the creative ability test (CAT), a visuo-spatial divergent thinking task, outside the scanner. Overall performances were comparable, although MPT performance indicated an advantage for adolescents in creative problem solving. In addition, adolescents showed more activation in lateral prefrontal cortex (ventral and dorsal) during creative problem solving compared to adults. These areas correlated with performances on the MPT and the CAT performance. We discuss that extended prefrontal cortex activation in adolescence is important for exploration and aids in creative cognition.
| S-EPMC6987824 | BioStudies
Project description:Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N?=?5) and healthy normal comparison participants (N?=?5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. © 2016 Wiley Periodicals, Inc.
| S-EPMC4912432 | BioStudies
Project description:Finding creative solutions to difficult problems is a fundamental aspect of human culture and a skill highly needed. However, the exact neural processes underlying creative problem solving remain unclear. Insightful problem solving tasks were shown to be a valid method for investigating one subcomponent of creativity: the Aha!-moment. Finding insightful solutions during a remote associates task (RAT) was found to elicit specific cortical activity changes. Considering the strong affective components of Aha!-moments, as manifested in the subjectively experienced feeling of relief following the sudden emergence of the solution of the problem without any conscious forewarning, we hypothesized the subcortical dopaminergic reward network to be critically engaged during Aha. To investigate those subcortical contributions to insight, we employed ultra-high-field 7 T fMRI during a German Version of the RAT. During this task, subjects were exposed to word triplets and instructed to find a solution word being associated with all the three given words. They were supposed to press a button as soon as they felt confident about their solution without further revision, allowing us to capture the exact event of Aha!-moment. Besides the finding on cortical involvement of the left anterior middle temporal gyrus (aMTG), here we showed for the first time robust subcortical activity changes related to insightful problem solving in the bilateral thalamus, hippocampus, and the dopaminergic midbrain comprising ventral tegmental area (VTA), nucleus accumbens (NAcc), and caudate nucleus. These results shed new light on the affective neural mechanisms underlying insightful problem solving.
| S-EPMC6055807 | BioStudies
Project description:Background:Schizotypy is a set of personality traits that resemble the signs and symptoms of schizophrenia in the general population, and it is associated with various subclinical mental health problems, including sleep disturbances. Additionally, dimensions of schizotypy show specific but weak associations with creativity. Given that creativity demands cognitive control and mental health, and that sleep disturbances negatively impact cognitive control, we predicted that positive, impulsive and disorganised schizotypy will demonstrate stronger associations with indicators of creativity, if the effect of mental health, insomnia, and intellect are statistically controlled. Methods:University students (N = 182) took part in the study. Schizotypy was assessed with the shortened Oxford-Liverpool Inventory of Feelings and Experiences (sO-LIFE). Creative achievements were measured with the Creative Achievement Questionnaire (CAQ), divergent thinking was assessed with the 'Just suppose' task, and remote association problem solving was tested with Compound Remote Associate (CRA) problems. Mental health was assessed with the 12-item version of the General Health Questionnaire (GHQ-12), and insomnia was examined with the Athens Insomnia Scale (AIS). Verbal short term memory was measured with the forward digit span task, and intellect was assessed with the Rational-Experiential Inventory (REI). Multiple linear regressions were performed to examine the relationship between creativity and schizotypy. Indicators of creativity were the dependent variables. In the first block, dimensions of schizotypy, age, gender and smoking were entered, and in the second block, the models were extended with mental health, insomnia, verbal short term memory, and intellect. Results:Positive schizotypy positively predicted real-life creative achievements, independently from the positive effect of intellect. Follow-up analyses revealed that positive schizotypy predicted creative achievements in art, while higher disorganised schizotypy was associated with creative achievements in science (when intellect was controlled for). Furthermore, disorganised schizotypy positively predicted remote association problem solving performance, if insomnia and verbal short term memory were statistically controlled. No dimension of schizotypy was significantly associated with divergent thinking. Discussion:In line with previous findings, positive schizotypy predicted real-life creative achievements. The positive effects of disorganised schizotypy might be explained in terms of the simultaneous involvement of enhanced semantic priming and cognitive control in problem solving. We speculate that the lack of associations between divergent thinking and schizotypy might be related to instruction effects. Our study underscores the relevance of sleep impairment to the psychosis-spectrum, and refines our knowledge about the adaptive aspects of schizotypy in the general population.
| S-EPMC6147126 | BioStudies
Project description:INTRODUCTION:Taking microdoses (a mere fraction of normal doses) of psychedelic substances, such as truffles, recently gained popularity, as it allegedly has multiple beneficial effects including creativity and problem-solving performance, potentially through targeting serotonergic 5-HT2A receptors and promoting cognitive flexibility, crucial to creative thinking. Nevertheless, enhancing effects of microdosing remain anecdotal, and in the absence of quantitative research on microdosing psychedelics, it is impossible to draw definitive conclusions on that matter. Here, our main aim was to quantitatively explore the cognitive-enhancing potential of microdosing psychedelics in healthy adults. METHODS:During a microdosing event organized by the Dutch Psychedelic Society, we examined the effects of psychedelic truffles (which were later analyzed to quantify active psychedelic alkaloids) on two creativity-related problem-solving tasks: the Picture Concept Task assessing convergent thinking and the Alternative Uses Task assessing divergent thinking. A short version of the Ravens Progressive Matrices task assessed potential changes in fluid intelligence. We tested once before taking a microdose and once while the effects were expected to be manifested. RESULTS:We found that both convergent and divergent thinking performance was improved after a non-blinded microdose, whereas fluid intelligence was unaffected. CONCLUSION:While this study provides quantitative support for the cognitive-enhancing properties of microdosing psychedelics, future research has to confirm these preliminary findings in more rigorous placebo-controlled study designs. Based on these preliminary results, we speculate that psychedelics might affect cognitive metacontrol policies by optimizing the balance between cognitive persistence and flexibility. We hope this study will motivate future microdosing studies with more controlled designs to test this hypothesis.
| S-EPMC6267140 | BioStudies
Project description:Core object recognition, the ability to rapidly recognize objects despite variations in their appearance, is largely solved through the feedforward processing of visual information. Deep neural networks are shown to achieve human-level performance in these tasks, and explain the primate brain representation. On the other hand, object recognition under more challenging conditions (i.e. beyond the core recognition problem) is less characterized. One such example is object recognition under occlusion. It is unclear to what extent feedforward and recurrent processes contribute in object recognition under occlusion. Furthermore, we do not know whether the conventional deep neural networks, such as AlexNet, which were shown to be successful in solving core object recognition, can perform similarly well in problems that go beyond the core recognition. Here, we characterize neural dynamics of object recognition under occlusion, using magnetoencephalography (MEG), while participants were presented with images of objects with various levels of occlusion. We provide evidence from multivariate analysis of MEG data, behavioral data, and computational modelling, demonstrating an essential role for recurrent processes in object recognition under occlusion. Furthermore, the computational model with local recurrent connections, used here, suggests a mechanistic explanation of how the human brain might be solving this problem.
2019-01-01 | S-EPMC6538196 | BioStudies