Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Problem-Solving01:29

Problem-Solving

664
Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
664
Cognitive Learning01:21

Cognitive Learning

1.6K
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
1.6K
Introspection01:29

Introspection

437
Introspection, long upheld as a reliable route to self-knowledge, involves examining one's thoughts, emotions, and mental processes. It underpins many psychological practices, from mindfulness meditation to psychotherapy and self-help strategies. However, empirical evidence challenges the accuracy of introspection as a means of understanding oneself.Limitations of Introspective InsightSeminal work by Nisbett and Wilson demonstrated that individuals are frequently unaware of the true causes...
437
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

463
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
463
Method of Sections: Problem Solving II01:30

Method of Sections: Problem Solving II

1.8K
Consider an arbitrary truss structure composed of diagonal, vertical, and horizontal members fixed to the wall. To calculate the force acting on members CB, GB, and GH, method of sections can be used. The loads and lengths of the horizontal and vertical members are known parameters, as shown in the figure.
1.8K
Metacognition01:26

Metacognition

1.1K
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
1.1K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Combining EEG signals from the 2 members of a team to improve event identification.

Neuroimage. Reports·2026
Same author

Using the environment to predict memory performance.

Journal of experimental psychology. Learning, memory, and cognition·2026
Same author

Reducing Mass Spectrometry Noise via Coupled Desorption Flux and Background Modeling.

Journal of the American Society for Mass Spectrometry·2025
Same author

Tracking the Cognitive Band in an Open-Ended Task.

Cognitive science·2024
Same author

UV damage induces production of mitochondrial DNA fragments with specific length profiles.

Genetics·2024
Same author

The leader RNA of SARS-CoV-2 sequesters polypyrimidine tract binding protein (PTBP1) and influences pre-mRNA splicing in infected cells.

Virology·2024
Same journal

Sublexical semantic decoding during incidental novel word learning in natural Chinese reading.

Cognitive psychology·2026
Same journal

Seeing, hearing, and feeling causation.

Cognitive psychology·2026
Same journal

Separating decision and motor contributions to behavioral biases induced by manipulating stimulus probability.

Cognitive psychology·2026
Same journal

Congruency drives "conflict adaptation" independent of conflict: Converging evidence from behavior and computational modeling.

Cognitive psychology·2026
Same journal

Corrigendum to "Network analyses identify critical factors for facilitating future-oriented decision-making" [Cogn. Psychol. 165 (2026) 101815].

Cognitive psychology·2026
Same journal

The time course of local coherence effects in German: Evidence from self-paced reading times and event-related potentials.

Cognitive psychology·2026
See all related articles

Related Experiment Video

Updated: Apr 26, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

3.1K

Extending problem-solving procedures through reflection.

John R Anderson1, Jon M Fincham1

  • 1Department of Psychology, Carnegie Mellon University, 5000 Forbes Ave., Pittsburgh, PA 15213, USA.

Cognitive Psychology
|July 27, 2014
PubMed
Summary
This summary is machine-generated.

This study reveals how people, including children and adults, modify problem-solving strategies by reflecting on them. A cognitive model explains the stages of problem-solving and their neural basis in the brain.

Keywords:
Cognitive modelingHidden Markov modelsMathematical problem solvingMultivoxel pattern analysisReflection

More Related Videos

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

5.4K
Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
06:45

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

5.7K

Related Experiment Videos

Last Updated: Apr 26, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

3.1K
The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

5.4K
Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
06:45

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

5.7K

Area of Science:

  • Cognitive Neuroscience
  • Cognitive Psychology

Background:

  • Understanding how individuals adapt and extend problem-solving procedures is crucial for cognitive development and learning.
  • Previous research has explored problem-solving but lacked a detailed neurocognitive model of procedural extension.

Purpose of the Study:

  • To develop and test a theory of how people extend problem-solving procedures through reflection.
  • To identify the cognitive stages and neural correlates involved in procedural modification.

Main Methods:

  • A large-sample (n=75) functional magnetic resonance imaging (fMRI) study involving children and adults trained on a mathematical procedure.
  • Analysis of fMRI data using hidden Markov models (HMMs) and multi-voxel pattern analysis (MVPA).
  • Development of an ACT-R cognitive model to explain behavioral and neural data.

Main Results:

  • Identified four distinct stages of problem-solving: Encoding, Planning, Solving, and Responding.
  • An ACT-R model successfully explained stage durations and predicted brain activity, particularly in the rostrolateral prefrontal cortex (RLPFC).
  • The Metacognitive module within the ACT-R model, associated with RLPFC activity, is key to modifying problem-solving steps.

Conclusions:

  • Procedural extension is facilitated by reflecting on declarative representations of problem-solving steps, mediated by a Metacognitive module.
  • Differences in problem-solving adaptation between children and adults are linked to background knowledge and computational fluency, not procedural modification capability.
  • The findings provide a neurocognitive framework for understanding procedural extension and its developmental aspects.