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

Cognitive Learning01:21

Cognitive Learning

479
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...
479
Problem-Solving01:29

Problem-Solving

218
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:
218
Machines: Problem Solving II01:30

Machines: Problem Solving II

355
Machines are complex structures consisting of movable, pin-connected multi-force members that work together to transmit forces. Consider a lifting tong carrying a 100 kg load. It comprises movable sections DAF and CBG linked together with member AB.
355
Machines: Problem Solving I01:22

Machines: Problem Solving I

391
A toggle clamp is a mechanical device commonly used for holding and clamping objects in various applications, such as woodworking, metalworking, and assembly operations. Consider a toggle clamp subjected to a force of 200 N at the handle. The vertical clamping force can be calculated, provided the dimensions of the toggle clamp are known.
The toggle clamp system is a machine structure consisting of movable, pin-connected multi-force members that form a stabilized system to transmit forces. The...
391
Principle of Moments: Problem Solving01:30

Principle of Moments: Problem Solving

908
The principle of moments is a fundamental concept in physics and engineering. It refers to the balancing of forces and moments around a point or axis, also known as the pivot. This principle is used in many real-life scenarios, including construction, sports, and daily activities like opening doors and pushing objects.
One such scenario involves a pole placed in a three-dimensional system with a cable attached. When a tension is applied to the cable, the moment about the z-axis passing through...
908
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

623
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
623

You might also read

Related Articles

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

Sort by
Same author

Accelerometer-derived movement phenotypes and adolescent mental health in pediatric obesity: A causal machine-learning study.

International journal of clinical and health psychology : IJCHP·2026
Same author

Current Collector Engineering for New Efficient Bioresorbable Sodium-Ion Batteries.

Advanced science (Weinheim, Baden-Wurttemberg, Germany)·2026
Same author

Acute cardiovascular exercise and circulating neurotrophic factors in humans: A systematic review and meta-analysis of mechanisms and methodological moderators.

Brain research·2026
Same author

Artificial intelligence as a partner in meta-analysis-Research agenda, user recommendations, and speed-accuracy tradeoffs: Commentary on Jansen et al. (2025).

Psychological bulletin·2026
Same author

Timing of MVPA and psychosocial outcomes in adolescents with overweight/obesity.

International journal of clinical and health psychology : IJCHP·2026
Same author

Nine quick tips for software containerization.

PLoS computational biology·2026
Same journal

Career Adaptability and Academic Achievement Among Chinese High School Students: A Three-Wave Longitudinal Study of Social Cognitive and Metacognitive Mediating Mechanisms.

Journal of Intelligence·2026
Same journal

The Role of Artificial Intelligence in Preservice Science Teachers' Analogical Reasoning: Evidence from Analogy Design.

Journal of Intelligence·2026
Same journal

The Impact of Artificial Intelligence-Supported Instruction on Student Learning in STEM: A Systematic Review and Meta-Analysis.

Journal of Intelligence·2026
Same journal

Reading and Writing Profiles in Twice-Exceptional Adolescents with Intellectual Giftedness and Dyslexia.

Journal of Intelligence·2026
Same journal

Emotional Intelligence, Self-Regulation, and Children's Well-Being in Fourth-Grade Students: Cross-Sectional Associations from Türkiye.

Journal of Intelligence·2026
Same journal

Detecting Demographic Influences on Measures of Spatial Ability with Rasch Tree Analysis.

Journal of Intelligence·2026
See all related articles

Related Experiment Video

Updated: Aug 24, 2025

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

4.0K

Learning and Transfer in Problem Solving Progressions.

Jonathan S Daniels1, David Moreau2, Brooke N Macnamara1

  • 1Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH 44106, USA.

Journal of Intelligence
|October 24, 2022
PubMed
Summary
This summary is machine-generated.

Progressive or variable problem-solving experience did not significantly improve Rubik's Cube performance compared to consistent practice. Fluid reasoning was the key predictor of success in spatial skill acquisition.

Keywords:
Rubik’s Cubelearningnear-transferproblem-solvingspatial reasoning

More Related Videos

Using MazeSuite and Functional Near Infrared Spectroscopy to Study Learning in Spatial Navigation
20:12

Using MazeSuite and Functional Near Infrared Spectroscopy to Study Learning in Spatial Navigation

Published on: October 8, 2011

30.6K
RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans
11:09

RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans

Published on: July 17, 2021

3.1K

Related Experiment Videos

Last Updated: Aug 24, 2025

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

4.0K
Using MazeSuite and Functional Near Infrared Spectroscopy to Study Learning in Spatial Navigation
20:12

Using MazeSuite and Functional Near Infrared Spectroscopy to Study Learning in Spatial Navigation

Published on: October 8, 2011

30.6K
RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans
11:09

RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans

Published on: July 17, 2021

3.1K

Area of Science:

  • Cognitive Psychology
  • Spatial Learning
  • Problem-Solving Skills

Background:

  • Understanding how different learning experiences impact skill acquisition is crucial for optimizing educational strategies.
  • Problem-solving training can enhance cognitive abilities, but the optimal structure of such training remains an area of investigation.

Purpose of the Study:

  • To compare the effectiveness of progressive and variable problem-solving experience against consistent experience in learning spatial skills.
  • To determine if variable training is as effective as progressive training for near transfer of spatial skills.
  • To assess if progressive training is superior to consistent training for spatial skill development.

Main Methods:

  • A Rubik's Cube paradigm was employed with participants randomly assigned to three conditions: progression-order, variable-order, or consistent-order training.
  • Participants practiced solving Rubik's Cubes of varying difficulty levels based on their assigned condition.
  • Performance was evaluated on a 5 × 5 × 5 Rubik's Cube test, with fluid reasoning assessed as a potential predictor.

Main Results:

  • No significant differences in 5 × 5 × 5 Rubik's Cube test performance were found across the progressive, variable, and consistent training conditions.
  • Participants' fluid reasoning ability was a significant predictor of their performance on the 5 × 5 × 5 Rubik's Cube test, irrespective of the training received.
  • Neither progressive nor variable training demonstrated a significant advantage over consistent training for near transfer of spatial skills.

Conclusions:

  • The structure of problem-solving experience (progressive, variable, or consistent) did not significantly impact learning outcomes in this spatial skill task.
  • Fluid reasoning appears to be a more critical factor than the specific training regimen in determining success in complex spatial problem-solving.
  • Further research may explore other variables or task complexities that could differentiate the effectiveness of various problem-solving training structures.