Despite its wide use in clinical practice, the specific contribution of prefrontal cortex (PFC) subregions during CBT execution has not been clarified yet.
The Corsi block-tapping test (CBT) is an old neuropsychological test that, requiring the storage and the reproduction of spatial locations, assesses spatial working memory (WM).
The framework takes into account the limitations of the human cognitive system, in particular as it applies to the generation of internal representations of problems of this class. We suggest ways to meaningfully frame human performance results on instances of computationally hard problems in terms of these problems’ computational complexity, and present a novel framework for interpreting results on problems of this type. A further implication of these findings is that previous human performance studies using NP-hard problems may have, surprisingly, underestimated human performance on instances of problems of this class. Our findings suggest that problem solving performance depends not only on the objective difficulty of the problem, and of course the particular problem instance at hand, but also on how feasible it is to encode the goal of the given problem. In this work we investigate how performance on versions of two hard computational problems differs based on what internal representations can be generated. The role that the mental, or internal, representation plays when people are solving hard computational problems has largely been overlooked to date, despite the reality that this internal representation drives problem solving. The advantages and challenges of using a robot in educational assessment were discussed. In general, the study revealed that computerised dynamic testing with a robot as assistant has much potential in unveiling children’s potential for learning and their ways of tackling complex problems. Only moderate relations with planning behaviour were found. The mean completion time of trained children decreased at a slower rate than that of the untrained children, but both groups of children took considerably more time to think and plan ahead before they started the solving process. Trained children showed greater progression in the number of Tower problems that they could solve accurately, made considerably fewer steps, although the Tower puzzles increased quickly in difficulty level. It was found that children’s progression in task accuracy varied considerably, depending on whether or not children were trained in solving Tower puzzles. Participants were 37 second grade 8-year-old children, of whom half received graduated prompts training between pre-test and post-test, delivered by the robot, and half did not. The robot, in a ‘Wizard of Oz’ setting, provided instructions and prompts during dynamic testing to children when they had to solve 3 D Tower of Hanoi puzzles. The present study investigated the usefulness of a pre-programmed, teleoperated, socially assistive peer robot in dynamic testing of complex problem solving utilising the Tower of Hanoi.
Lastly, both experiments provide evidence that first solving a problem mentally encouraged participants to use strategies similar to goal recursion on a second problem. In addition, participants spent more time between moves when solving problems mentally, suggesting that external representations encourage speed while internal representations promote accuracy when solving recursion problems. Participants were better able to complete problems successfully when external representations were available but completed problems in fewer moves when relying on internal representations. They were randomly assigned to different conditions in which problems were either high in internal representation (mental) or high in external representation (computer). Undergraduate students (Experiment 1) or Prolific workers (Experiment 2) completed two TOH problems of varying difficulty (4-disk/5-disk). This study used TOH to examine how mode of presentation of a problem influences strategy use and transfer. The Tower of Hanoi (TOH) is a classic problem that can be solved via multiple strategies.
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