Cognitive and metacognitive activity in mathematical problem solving: prefrontal and parietal patterns
Students were taught an algorithm for solving a new class of mathematical problems. Occasionally in the sequence of problems, they encountered exception problems that required that they extend the algorithm. Regular and exception problems were associated with different patterns of brain activation....
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| Veröffentlicht in: | Cognitive, affective, & behavioral neuroscience affective, & behavioral neuroscience, 2011-03, Vol.11 (1), p.52-67 |
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| creator | Anderson, John R. Betts, Shawn Ferris, Jennifer L. Fincham, Jon M. |
| description | Students were taught an algorithm for solving a new class of mathematical problems. Occasionally in the sequence of problems, they encountered exception problems that required that they extend the algorithm. Regular and exception problems were associated with different patterns of brain activation. Some regions showed a Cognitive pattern of being active only until the problem was solved and no difference between regular or exception problems. Other regions showed a Metacognitive pattern of greater activity for exception problems and activity that extended into the post-solution period, particularly when an error was made. The Cognitive regions included some of parietal and prefrontal regions associated with the triple-code theory of (Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (
2003
). Three parietal circuits for number processing.
Cognitive Neuropsychology, 20
, 487–506) and associated with algebra equation solving in the ACT-R theory (Anderson, J. R. (2005). Human symbol manipulation within an 911 integrated cognitive architecture.
Cognitive science, 29
, 313–342. Metacognitive regions included the superior prefrontal gyrus, the angular gyrus of the triple-code theory, and frontopolar regions. |
| doi_str_mv | 10.3758/s13415-010-0011-0 |
| format | Article |
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2003
). Three parietal circuits for number processing.
Cognitive Neuropsychology, 20
, 487–506) and associated with algebra equation solving in the ACT-R theory (Anderson, J. R. (2005). Human symbol manipulation within an 911 integrated cognitive architecture.
Cognitive science, 29
, 313–342. Metacognitive regions included the superior prefrontal gyrus, the angular gyrus of the triple-code theory, and frontopolar regions.</description><identifier>ISSN: 1530-7026</identifier><identifier>EISSN: 1531-135X</identifier><identifier>DOI: 10.3758/s13415-010-0011-0</identifier><identifier>PMID: 21264650</identifier><language>eng</language><publisher>New York: Springer-Verlag</publisher><subject>Adolescent ; Adult ; Algebra ; Algorithms ; Anatomical correlates of behavior ; Behavioral psychophysiology ; Behavioral Science and Psychology ; Biological and medical sciences ; Brain Mapping ; Brain research ; Cognition - physiology ; Cognition. Intelligence ; Cognitive Psychology ; Female ; Functional Laterality ; Fundamental and applied biological sciences. Psychology ; Hand - physiology ; Humans ; Image Processing, Computer-Assisted - methods ; Magnetic Resonance Imaging - methods ; Male ; Mathematical problems ; Mathematics ; Metacognition ; Neuropsychological Tests ; Neurosciences ; Oxygen - blood ; Parietal Lobe - blood supply ; Parietal Lobe - physiology ; Prefrontal Cortex - blood supply ; Prefrontal Cortex - physiology ; Problem solving ; Problem Solving - physiology ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Reaction Time - physiology ; Reasoning. Problem solving ; Statistics as Topic ; Students ; Young Adult</subject><ispartof>Cognitive, affective, & behavioral neuroscience, 2011-03, Vol.11 (1), p.52-67</ispartof><rights>Psychonomic Society, Inc. 2010</rights><rights>2015 INIST-CNRS</rights><rights>Copyright Springer Science & Business Media Mar 2011</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c530t-d06cf8de03779775e497cb1cc1fd1780c12fca1319fb384e3fec0d830a06968e3</citedby><cites>FETCH-LOGICAL-c530t-d06cf8de03779775e497cb1cc1fd1780c12fca1319fb384e3fec0d830a06968e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.3758/s13415-010-0011-0$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.3758/s13415-010-0011-0$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>230,314,776,780,881,27903,27904,41467,42536,51298</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=24239129$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/21264650$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Anderson, John R.</creatorcontrib><creatorcontrib>Betts, Shawn</creatorcontrib><creatorcontrib>Ferris, Jennifer L.</creatorcontrib><creatorcontrib>Fincham, Jon M.</creatorcontrib><title>Cognitive and metacognitive activity in mathematical problem solving: prefrontal and parietal patterns</title><title>Cognitive, affective, & behavioral neuroscience</title><addtitle>Cogn Affect Behav Neurosci</addtitle><addtitle>Cogn Affect Behav Neurosci</addtitle><description>Students were taught an algorithm for solving a new class of mathematical problems. Occasionally in the sequence of problems, they encountered exception problems that required that they extend the algorithm. Regular and exception problems were associated with different patterns of brain activation. Some regions showed a Cognitive pattern of being active only until the problem was solved and no difference between regular or exception problems. Other regions showed a Metacognitive pattern of greater activity for exception problems and activity that extended into the post-solution period, particularly when an error was made. The Cognitive regions included some of parietal and prefrontal regions associated with the triple-code theory of (Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (
2003
). Three parietal circuits for number processing.
Cognitive Neuropsychology, 20
, 487–506) and associated with algebra equation solving in the ACT-R theory (Anderson, J. R. (2005). Human symbol manipulation within an 911 integrated cognitive architecture.
Cognitive science, 29
, 313–342. Metacognitive regions included the superior prefrontal gyrus, the angular gyrus of the triple-code theory, and frontopolar regions.</description><subject>Adolescent</subject><subject>Adult</subject><subject>Algebra</subject><subject>Algorithms</subject><subject>Anatomical correlates of behavior</subject><subject>Behavioral psychophysiology</subject><subject>Behavioral Science and Psychology</subject><subject>Biological and medical sciences</subject><subject>Brain Mapping</subject><subject>Brain research</subject><subject>Cognition - physiology</subject><subject>Cognition. Intelligence</subject><subject>Cognitive Psychology</subject><subject>Female</subject><subject>Functional Laterality</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Hand - physiology</subject><subject>Humans</subject><subject>Image Processing, Computer-Assisted - methods</subject><subject>Magnetic Resonance Imaging - methods</subject><subject>Male</subject><subject>Mathematical problems</subject><subject>Mathematics</subject><subject>Metacognition</subject><subject>Neuropsychological Tests</subject><subject>Neurosciences</subject><subject>Oxygen - blood</subject><subject>Parietal Lobe - blood supply</subject><subject>Parietal Lobe - physiology</subject><subject>Prefrontal Cortex - blood supply</subject><subject>Prefrontal Cortex - physiology</subject><subject>Problem solving</subject><subject>Problem Solving - physiology</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Reaction Time - physiology</subject><subject>Reasoning. 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Occasionally in the sequence of problems, they encountered exception problems that required that they extend the algorithm. Regular and exception problems were associated with different patterns of brain activation. Some regions showed a Cognitive pattern of being active only until the problem was solved and no difference between regular or exception problems. Other regions showed a Metacognitive pattern of greater activity for exception problems and activity that extended into the post-solution period, particularly when an error was made. The Cognitive regions included some of parietal and prefrontal regions associated with the triple-code theory of (Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (
2003
). Three parietal circuits for number processing.
Cognitive Neuropsychology, 20
, 487–506) and associated with algebra equation solving in the ACT-R theory (Anderson, J. R. (2005). Human symbol manipulation within an 911 integrated cognitive architecture.
Cognitive science, 29
, 313–342. Metacognitive regions included the superior prefrontal gyrus, the angular gyrus of the triple-code theory, and frontopolar regions.</abstract><cop>New York</cop><pub>Springer-Verlag</pub><pmid>21264650</pmid><doi>10.3758/s13415-010-0011-0</doi><tpages>16</tpages><oa>free_for_read</oa></addata></record> |
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| source | MEDLINE; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; Springer Nature - Complete Springer Journals |
| subjects | Adolescent Adult Algebra Algorithms Anatomical correlates of behavior Behavioral psychophysiology Behavioral Science and Psychology Biological and medical sciences Brain Mapping Brain research Cognition - physiology Cognition. Intelligence Cognitive Psychology Female Functional Laterality Fundamental and applied biological sciences. Psychology Hand - physiology Humans Image Processing, Computer-Assisted - methods Magnetic Resonance Imaging - methods Male Mathematical problems Mathematics Metacognition Neuropsychological Tests Neurosciences Oxygen - blood Parietal Lobe - blood supply Parietal Lobe - physiology Prefrontal Cortex - blood supply Prefrontal Cortex - physiology Problem solving Problem Solving - physiology Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reaction Time - physiology Reasoning. Problem solving Statistics as Topic Students Young Adult |
| title | Cognitive and metacognitive activity in mathematical problem solving: prefrontal and parietal patterns |
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