scholarly journals Subgoal length versus full solution length in predicting Tower of Hanoi problem-solving performance

1984 ◽  
Vol 22 (4) ◽  
pp. 301-304 ◽  
Author(s):  
Herman H. Spitz ◽  
Shula K. Minsky ◽  
Candace L. Bessellieu
Keyword(s):  
Problem Solving ◽  
Tower Of Hanoi ◽  
Full Solution

Further studies of the Tower of Hanoi problem-solving performance of retarded young adults and nonretarded children.

1982 ◽  
Vol 18 (6) ◽  
pp. 922-930 ◽  
Author(s):  
Herman H. Spitz ◽  
Nancy A. Webster ◽  
Suzanne V. Borys
Keyword(s):  
Young Adults ◽  
Problem Solving ◽  
Tower Of Hanoi

Tracing Problem Solving in Real Time: fMRI Analysis of the Subject-paced Tower of Hanoi

2005 ◽  
Vol 17 (8) ◽  
pp. 1261-1274 ◽  
Author(s):  
John R. Anderson ◽  
Mark V. Albert ◽  
Jon M. Fincham
Keyword(s):  
Problem Solving ◽  
Cognitive Architecture ◽  
Cognitive Model ◽  
Relevant Information ◽  
Blood Oxygen Level Dependent ◽  
Brain Regions ◽  
Tower Of Hanoi ◽  
Manual Responses ◽  
Prefrontal Region ◽  
Motor Actions

Previous research has found three brain regions for tracking components of the ACT-R cognitive architecture: a posterior parietal region that tracks changes in problem representation, a prefrontal region that tracks retrieval of task-relevant information, and a motor region that tracks the programming of manual responses. This prior research has used relatively simple tasks to incorporate a slow event-related procedure, allowing the blood oxygen level-dependent (BOLD) response to go back to baseline after each trial. The research described here attempts to extend these methods to tracking problem solving in a complex task, the Tower of Hanoi, which involves many complex steps of cognition and motor actions in rapid succession. By tracking the activation patterns in these regions, it is possible to predict with intermediate accuracy when participants are planning a future sequence of moves. The article describes a cognitive model in the ACT-R architecture that is capable of explaining both the latency data in move generation and the BOLD responses in these three regions.

Inferred Hemispheric Style and Problem-Solving Performance

1996 ◽  
Vol 83 (2) ◽  
pp. 427-434 ◽  
Author(s):  
Mohamed A. Albaili
Keyword(s):  
Problem Solving ◽  
Performance Analysis ◽  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Tower Of Hanoi ◽  
Hemispheric Style ◽  
Integrated Or ◽  
The Relationship ◽  
Mean Time

To examine the relationship between an inferred hemispheric style and problem-solving performance, 78 undergraduate students were classified as having preferences of Left-, Integrated-, or Right-hemispheric style by scores on Your Style of Learning and Thinking. The Tower of Hanoi was used as a measure of problem solving. Number of moves, total time, and number of illegal moves to solve the Tower of Hanoi task were the dependent measures of problem-solving performance. Analysis of variance showed significant differences among the three inferred hemispheric-style groups on two of the three measures of problem solving. Further comparison indicated that students who scored as showing Left-hemispheric style reported more moves and a longer mean time to solve the task than did students scoring as Right-hemispheric style. No differences were observed among the three groups on the number of illegal moves.

Reasoning based on consolidated real world experience acquired by a humanoid robot

2016 ◽  
Vol 17 (2) ◽  
pp. 248-278 ◽  
Author(s):  
Maxime Petit ◽  
Grégoire Pointeau ◽  
Peter Ford Dominey
Keyword(s):  
Problem Solving ◽  
Human Development ◽  
Real World ◽  
Humanoid Robot ◽  
Expert Knowledge ◽  
Proof Of Concept ◽  
Tower Of Hanoi ◽  
Human Interactions ◽  
Reasoning Systems ◽  
The Individual

Abstract The development of reasoning systems exploiting expert knowledge from interactions with humans is a non-trivial problem, particularly when considering how the information can be coded in the knowledge representation. For example, in human development, the acquisition of knowledge at one level requires the consolidation of knowledge from lower levels. How is the accumulated experience structured to allow the individual to apply knowledge to new situations, allowing reasoning and adaptation? We investigate how this can be done automatically by an iCub that interacts with humans to acquire knowledge via demonstration. Once consolidated, this knowledge is used in further acquisitions of experience concerning preconditions and consequences of actions. Finally, this knowledge is translated into rules that allow reasoning and planning for novel problem solving, including a Tower of Hanoi scenario. We thus demonstrate proof of concept for an interaction system that uses knowledge acquired from human interactions to reason about new situations.

Psychology of Computer Use: X. Effect of Learning Logo on Children's Problem-Solving Skills

1989 ◽  
Vol 64 (3_suppl) ◽  
pp. 1327-1337 ◽  
Author(s):  
Diane Poulin-Dubois ◽  
Catherine A. McGilly ◽  
Thomas R. Shultz
Keyword(s):  
Sex Differences ◽  
Problem Solving ◽  
Computer Use ◽  
Natural Experiment ◽  
Computer Programming ◽  
Computer Language ◽  
Procedural Skills ◽  
Problem Solving Skills ◽  
Tower Of Hanoi ◽  
Problem Solving Strategies

A natural experiment was used to determine whether learning the computer language Logo improves children's problem-solving strategies outside of the Logo context. 8-yr.-olds who learned Logo in school were found to use both debugging techniques and procedurality in their computer programming. They and a group of control children of the same age were pre- and posttested on a game requiring debugging skills (Mastermind) and another game requiring procedural skills (Tower of Hanoi). Boys, but not girls, trained in Logo showed an improvement in debugging skills relative to the control children. Improvement in procedural skills was not related to training in Logo. The results were discussed in terms of distance of transfer, degree of expertise, and the basis of sex differences in computer programming.

scholarly journals Can Video Gameplay Improve Undergraduates' Problem-Solving Skills?

2020 ◽  
Vol 10 (2) ◽  
pp. 21-38 ◽  
Author(s):  
Benjamin Emihovich ◽  
Nelson Roque ◽  
Justin Mason
Keyword(s):  
Problem Solving ◽  
Video Game ◽  
Control Group ◽  
Brain Training ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
Training Video ◽  
Tower Of Hanoi ◽  
Before And After ◽  
Two Measures

In this study, the authors investigated if two distinct types of video gameplay improved undergraduates' problem-solving skills. Two groups of student participants were recruited to play either a roleplaying video game (World of Warcraft; experimental group) or a brain-training video game (CogniFit; control group). Participants were measured on their problem-solving skills before and after 20 hours of video gameplay. Two measures were used to assess problem-solving skills for this study, the Tower of Hanoi and The PISA Problem Solving Test. The Tower of Hanoi measured the rule application component of problem-solving skills and the PISA Problem Solving test measured transfer of problem-solving skills from video gameplay to novel scenarios on the test. No significant differences were found between the two groups on either problem-solving measure. Implications for future studies on game-based learning are discussed.

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