A Rational Analysis of Alternating Search and Reflection Strategies in Problem Solving

In this paper two approaches to problem solving, search and reflection, are discussed, and combined in two models, both based on rational analysis (Anderson, 1990). The first model is a dynamic growth model, which shows that alternating search and reflection is a rational strategy. The second model is a model in ACT-R, which can discover and revise strategies to solve simple problems. Both models exhibit the explore-insight pattern normally attributed to insight problem solving

From Personal Memories to Sharable Memories

The exchange of personal experiences is a way of supporting decision making and interpersonal communication. In this article, we discuss how augmented personal memories could be exploited in order to support such a sharing. We start with a brief summary of a system implementing an augmented memory for a single user. Then, we exploit results from interviews to define an example scenario involving sharable memories. This scenario serves as background for a discussion of various questions related to sharing memories and potential approaches to their solution. We especially focus on the selection of relevant experiences and sharing partners, sharing methods, and the configuration of those sharing methods by means of reflection

Explicit learning in ACT-R

A popular distinction in the learning literature is the distinction between implicit and explicit learning. Although many studies elaborate on the nature of implicit learning, little attention is left for explicit learning. The unintentional aspect of implicit learning corresponds well to the mechanistic view of learning employed in architectures of cognition. But how to account for deliberate, intentional, explicit learning? This chapter argues that explicit learning can be explained by strategies that exploit implicit learning mechanisms. This idea is explored and modelled using the ACT-R theory (Anderson, 1993). An explicit strategy for learning facts in ACT-R’s declarative memory is rehearsal, a strategy that uses ACT-R’s activation learning mechanisms to gain deliberate control over what is learned. In the same sense, strategies for explicit procedural learning are proposed. Procedural learning in ACT-R involves generalisation of examples. Explicit learning rules can create and manipulate these examples. An example of these explicit rules will be discussed. These rules are general enough to be able to model the learning of three different tasks. Furthermore, the last of these models can explain the difference between adults and children in the discrimination-shift task

Integrating Spatial Working Memory and Remote Memory: Interactions between the Medial Prefrontal Cortex and Hippocampus

In recent years, two separate research streams have focused on information sharing between the medial prefrontal cortex (mPFC) and hippocampus (HC). Research into spatial working memory has shown that successful execution of many types of behaviors requires synchronous activity in the theta range between the mPFC and HC, whereas studies of memory consolidation have shown that shifts in area dependency may be temporally modulated. While the nature of information that is being communicated is still unclear, spatial working memory and remote memory recall is reliant on interactions between these two areas. This review will present recent evidence that shows that these two processes are not as separate as they first appeared. We will also present a novel conceptualization of the nature of the medial prefrontal representation and how this might help explain this area’s role in spatial working memory and remote memory recall

Executive Function in Preschool Children: Working Memory as a Predictor of Mathematical Ability at School Age

This paper attempts to provide a synthesis and appraisal of the field of executive functions (EF). In a moment in which early education is a very important issue in Romania, the purpose of this study is to emphasize the importance of early development of EF and EF correlation with school readiness (Ionescu and Benga, 2007). Core EF skills are (i) inhibitory control, (ii) working memory (WM), and (iii) cognitive flexibility. According to empirical studies, the model of WM proposes a multicomponent architecture, including specialized subsystems, considered important in developing children’s language skills and mathematics. The WM model comprises four subcomponents. Two domain-specific limited capacity slave systems, the phonological loop (Baddeley, 1986), and the visuo-spatial sketchpad assume responsibility for storing and manipulating verbal or visuo-spatial information. These are coordinated by a domain-general limited capacity system, the central executive, which commands a number of functions including planning, inhibition, switching attention, and monitoring the processing of temporarily held information. The recently added fourth subcomponent, the episodic buffer (Baddeley, 2000), is considered to be responsible for the integration of information from the subcomponents of WM and long-term memory (LTM). Research has suggested that that independent contribution of the different working memory components and functions suggests that the relationship between individual differences in working memory and arithmetic is mediated by a number of resources, not only processing efficiency but also storage capacity and (central) executive ability. In conclusion, the present study shows strong evidence regarding implications of WM for mathematical development and mathematic curricula.executive function, preschool development, math abilities, assessment