Age differences in cognitive skill learning, retention and transfer: The case of the Tower of Hanoi Puzzle

Brain Activity Associated with the Planning Process during the Long-Time Learning of the Tower of Hanoi (ToH) Task: A Pilot Study

Planning and decision-making are critical managerial functions involving the brain's executive functions. However, little is known about the effect of cerebral activity during long-time learning while planning and decision-making. This study investigated the impact of planning and decision-making processes in long-time learning, focusing on a cerebral activity before and after learning. The methodology of this study involves the Tower of Hanoi (ToH) to investigate executive functions related to the learning process. Generally, ToH is used to measure baseline performance, learning rate, offline learning (following overnight retention), and transfer. However, this study performs experiments on long-time learning effects for ToH solving. The participants were involved in learning the task over seven weeks. Learning progress was evaluated based on improvement in performance and correlations with the learning curve. All participants showed a significant improvement in planning and decision-making over seven weeks of time duration. Brain activation results from fMRI showed a statistically significant decrease in the activation degree in the dorsolateral prefrontal cortex, parietal lobe, inferior frontal gyrus, and premotor cortex between before and after learning. Our pilot study showed that updating information and shifting issue rules were found in the frontal lobe. Through monitoring performance, we can describe the effect of long-time learning initiated at the frontal lobe and then convert it to a task execution function by analyzing the frontal lobe maps. This process can be observed by comparing the learning curve and the fMRI maps. It was also clear that the degree of activation tends to decrease with the number of tasks, such as through the mid-phase and the end-phase of training. The elucidation of this structure is closely related to decision-making in human behavior, where brain dynamics differ between "thinking and behavior" during complex thinking in the early stages of training and instantaneous "thinking and behavior" after sufficient training. Since this is related to human learning, elucidating these mechanisms will allow the construction of a brain function map model that can be used universally for all training tasks.

Learning and Transfer in Problem Solving Progressions

Do individuals learn more effectively when given progressive or variable problem-solving experience, relative to consistent problem-solving experience? We investigated this question using a Rubik’s Cube paradigm. Participants were randomly assigned to a progression-order condition, where they practiced solving three progressively more difficult Rubik’s Cubes (i.e., 2 × 2 × 2 to 3 × 3 × 3 to 4 × 4 × 4), a variable-order condition, where they practiced solving three Rubik’s Cubes of varying difficulty (e.g., 3 × 3 × 3 to 2 × 2 × 2 to 4 × 4 × 4), or a consistent-order condition, where they consistently practiced on three 5 × 5 × 5 Rubik’s Cubes. All the participants then attempted a 5 × 5 × 5 Rubik’s Cube test. We tested whether variable training is as effective as progressive training for near transfer of spatial skills and whether progressive training is superior to consistent training. We found no significant differences in performance across conditions. Participants’ fluid reasoning predicted 5 × 5 × 5 Rubik’s Cube test performance regardless of training condition.

The Effect of Planning, Strategy Learning, and Working Memory Capacity on Mental Workload

In our modern society, planning and problem solving are crucial for handling a wide range of situations. Investigation of the experienced mental workload connected to planning, strategy learning, and working memory capacity is of particular interest for adjusting conditions according to the mental state of the individual. In our study, we examined 21 subjects during a planning and a working memory task. We applied the method of Dual Frequency Head Maps (DFHM) from the electroencephalogram for capturing mental workload objectively. We evaluated the DFHM-workload index and performance data during the learning and main phase of the planning task and linked the results to subjects' working memory capacity. The DFHM-workload index indicated that subjects with higher working memory capacity experienced a gradual decrease in mental workload during strategy learning of the planning task. However, the effect of learning on mental workload disappeared during the main phase.

Can Video Gameplay Improve Undergraduates' Problem-Solving Skills?

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.

Are candidate neurocognitive endophenotypes of OCD present in paediatric patients? A systematic review

To-date it has been difficult to ascertain the exact cognitive profile of childhood OCD as studies report variable results. Adult OCD research lately utilises the endophenotype approach; studying cognitive traits that are present in both patients and their unaffected first-degree relatives, and are thought to lie closer to the genotype than the full-blown disorder. By observing whether candidate endopenotypes of adult OCD are present in child patients, we can determine whether the two subtypes show cognitive overlap. We conducted a systematic review of the paediatric OCD literature focussing on proposed neurocognitive endophenotypes of OCD: cognitive flexibility, response inhibition, memory, planning, decision-making, action monitoring, and reversal learning. We found that paediatric patients present robust increases in brain error related negativity associated with abnormal action monitoring, impaired decision-making under uncertainty, planning, and visual working memory, but there is less evidence for deficits in other cognitive domains. This implies that children with OCD show some cognitive similarities with adult patients, but other dysfunctions may only manifest later in the disorder trajectory.

Distributed Learning in the Classroom: Effects of Rereading Schedules Depend on Time of Test

Research with adults in laboratory settings has shown that distributed rereading is a beneficial learning strategy but its effects depend on time of test. When learning outcomes are measured immediately after rereading, distributed rereading yields no benefits or even detrimental effects on learning, but the beneficial effects emerge two days later. In a preregistered experiment, the effects of distributed rereading were investigated in a classroom setting with school students. Seventh-graders (N = 191) reread a text either immediately or after 1 week. Learning outcomes were measured after 4 min or 1 week. Participants in the distributed rereading condition reread the text more slowly, predicted their learning success to be lower, and reported a lower on-task focus. At the shorter retention interval, massed rereading outperformed distributed rereading in terms of learning outcomes. Contrary to students in the massed condition, students in the distributed condition showed no forgetting from the short to the long retention interval. As a result, they performed equally well as the students in the massed condition at the longer retention interval. Our results indicate that distributed rereading makes learning more demanding and difficult and leads to higher effort during rereading. Its effects on learning depend on time of test, but no beneficial effects were found, not even at the delayed test.

Sleep spindle characteristics and sleep architecture are associated with learning of executive functions in school-age children

The macro‐ and microstructural characteristics of sleep electroencephalography have been associated with several aspects of executive functioning. However, only a few studies have addressed the association of sleep characteristics with the learning involved in the acquisition of executive functions, and no study has investigated this for planning and problem‐solving skills in the developing brain of children. The present study examined whether children's sleep stages and microstructural sleep characteristics are associated with performance improvement over repeated assessments of the Tower of Hanoi task, which requires integrated planning and problem‐solving skills. Thirty children (11 boys, mean age 10.7 years, SD = 0.8) performed computerized parallel versions of the Tower of Hanoi three times across 2 days, including a night with polysomnographically assessed sleep. Pearson correlations were used to evaluate the associations of Tower of Hanoi solution time improvements across repeated assessments with sleep stages (% of total sleep time), slow‐wave activity, and fast and slow spindle features. The results indicated a stronger performance improvement across wake in children with more Stage N2 sleep and less slow‐wave sleep. Stronger improvements across sleep were present in children in whom slow spindles were more dense, and in children in whom fast spindles were less dense, of shorter duration and had less power. The findings indicate that specific sleep electroencephalography signatures reflect the ability of the developing brain to acquire and improve on integrated planning and problem‐solving skills.

Dose-response effects of years of self-reported physical activity on old females' motor and cognitive function

BACKGROUND

There is a poor understanding of the dose-response relationship between years of physical activity and motor and cognitive function. We determined the dose-response effects of physical activity duration in years on motor and cognitive function and their relationship in healthy old females.

OBJECTIVES

To determine the dose-effects of physical activity duration in years on motor and cognitive function and their relationship in health aging adults.

METHODS

We conducted a retrospective observational study with 201 old (age 69 years; SD=5.9) and 12 young (mean age 21 years; SD=1.9) females, with sub-groups based on number of years of self-reported physical activity. Aerobic capacity, mobility, functional reach, standing balance, global cognition, episodic memory, executive function, and processing speed were assessed with performance-based tests. We analyzed sub-group differences quantitatively and qualitatively and performed regression and mediation analyses to determine predictors and mediators of physical activity effects.

RESULTS

Based on physical activity of minimal (0.3 y, n=29), short (2.4 y, n=77), moderate (6.2 y, n=36) and long (16.6 y, n=59) duration, physical activity for at least 2.4 years affords old adults benefits in body mass index with peak dose-effects present in aerobic capacity and mobility at 6.2 years without additional benefits after 16.6 years of physical activity. Physical activity for any duration had no effects on functional reach, balance, executive function, episodic memory, and processing speed. Although weakly mobility predicted global cognition and executive function.

CONCLUSION

Performing physical activity up to 6.2 years on average had favorable effects on body mass index, aerobic capacity and mobility. The data strengthen current recommendations for an active lifestyle in adulthood to prevent aging-related motor and cognitive decline.