Lecture 32- Problem solving Flashcards

1
Q

What are the characteristics of achieving insight into a problem?

A

-insight is a process: -first impasse, looking at it, what is it? -suddenly you get it, it feels like something, element of certainty= represents a pattern of brain activity

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2
Q

What were the two examples of insight we discussed?

A

-the largest prime number= proof by contradiction -the different types of infinity (real numbers)

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3
Q

What are the two examples of elemental insight-related problem solving?

A

-The compound remote associate problems (CRAP) = what word can be joined to the words and makes sense -Bongard sets= classification problems, look for what makes the set a set

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4
Q

Where does classification happen in the brain?

A

middle of the temmporal lobe= classification structures

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5
Q

How to determine brain activity during problem solving?

A

-EEG as you can get very good temporal resolution

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6
Q

What were the alpha and gamma signatures of the insight and non insight group(these just told the result)?

A

-there is a difference in the alpha band between the insight and non insight group -small difference in alpha activity -gamma range = the more coherent brain wide pattern -big difference at around the time people came up with the soution

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7
Q

What does the gamma activity signify in problem solving?

A

-gamma activity when it happens= is association of different parts of the brain

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8
Q

What are the conditions for insight?

A

-so when insight: 1.have the analytical phase 2.then if you relax and defocus, and restrategise= that is associated with the possibility of coming up with a solution= the gamma burst= gets more synchronous with other parts of the brain -all of this can be monitored with EEG, the Eureka moment is associated with gamma activity= controversial

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9
Q

What is meant by top down executive control?

A

–preconceptions, the mental model we have= top down processing -conscious thought is a subset of cognitive activity: the brain knows more than it lets us know -when you have some idea what you are looking for much easier -the dalmatian picture

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10
Q

What is gesture use like in humans?

A

when talking with gestures the same part of brain lights up as when using tools -tool use, gesture and language seem in some way interrelated-images of tools but not animals or people activate language areas in people

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11
Q

When was the first tool use in people?

A

-first seen in the fossil record 2.4 MYA in Homo habilis -other animals also use tools but they don’t have creative vocabulary of tool use- they don’t make tools that are used to make other tools

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12
Q

What did the first tools look like? (Oldowan)

A

-ad hoc simple ones -the ones you can find

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13
Q

What were later tools like?

A

-1.8 MYA Acheulean bi-faced tools, more sophisticated -200 000 years ago Levallios tools show a vocabulary of tools, additional technologies such as use of strings -these demonstrate the ability to plan to the future -require a temporal structuring of behaviour and the creation of intermediate solution prior to the final solution (Levallios)

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14
Q

What part of the brain are you using when classifying tools?

A

the ability to classify is not prefrontal

  • inferior temporal region (like the face recognition)
  • the ventral pathway
  • prefrontal activity involved in tool use as well
  • areas 45 and 47 are important for naming objects
  • 44 45 is broca’s area
  • you classify in inferior temporal then name and know what it does via prefrontal cortex
  • here more conceptual representation
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15
Q

How do we solve practical problems/concrete operations?

A

1: From objects: superior temporal gyrus, fusiform gyrus 2: via the ventral stream 3: to objective conceptualization: BA 45-descriptive representation, BA47- symbolic potential = there is a divide in what hemisphere represent what- left: quantitative/parametric; right- objective /iconographic -evidence suggest that Broca’s area (the 45 and 47 roughly) organizes not just language but similarly organizes body movements in relation to motor learning and communication -organises our motor control in relation to objrct we interact with

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16
Q

What is the division in right and left hemisphere and solving practical problems?

A
  1. left: quantitative/parametric; 2. right- objective /iconographic
17
Q

When grasping a hammer never having seen it and knowing it, what is the difference?

A

-natural way to hold a hammer is close to the centre of mass= mechanistic -if you know what it does = semantic knowledge

18
Q

What part of the brain are you using when looking at a novel object?

A
  • Brodman area 46
  • last area of the brain to become fully myelinated
  • the last that develops
  • abstraction in children develops later as well
  • abstraction area
19
Q

How does abstraction in people develop?

A

-at about 12 years of age children become able to perform the logical operation and abstract conceptualizations to form and integrate a personal set of constructs (beliefs) -the last area of the brain to mature is the area 46, the top of the hierarchy in behavioural control -the dorsal stream (where) carries information from sensory association areas about the where and when of events and objects to BA 46 -BA 46 ideates space and time and other abstractions (eg atomic structure, god). The currency of BA46 is abstract concepts and the synthesis of possibilities, general principles of action and hypotheses

20
Q

What is the “currency” of BA46?

A

-BA 46 ideates space and time and other abstractions (eg atomic structure, god). The currency of BA46 is abstract concepts and the synthesis of possibilities, general principles of action and hypotheses

21
Q

What doe practical solutions require to some degree?

A

-practical creativity, some imagination

22
Q

What do you need to appreciate the properties of objects and materials?

A

-need to have a semantic scheme for these and a map of their use and applicability = a conceptualization of tools

23
Q

What are beyond the practical or parametrical properties?

A

-iconic or symbolic properties, and the ability to conceptualize and create objects of psychological significance (art)

24
Q

How common is invention?

A

-rare -imitation is common, most of our skilled learning is by copying not inventing

25
Q

Where does our exploratory drive come from and what is its function?

A

Evolution: are survival imperatives (survival of the fittest) or excess capacity (relaxed selection) driving adaptive advantage? -genes control brain development and function, the outcomes (behaviours) are selectable traits -eg. SIRT1- exploratory drive: anxiety, vigilance, reward system functionality

26
Q

How do we understand?

A

-characteristics of problem solving can include analytic approaches and /or synthetic “big picture” insightful solutions

27
Q

How does insight happen?

A

-insight solutions appear to involve whole brain regulation, focus, filtering, re-strategizing

28
Q

Ho much do we use the capacity for insight?

A

-imitation is more common form of problem solving than invention. The capacity to socialize problem solving as Science has generated our modern technological culture