Neural Correlates of Group Versus Individual Problem Solving Revealed by fMRI

A Theory of Mental Frameworks

Problem-solving skills are highly valued in modern society and are often touted as core elements of school mission statements, desirable traits for job applicants, and as some of the most complex thinking that the brain is capable of executing. While learning to problem-solve is a goal of education, and many strategies, methodologies, and activities exist to help teachers guide the development of these skills, there are few formal curriculum structures or broader frameworks that guide teachers toward the achievement of this educational objective. Problem-solving skills have been called "higher order cognitive functions" in cognitive neuroscience as they involve multiple complex networks in the brain, rely on constant rehearsal, and often take years to form. Children of all ages employ problem solving, from a newborn seeking out food to children learning in school settings, or adults tackling real-world conflicts. These skills are usually considered the end product of a good education when in fact, in order to be developed they comprise an ongoing process of learning. "Ways of thinking" have been studied by philosophers and neuroscientists alike, to pinpoint cognitive preferences for problem solving approaches that develop from exposure to distinct models, derived from and resulting in certain heuristics used by learners. This new theory paper suggests a novel understanding of the brain's approach to problem solving that structures existing problem-solving frameworks into an organized design. The authors surveyed problem-solving frameworks from business administration, design, engineering, philosophy, psychology, education, neuroscience and other learning sciences to assess their differences and similarities. This review lead to an appreciation that different problem-solving frameworks from different fields respond more or less accurately and efficiently depending on the kinds of problems being tackled, leading to our conclusion that a wider range of frameworks may help individuals approach more varied problems across fields, and that such frameworks can be organized in school curriculum. This paper proposes that explicit instruction of "mental frameworks" may help organize and formalize the instruction of thinking skills that underpin problem-solving-and by extension-that the more such models a person learns, the more tools they will have for future complex problem-solving. To begin, this paper explains the theoretical underpinnings of the mental frameworks concept, then explores some existing mental frameworks which are applicable to all age groups and subject areas. The paper concludes with a list of five limitations to this proposal and pairs them with counter-balancing benefits.

Bidirectional understanding and cooperation: interbrain neural synchronization during social navigation

The complexity of the environment requires humans to solve problems collaboratively. The aim of this study was to investigate the neural mechanism of social navigation in group problem-solving situations. A novel cooperative task was designed in which dyadic participants assumed the role of an operator or a navigator with different skills and knowledge and worked together to complete the task. Using functional near-infrared spectroscopy-based hyperscanning, we found stronger interbrain neural synchronization of the right temporoparietal junction (rTPJ) between dyads when the operator received instructions from the navigator rather than from a computer. The functional connections between the rTPJ and the other brain areas indicated the involvement of the mirror neural system during the task. Further directional analysis using Granger causality analysis revealed a flow of information from the temporal to the parietal and then to the pre-motor cortex in the operator's brain. These findings provide empirical evidence for the neural mechanism of social navigation and highlight the importance of the rTPJ for communication and joint attention in uncertain group problem-solving situations.

The effect of social interaction on decision making in emergency ambulance teams: a statistical discourse analysis

INTRODUCTION

This study examined the effects of social interaction, cognitive flexibility, and seniority on the correct response among emergency ambulance teams during case intervention.

METHODS

The research, structured with the sequential exploratory mixed method, was conducted with 18 emergency ambulance personnel. The approach process of the teams working on the scenario was video recorded. The records were transcribed by the researchers, including gestures and facial expressions. Discourses were coded and modeled with regression.

RESULTS

The number of discourses was higher in groups with high correct intervention scores. As the level of cognitive flexibility or seniority increased, the correct intervention score tended to decrease too. Informing has been identified as the only variable that positively affects the correct response to the emergency case, especially in the first period, which is directed toward case intervention preparation.

CONCLUSION

Within the findings of the research, it is recommended that activities and scenario-based training practices that will increase the intra-team communication of the emergency ambulance personnel should be included in the medical education and in-service training.