Cognitive and metacognitive activity in mathematical problem solving: prefrontal and parietal patterns.
Cognitive and metacognitive activity in mathematical problem solving: prefrontal and parietal patterns.
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DOI：
10.3758/s13415-010-0011-0
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发表时间：
2011-03
期刊：
影响因子：
--
通讯作者：
Fincham JM
中科院分区：
文献类型：
--
作者：
Anderson JR;Betts S;Ferris JL;Fincham JM
学生们被教授了一种算法来解决一类新的数学问题。偶尔，在问题序列中，他们会遇到需要扩展算法的异常问题。常规问题和例外问题与不同的大脑激活模式有关。一些地区表现出一种认知模式，即只有在问题解决之前才是活跃的，常规问题和例外问题之间没有区别。其他地区表现出元认知模式，对例外问题和延伸到解决后阶段的活动，特别是在出现错误时，表现出更大的活动。认知区域包括一些顶叶和前额叶区域，这些区域与ACT-R理论中的三重编码理论和代数方程解题相关。元认知区域包括额叶上回、三码理论中的角回和额极区。
Students were taught an algorithm for solving a new class of mathematical problems. Occasionally in the sequence of problems they encountered exception problems that required that they extend the algorithm. Regular and exception problems were associated with different patterns of brain activation produced. Some regions showed a Cognitive pattern of being active only until the problem was solved and no difference between regular or exception problems. Other regions showed a Metacognitive pattern of greater activity for exception problems and activity that extended into the post-solution period, particularly when an error was made. The Cognitive regions included some of parietal and prefrontal regions associated with the triple-code theory of and associated with algebra equation solving in the ACT-R theory. Metacognitive regions included the superior prefrontal gyrus, the angular gyrus of the triple-code theory, and frontopolar regions.
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