Acquiring Problem-Solving Skills Through Coding Games in Primary School

Play is a spontaneous and free activity of the child and its role in learning processes has been recognized by pedagogical studies from Piaget onwards. Game-based learning places the pupil at the center of the teaching-learning process, creating a motivating and challenging environment in which the pupil can learn freely, proceeding by trial and error, learning to evaluate their choices and those of other players and monitor a number of variables. Game-based learning therefore stands as an individualized and inclusive learning environment, which allows all students to achieve maximum educational success. In more recent years, the spread of online games, the use of coding as a teaching tool, and distance learning experiences have contributed to spreading game-based didactics. In this chapter, the author proposes a path of coding games for the development of problem solving in primary school with interdisciplinary links and to the mathematics curriculum.

Influence of human capital on the trial and error learning process in a common pool resource (CPR) game

This paper presents a study regarding the behavior of Pacific-Colombian fishers in a Common Pool Resource game. Results show that decision-making depends on human capital accumulation and the learning process. Specifically, through trial and error, those players with more human capital adjust their decisions on the basis of a cooperative-collusive solution by following the feedback of their own most successful strategies in past rounds. Notably, fishers with the higher levels of formal schooling tend to harvest less because they have a better understanding of dilemma-type games and the higher benefits involved when they cooperate.

Trusting and learning from others: immediate and long-term effects of learning from observation and advice

Social learning underpins our species's extraordinary success. Learning through observation has been investigated in several species, but learning from advice—where information is intentionally broadcast—is less understood. We used a pre-registered, online experiment ( n = 1492) combined with computational modelling to examine learning through observation and advice. Participants were more likely to immediately follow advice than to copy an observed choice, but this was dependent upon trust in the adviser: highly paranoid participants were less likely to follow advice in the short term. Reinforcement learning modelling revealed two distinct patterns regarding the long-term effects of social information: some individuals relied fully on social information, whereas others reverted to trial-and-error learning. This variation may affect the prevalence and fidelity of socially transmitted information. Our results highlight the privileged status of advice relative to observation and how the assimilation of intentionally broadcast information is affected by trust in others.

Trusting and learning from others: immediate and long-term effects of learning from observation and advice

Social learning underpins our species’ extraordinary success. Learning through observation has been investigated in several species but learning from advice – where information is intentionally broadcast – is less understood. We used a pre-registered, online experiment (N=1492) combined with computational modelling to examine learning through observation and advice. Participants were more likely to immediately follow advice than to copy an observed choice but this was dependent upon trust in the adviser: highly paranoid participants were less likely to follow advice in the short-term. Reinforcement learning modelling revealed two distinct patterns regarding the long-term effects of social information: some individuals relied fully on social information whereas others reverted to trial-and-error learning. This variation may affect prevalence and fidelity of socially-transmitted information. Our results highlight the privileged status of advice relative to observation and how assimilation of intentionally-broadcasted information is affected by trust in others.

Feedback-related potentials and oscillations during trial and error learning in Parkinson's disease

Electrophysiological markers of performance monitoring are thought to reflect functioning of dedicated neural networks and neuromodulatory systems. Whether and how these markers are altered in neurological diseases and whether they can reflect particular cognitive deficits remains to be confirmed. Here we first tested whether the frontal medial feedback-related potential, evoked during a trial and error learning task, is changed in early Parkinson disease patients compared to control subjects. The potential was not changed in amplitude and discriminated negative and positive feedback as in controls. Feedback-related markers in Parkinsons patients also appeared in time-frequency analyses, unaltered in theta (3-7 Hz) band but reduced in beta (20-30 Hz) oscillations for positive feedback. Beta oscillations power appeared to be dramatically globally reduced during the task. Overall, our results show that Beta oscillation markers of performance monitoring captured by EEG are selectively altered in Parkinson disease patients, and that they are accompanied by changes in task-related oscillatory dynamics.

Problem Solving in Animals: Proposal for an Ontogenetic Perspective

Problem solving, the act of overcoming an obstacle to obtain an incentive, has been studied in a wide variety of taxa, and is often based on simple strategies such as trial-and-error learning, instead of higher-order cognitive processes, such as insight. There are large variations in problem solving abilities between species, populations and individuals, and this variation could arise due to differences in development, and other intrinsic (genetic, neuroendocrine and aging) and extrinsic (environmental) factors. However, experimental studies investigating the ontogeny of problem solving are lacking. Here, we provide a comprehensive review of problem solving from an ontogenetic perspective. The focus is to highlight aspects of problem solving that have been overlooked in the current literature, and highlight why developmental influences of problem-solving ability are particularly important avenues for future investigation. We argue that the ultimate outcome of solving a problem is underpinned by interacting cognitive, physiological and behavioural components, all of which are affected by ontogenetic factors. We emphasise that, due to the large number of confounding ontogenetic influences, an individual-centric approach is important for a full understanding of the development of problem solving.