CiteULike | Further Information

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Mendeley | Further Information

{"title"=>"Facilitate insight by non-invasive brain stimulation", "type"=>"journal", "authors"=>[{"first_name"=>"Richard P.", "last_name"=>"Chi", "scopus_author_id"=>"36337578700"}, {"first_name"=>"Allan W.", "last_name"=>"Snyder", "scopus_author_id"=>"7202060582"}], "year"=>2011, "source"=>"PLoS ONE", "identifiers"=>{"pui"=>"361219305", "sgr"=>"79551629073", "issn"=>"19326203", "pmid"=>"21311746", "scopus"=>"2-s2.0-79551629073", "doi"=>"10.1371/journal.pone.0016655", "isbn"=>"1932-6203"}, "id"=>"89948bb6-b480-3f19-8500-0b07713fa747", "abstract"=>"Our experiences can blind us. Once we have learned to solve problems by one method, we often have difficulties in generating solutions involving a different kind of insight. Yet there is evidence that people with brain lesions are sometimes more resistant to this so-called mental set effect. This inspired us to investigate whether the mental set effect can be reduced by non-invasive brain stimulation. 60 healthy right-handed participants were asked to take an insight problem solving task while receiving transcranial direct current stimulation (tDCS) to the anterior temporal lobes (ATL). Only 20% of participants solved an insight problem with sham stimulation (control), whereas 3 times as many participants did so (p = 0.011) with cathodal stimulation (decreased excitability) of the left ATL together with anodal stimulation (increased excitability) of the right ATL. We found hemispheric differences in that a stimulation montage involving the opposite polarities did not facilitate performance. Our findings are consistent with the theory that inhibition to the left ATL can lead to a cognitive style that is less influenced by mental templates and that the right ATL may be associated with insight or novel meaning. Further studies including neurophysiological imaging are needed to elucidate the specific mechanisms leading to the enhancement.", "link"=>"http://www.mendeley.com/research/facilitate-insight-noninvasive-brain-stimulation", "reader_count"=>302, "reader_count_by_academic_status"=>{"Unspecified"=>6, "Professor > Associate Professor"=>17, "Librarian"=>1, "Student > Doctoral Student"=>14, "Researcher"=>72, "Student > Ph. D. Student"=>60, "Student > Postgraduate"=>11, "Student > Master"=>43, "Other"=>17, "Student > Bachelor"=>39, "Lecturer"=>3, "Lecturer > Senior Lecturer"=>4, "Professor"=>15}, "reader_count_by_user_role"=>{"Unspecified"=>6, "Professor > Associate Professor"=>17, "Librarian"=>1, "Student > Doctoral Student"=>14, "Researcher"=>72, "Student > Ph. D. Student"=>60, "Student > Postgraduate"=>11, "Student > Master"=>43, "Other"=>17, "Student > Bachelor"=>39, "Lecturer"=>3, "Lecturer > Senior Lecturer"=>4, "Professor"=>15}, "reader_count_by_subject_area"=>{"Unspecified"=>19, "Agricultural and Biological Sciences"=>39, "Philosophy"=>3, "Arts and Humanities"=>3, "Business, Management and Accounting"=>3, "Chemistry"=>1, "Computer Science"=>12, "Engineering"=>9, "Biochemistry, Genetics and Molecular Biology"=>1, "Materials Science"=>2, "Medicine and Dentistry"=>40, "Neuroscience"=>24, "Design"=>1, "Sports and Recreations"=>4, "Physics and Astronomy"=>5, "Psychology"=>128, "Social Sciences"=>6, "Linguistics"=>2}, "reader_count_by_subdiscipline"=>{"Materials Science"=>{"Materials Science"=>2}, "Medicine and Dentistry"=>{"Medicine and Dentistry"=>40}, "Social Sciences"=>{"Social Sciences"=>6}, "Sports and Recreations"=>{"Sports and Recreations"=>4}, "Physics and Astronomy"=>{"Physics and Astronomy"=>5}, "Psychology"=>{"Psychology"=>128}, "Unspecified"=>{"Unspecified"=>19}, "Arts and Humanities"=>{"Arts and Humanities"=>3}, "Design"=>{"Design"=>1}, "Engineering"=>{"Engineering"=>9}, "Chemistry"=>{"Chemistry"=>1}, "Neuroscience"=>{"Neuroscience"=>24}, "Agricultural and Biological Sciences"=>{"Agricultural and Biological Sciences"=>39}, "Computer Science"=>{"Computer Science"=>12}, "Business, Management and Accounting"=>{"Business, Management and Accounting"=>3}, "Linguistics"=>{"Linguistics"=>2}, "Biochemistry, Genetics and Molecular Biology"=>{"Biochemistry, Genetics and Molecular Biology"=>1}, "Philosophy"=>{"Philosophy"=>3}}, "reader_count_by_country"=>{"Republic of Singapore"=>1, "United States"=>20, "Japan"=>5, "United Kingdom"=>6, "Switzerland"=>2, "Russia"=>2, "Spain"=>1, "Canada"=>5, "Austria"=>1, "Sweden"=>1, "Turkey"=>1, "Iran"=>3, "Belgium"=>1, "Luxembourg"=>1, "Ireland"=>1, "Brazil"=>3, "Denmark"=>2, "Dominican Republic"=>1, "Italy"=>5, "Israel"=>2, "Australia"=>3, "Chile"=>3, "France"=>1, "Germany"=>7}, "group_count"=>22}

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Journal Comments | Further Information

• {"type"=>"COMMENT", "annotationUri"=>"info:doi/10.1371/annotation/d7f27a02-1a3b-4016-9363-de86060adaa1", "title"=>"Attractor dynamics", "body"=>"The results in this paper would have been quite predictable by dynamical systems theory: the transcranial stimulation may have modulated the attractor landscape of the brain (i.e., neural networks) by external electromagnetic forces, so that the brain is not \"stuck\" any more in some inflexible attractors or \"prejudices\" or \"first guesses\" or \"biases\" (or \"mental templates\", according to these authors).\r\n\r\nAs usual: there is no \"science\", but only technology...\r\n\r\nI wonder when the time is coming to apply transcranial stimulation in schools and during pedagogic interventions (i.e., another --- very old --- way and method to shift and sculpt neural networks and attractors in vivo and in real-time). \r\n\r\nBut \"good\" teachers (and non-invasive methods) are becoming extremely rare throughout the world...", "isRemoved"=>false, "created"=>"2011-02-08T12:10:47Z", "lastModified"=>"2011-02-08T12:10:47Z", "creator"=>{"userId"=>"81273"}, "highlightedText"=>"", "competingInterestStatement"=>{"creatorWasPrompted"=>true, "hasCompetingInterests"=>false}, "parentArticle"=>{"doi"=>"info:doi/10.1371/journal.pone.0016655", "state"=>"published", "journals"=>{"PLoSONE"=>{"journalKey"=>"PLoSONE", "eIssn"=>"1932-6203", "title"=>"PLOS ONE"}}}, "replyTreeSize"=>0, "mostRecentActivity"=>"2011-02-08T12:10:47Z", "replies"=>[]}
• {"type"=>"COMMENT", "annotationUri"=>"info:doi/10.1371/annotation/0babb198-5ee1-4b86-8d02-530ea98f233b", "title"=>"Academic editor reply to criticism of this paper", "body"=>"As academic editor of this paper, I had expected it to be controversial, given the striking result and potential implications for application. I’m a congenital sceptic, but it had been through a round of review by two sober individuals who did not find major flaws and I felt it was methodologically adequate and merited publication. I haven’t used transcranial electrical direct current stimulation (tDCS) in my own research, but I’m interested in possibly doing so in future and know a little about it.\n This paper has achieved a startling level of prominence, with over 10,000 article views in the 24 days since publication. Yet not all reaction has been favourable. I’m aware of some blogposts that have been highly critical. This has led me to look again at the paper to judge whether I was wrong to accept it for publication.\nBut before I summarise my re-evaluation, I’d like to make one other point. There has been only ONE comment on this paper. I have tried to persuade critics on the blogosphere to use the Comments facility to start up a debate but nobody has. Why not? It does seem an opportunity wasted: it would be a way of drawing attention of the criticisms to the authors, who could then respond, and it would also mean that the 10,000 people who’d viewed the paper would be aware there was controversy.\n A widely-disseminated critique of this paper was in a blogpost on the Guardian Science blog website, by Chris Chambers, Sven Bestmann and Elena Rusconi, entitled, “'Thinking caps' are pseudoscience masquerading as neuroscience”, http://tinyurl.com/6l9xcua .\nThe first part of the post criticised the sensationalised media accounts of the research rather than the PLOS One paper; as readers of my own blog (http://deevybee.blogspot.com/ ) will know, that’s a topic that I’m very interested in, but my concern here is with comments that specifically question the methodology and conclusions of the paper itself. According to Chambers et al, the study “suffers from a catalogue of confounding factors and logical flaws”. In essence, they argue there is a lack of experimental control: “by failing to control for alternative explanations, their results … are open to a multitude of possible interpretations” and that “without appropriate experimental controls, the results are virtually meaningless.” \n Nobody seems to disagree that the brain stimulation improved task performance. In fact, in so far as I’m sceptical, it’s that part of the paper that concerned me - I found myself wondering whether such a dramatic effect was just a fluke. I wondered if it would replicate. But that’s why we have statistics, and I didn’t think it was my place as an editor to reject a paper just because I find it implausible if the stats are telling me it’s a big effect that is highly unlikely to have arisen by chance. This is particularly the case for PLOS One, whose policy very much discourages editors from allowing personal prejudices to affect decisions.\n The criticisms raised by Chambers and colleagues are different. They contest the claim by Chi and Snyder that stimulation affected ‘insight’. They suggest alternative interpretations that have not been elimiated: (a) participants became less cautious in reaching a decision; (b) they were helped to recall a similar problem seen a few minutes earlier; (c) they were temporarily less distractible; (d) they had dulled hearing; or (e) were more generally alert.\n While I agree that the mechanism of the effect remains unclear, most of these alternatives don’t strike me as plausible. Anyone who has tried the stick problems (which are specified in the paper) will realise that these are problems where it’s not hard to know whether you’re right or wrong. You essentially get stuck, especially if you’ve been primed with a different class of problem, until the moment when you have the ‘ah ha’ experience. It’s not clear to me how caution in decision-making would be an issue for such a task. As regards (b), the participants haven’t seen similar problems: that’s the whole point. This is a new type of problem and that’s why it’s hard. Hearing is neither here nor there; this is a visual task. Distractibility or alertness could, I agree, be mechanisms underlying the effect. In that case, we might have expected the tDCS to have an equivalent effect regardless of laterality of stimulation, but I agree we can’t rule out a rather general mechanism underlying the effect on this task - it's possible that the side of stimulation has a differential effect, e.g. on attention.\n I’m prepared to accept that this one experiment has not given a watertight account of how tDCS works - there are a number of explanations that remain open. But I don’t regard the results as ‘virtually meaningless’. On the contrary, I would argue this study lays the ground for more work on tDCS to both replicate this study and refine the methods. As the authors themselves pointed out “Further studies using a variety of control tasks are needed to disentangle the specific mechanisms of action and to determine whether the improvement in insight problem solving is task specific or can be widely generalized.” \n The other major objections raised by Chambers et al concerned the ethical implications of the work, especially the possibility that attempts to enhance cognitive abilities might have unwanted side effects. I agree. We need to be very cautious. But as someone who works with individuals who have problems in learning, I think we need careful studies of just how safe tDCS is, rather than assuming it will be harmful. \n So do I regret accepting this manuscript? I hope that I’m honest enough to be able to accept when I’m wrong, but in this case I think the decision to publish was correct. I do thoroughly agree with critics, however, in my dislike of the subsequent sensationalism surrounding media reports of the findings.\n\n", "isRemoved"=>false, "created"=>"2011-02-27T16:14:36Z", "lastModified"=>"2011-02-27T16:14:36Z", "creator"=>{"userId"=>"84195"}, "highlightedText"=>"", "competingInterestStatement"=>{"creatorWasPrompted"=>true, "hasCompetingInterests"=>false}, "parentArticle"=>{"doi"=>"info:doi/10.1371/journal.pone.0016655", "state"=>"published", "journals"=>{"PLoSONE"=>{"journalKey"=>"PLoSONE", "eIssn"=>"1932-6203", "title"=>"PLOS ONE"}}}, "replyTreeSize"=>1, "mostRecentActivity"=>"2011-06-07T00:13:34Z", "replies"=>[{"type"=>"REPLY", "parentID"=>925, "annotationUri"=>"info:doi/10.1371/reply/3a998a1d-8fb9-4429-83bd-7aa3e8bd5ae1", "title"=>"RE: Academic editor reply to criticism of this paper", "body"=>"Greetings. I have been extremely interested in this study since it was published some 6 months ago. As a foreign language teacher, I see the effects of past mental templates on students all the time. I can tell them how to pronounce a word time after time, but their mental template of the alphabet (in their own language) dictates the way they repeat what I tell them. \r\nI don't believe they fail to listen but that what I tell them is filtered through that particular mental template and the pronunciation of any given word thus changes when repeated back to me.\r\nJust an hour ago I walked into an English business class to give an exam and a coworker of the students told me that my student was [praɪjiŋ] instead of [preɪjiŋ]. That simple change from one diphthong to another kept me from understanding the man until he put his hands up as if he were [preɪjiŋ]. So, both our mental templates put as at a disadvantage.\r\nAnyway, I hope we can find ways to apply this to learning. \r\nAlso, to the authors of this study, could there be any relation with your findings to the concepts of so-called \"neuro-linguistic programming”? \r\nIt has received what I consider to be similar criticism to its ideas, i.e. a lack of control in proving their methodology.\r\nI am not aware of anyone attempting to prove the concepts but I see a relationship between your ideas and some of the ideas related to neuro-linguistic programming.\r\nI know some of their methods involve incorporating motor tasks that supposedly stimulate the right side of students' brains by having them do exercises with their left hands.\r\nMaybe this could be an area of opportunity. Could we possibly examine the effects of these simple, physical exercises on a more empirical level with the aid of new computer imaging technology?\r\n\r\nAside from that, I find it quite funny that deevybee sites a PLoS One policy which “very much discourages editors from allowing personal prejudices to affect decisions.” \r\n\r\nI suggest that PloS One use the “thinking cap” in order to avoid such policy violations.\r\n\r\n", "isRemoved"=>false, "created"=>"2011-06-07T00:13:34Z", "lastModified"=>"2011-06-07T00:13:34Z", "creator"=>{"userId"=>"168587"}, "highlightedText"=>"", "competingInterestStatement"=>{"creatorWasPrompted"=>true, "hasCompetingInterests"=>false}, "parentArticle"=>{"doi"=>"info:doi/10.1371/journal.pone.0016655", "state"=>"published", "journals"=>{"PLoSONE"=>{"journalKey"=>"PLoSONE", "eIssn"=>"1932-6203", "title"=>"PLOS ONE"}}}, "replyTreeSize"=>0, "mostRecentActivity"=>"2011-06-07T00:13:34Z", "replies"=>[]}]}
• {"type"=>"COMMENT", "annotationUri"=>"info:doi/10.1371/annotation/9318a494-d05d-4211-a1fe-b08033d8c2d3", "title"=>"custom made, battery-driven, constant current stimulator", "body"=>"I would like to see more details about the \"custom made, battery-driven, constant current stimulator\". How can I reproduce it?", "isRemoved"=>false, "created"=>"2011-09-04T12:25:35Z", "lastModified"=>"2011-09-04T12:25:35Z", "creator"=>{"userId"=>"79457"}, "highlightedText"=>"", "competingInterestStatement"=>{"creatorWasPrompted"=>true, "hasCompetingInterests"=>false}, "parentArticle"=>{"doi"=>"info:doi/10.1371/journal.pone.0016655", "state"=>"published", "journals"=>{"PLoSONE"=>{"journalKey"=>"PLoSONE", "eIssn"=>"1932-6203", "title"=>"PLOS ONE"}}}, "replyTreeSize"=>0, "mostRecentActivity"=>"2011-09-04T12:25:35Z", "replies"=>[]}
• {"type"=>"COMMENT", "annotationUri"=>"info:doi/10.1371/annotation/322f1590-2e72-480c-8988-4113004ef9a8", "title"=>"Media Coverage of this Article", "body"=>"The following article represents some of the media coverage that has occurred for this paper:\n\nPublication: NHS Choices \nTitle: “Brain zapping and puzzle solving - Health News - NHS Choices”\nhttp://www.nhs.uk/news/2011/02February/Pages/brain-zapping-and-puzzle-solving.aspx\n\nIf you see any additional coverage of this paper in the press or blogosphere, please reply to this thread and add the link to the article. \n", "isRemoved"=>false, "created"=>"2012-11-17T00:14:51Z", "lastModified"=>"2012-11-17T00:14:51Z", "creator"=>{"userId"=>"80539"}, "highlightedText"=>"", "competingInterestStatement"=>{"creatorWasPrompted"=>true, "hasCompetingInterests"=>true, "body"=>"PLOS ONE Staff"}, "parentArticle"=>{"doi"=>"info:doi/10.1371/journal.pone.0016655", "state"=>"published", "journals"=>{"PLoSONE"=>{"journalKey"=>"PLoSONE", "eIssn"=>"1932-6203", "title"=>"PLOS ONE"}}}, "replyTreeSize"=>0, "mostRecentActivity"=>"2012-11-17T00:14:51Z", "replies"=>[]}

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• {"id"=>"203976603510902784", "text"=>"Need insight? Resource your right brain just in from your ear and reduce activity in the same area on the left side. http://t.co/7nS8tSPN", "created_at"=>"2012-05-19T22:33:06Z", "user"=>"Kadvocate", "user_name"=>"Kevin Leahy", "user_profile_image"=>"http://a0.twimg.com/profile_images/79018414/Kevin_headshot_normal.jpg"}
• {"id"=>"215118691371712512", "text"=>"will science make us more creatively entrepreneurial? interesting experiment here. thanks @SteveJGardner\nhttp://t.co/n7eerGct", "created_at"=>"2012-06-19T16:27:47Z", "user"=>"Creativepopulis", "user_name"=>"Creative Populist", "user_profile_image"=>"http://a0.twimg.com/profile_images/1421965658/minogi_egg_head_rtp_incubating_entrepreneurs_normal.JPG"}
• {"id"=>"226764816616935424", "text"=>"Facilitate Insight by Non-Invasive Brain Stimulation http://t.co/rAoUqdaM via @sharethis", "created_at"=>"2012-07-21T19:45:20Z", "user"=>"TheFrailNinja", "user_name"=>"Jaime Girard ", "user_profile_image"=>"http://a0.twimg.com/profile_images/2195559870/image_normal.jpg"}
• {"id"=>"297642479363174401", "text"=>"Stimulate new ideas and creative performance: a research tells us that it is possible to become more brilliant http://t.co/aFChk66r", "created_at"=>"2013-02-02T09:47:51Z", "user"=>"lazangi", "user_name"=>"Sunflower", "user_profile_image"=>"http://a0.twimg.com/profile_images/3025234717/986308983cee8c4bde5f7961780ebb9b_normal.jpeg"}
• {"id"=>"424297249540014080", "text"=>"Facilitate Insight by Non-Invasive Brain Stimulation: http://t.co/kcEWd47SJ3", "created_at"=>"2014-01-17T21:48:42Z", "user"=>"Neurotrek", "user_name"=>"Neurotrek", "user_profile_image"=>"http://pbs.twimg.com/profile_images/3764500047/55420eb2ec1e6899480b3e6a8773dddf_normal.jpeg"}
• {"id"=>"446726376813387776", "text"=>"How brain stimulation might increased your #creative outpus #PLOSONE: Facilitate Insight by Non-Invasive Brain Stim. http://t.co/ZVl23YrG12", "created_at"=>"2014-03-20T19:14:02Z", "user"=>"lassial", "user_name"=>"Lassi A Liikkanen", "user_profile_image"=>"http://pbs.twimg.com/profile_images/3400179723/09b21e155a447e626abc9a016b3579ca_normal.jpeg"}
• {"id"=>"844373957121757184", "text"=>"It'd be fun to put one of these on my head while writing and see what happens: https://t.co/hSR2rjxC6G", "created_at"=>"2017-03-22T02:23:33Z", "user"=>"gordsellar", "user_name"=>"Gord Sellar", "user_profile_image"=>"http://pbs.twimg.com/profile_images/3048348698/19a989ec24bce37407c0e5efde9d7df7_normal.png"}

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Figshare

• {"files"=>["https://ndownloader.figshare.com/files/800947"], "description"=>"<p>Type 1 insight problems were used in the mental set phase. Type 2 and Type 3 problems were used in the testing phase.</p>", "links"=>[], "tags"=>["problems"], "article_id"=>471320, "categories"=>["Neuroscience"], "users"=>["Richard P. Chi", "Allan W. Snyder"], "doi"=>"https://dx.doi.org/10.1371/journal.pone.0016655.g001", "stats"=>{"downloads"=>1, "page_views"=>2, "likes"=>0}, "figshare_url"=>"https://figshare.com/articles/_An_illustration_of_the_insight_problems_used_/471320", "title"=>"An illustration of the insight problems used.", "pos_in_sequence"=>0, "defined_type"=>1, "published_date"=>"2013-02-20 20:47:59"}
• {"files"=>["https://ndownloader.figshare.com/files/801001"], "description"=>"<p>Condition of stimulation has a significant effect on both the time to event (solving the Type 2 insight problem) curves (p = 0.010, logrank test) and the percentage of subjects who solved the insight problem by the end of 6 minutes (p = 0.024, 2 tail fisher's exact test). While participants in all stimulation groups had difficulties in the first minute, after 150 seconds, only those in the L− R+ group continued to solve the insight problem over time. By the end of 360 seconds, 60% of those in the L− R+ stimulation group could solve the problem whereas only 20% of those in the sham stimulation group could do so (p = 0.022, two tail fisher's exact test).</p>", "links"=>[], "tags"=>["provides", "solving", "stimulation"], "article_id"=>471376, "categories"=>["Neuroscience"], "users"=>["Richard P. Chi", "Allan W. Snyder"], "doi"=>"https://dx.doi.org/10.1371/journal.pone.0016655.g002", "stats"=>{"downloads"=>1, "page_views"=>3, "likes"=>0}, "figshare_url"=>"https://figshare.com/articles/_The_figure_provides_a_comparison_of_problem_solving_performance_Type_2_insight_problem_across_stimulation_groups_/471376", "title"=>"The figure provides a comparison of problem solving performance (Type 2 insight problem) across stimulation groups.", "pos_in_sequence"=>0, "defined_type"=>1, "published_date"=>"2013-02-20 20:48:19"}
• {"files"=>["https://ndownloader.figshare.com/files/801096"], "description"=>"<p>Values are presented as mean ± standard error of the mean. Participants across the three stimulation groups did not differ in terms of age (p = 0.19, ANOVA), time required in completing the mental set phase (p = 0.76, ANOVA) or experience in a quantitative field (p = 0.85, 2 tailed Fisher's exact test). It turned out that gender is not evenly distributed across the stimulation groups, with a few more females in the sham stimulation group. Nevertheless, it is clear from the data that gender is not a predictor of success in problem solving for either the Type 2 (p = 1, 2-tailed Fisher's exact test) or Type 3 (p = 0.58, 2-tailed Fisher's exact test) insight problem (see <a href=\"http://www.plosone.org/article/info:doi/10.1371/journal.pone.0016655#pone-0016655-t002\" target=\"_blank\">Table 2</a>).</p>", "links"=>[], "tags"=>["characteristics", "stimulation"], "article_id"=>471470, "categories"=>["Neuroscience"], "users"=>["Richard P. Chi", "Allan W. Snyder"], "doi"=>"https://dx.doi.org/10.1371/journal.pone.0016655.t001", "stats"=>{"downloads"=>5, "page_views"=>5, "likes"=>0}, "figshare_url"=>"https://figshare.com/articles/_Demographic_characteristics_across_the_three_stimulation_groups_/471470", "title"=>"Demographic characteristics across the three stimulation groups.", "pos_in_sequence"=>0, "defined_type"=>3, "published_date"=>"2013-02-20 20:48:48"}
• {"files"=>["https://ndownloader.figshare.com/files/801056"], "description"=>"<p>We a priori did not intend to use the Type 3 insight problem to test our main hypothesis that those in the L− R+ group would perform better than those in the sham stimulation group. This is because those with brain lesion paradoxically perform better only for Type 2 problems, but not for Type 3 problems (Reveberi et al., 2007). Nevertheless, the result for the Type 3 problem is consistent with our hypothesis and also consistent with results for the Type 2 problem. Note that while the comparisons between L+ R− and sham (p = 0.15, logrank test) and between L+ R− and L− R+ (p = 0.26, logrank test) are not significant (possibly due to the lack of power), it is clear that those in the L− R+ group had a significant advantage over those in the sham stimulation group (p = 0.010, logrank test).</p>", "links"=>[], "tags"=>["provides", "solving", "stimulation"], "article_id"=>471427, "categories"=>["Neuroscience"], "users"=>["Richard P. Chi", "Allan W. Snyder"], "doi"=>"https://dx.doi.org/10.1371/journal.pone.0016655.g003", "stats"=>{"downloads"=>0, "page_views"=>3, "likes"=>0}, "figshare_url"=>"https://figshare.com/articles/_The_figure_provides_a_comparison_of_problem_solving_performance_Type_3_insight_problem_across_stimulation_groups_/471427", "title"=>"The figure provides a comparison of problem solving performance (Type 3 insight problem) across stimulation groups.", "pos_in_sequence"=>0, "defined_type"=>1, "published_date"=>"2013-02-20 20:48:34"}
• {"files"=>["https://ndownloader.figshare.com/files/801121"], "description"=>"<p>Values are presented as mean ± standard error of the mean. Neither age (p = 0.255, 2 tailed independent t test), gender (p = 1, 2-tailed Fisher's exact test), time required in completing the mental set phase (p = 0.36, 2 tailed independent t test), or experience in a quantitative field (p = 0.36, 2-tailed Fisher's exact test) is a predictor of success in solving the Type 2 problem. In other words, there is no evidence that those in the L− R+ group had superior performance because of confounding baseline attributes.</p>", "links"=>[], "tags"=>["characteristics", "solving"], "article_id"=>471496, "categories"=>["Neuroscience"], "users"=>["Richard P. Chi", "Allan W. Snyder"], "doi"=>"https://dx.doi.org/10.1371/journal.pone.0016655.t002", "stats"=>{"downloads"=>1, "page_views"=>4, "likes"=>0}, "figshare_url"=>"https://figshare.com/articles/_Demographic_characteristics_of_those_who_were_successful_in_solving_the_Type_2_problem_vs_those_who_failed_/471496", "title"=>"Demographic characteristics of those who were successful in solving the Type 2 problem vs those who failed.", "pos_in_sequence"=>0, "defined_type"=>3, "published_date"=>"2013-02-20 20:48:57"}

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Relative Metric

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F1000Prime