A neurological model of sensory‐motor problem solving with possible implications for higher‐order cognition and instruction

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Abstract
Grossberg's neural modeling principles of learning, perception, cognition, and motor control are presented as the basis for construction of a neurological model of sensory‐motor problem solving. The pattern of problem solving is assumed to be universal, thus is sought in the higher‐order shift from the child's use of an additive strategy to the adolescent's use of a proportions strategy to solve the Pouring Water Task (Suarez and Rhonheimer, 1974). Possible neurological principles involved in this shift and in the process of psychological equilibration are discussed as are possible educational implications.

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