Vertical spatial representation of numbers across two cultures

There is strong evidence that numbers are spatially represented. However, much of the research has been concerned with investigating number representation within the horizontal rather than the vertical dimension. It has been suggested that the organisation of the writing system, by rows or by columns, plays a pivotal role in shaping the mental number representation. We investigated the vertical number representation in British and Japanese participants, who were asked to randomly generate numbers after turning their heads up or down. Previous works showed that this method facilitated the access to the corresponding portions of the horizontal mental number representation. We found that neither group seemed to be affected by the up/ down head turns. These results are discussed in terms of cultural crossover, differences in the horizontal vs. vertical spatial and numerical representation, and sensitivity of the random number generation task.

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Acute aerobic exercise and information processing: Modulation of executive control in a Random Number Generation task

Acta Psychologica ◽

10.1016/j.actpsy.2009.06.008 ◽

2009 ◽

Vol 132 (1) ◽

pp. 85-95 ◽

Cited By ~ 62

Author(s):

Michel Audiffren ◽

Phillip D. Tomporowski ◽

James Zagrodnik

Keyword(s):

Information Processing ◽

Aerobic Exercise ◽

Executive Control ◽

Random Number ◽

Random Number Generation ◽

Generation Task ◽

Number Generation

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Neuromuscular Diseases Affect Number Representation and Processing: An Exploratory Study

Frontiers in Psychology ◽

10.3389/fpsyg.2021.697881 ◽

2021 ◽

Vol 12 ◽

Author(s):

Hendrikje Schmidt ◽

Arianna Felisatti ◽

Michael von Aster ◽

Jürgen Wilbert ◽

Arpad von Moers ◽

...

Keyword(s):

Cognitive Development ◽

Motor Development ◽

Muscular Atrophy ◽

Neuromuscular Diseases ◽

Random Number Generation ◽

Cognitive Capacity ◽

Compensatory Mechanism ◽

Motor Ability ◽

Number Representation ◽

Generation Task

Spinal muscular atrophy (SMA) and Duchenne muscular dystrophy (DMD) both are rare genetic neuromuscular diseases with progressive loss of motor ability. The neuromotor developmental course of those diseases is well documented. In contrast, there is only little evidence about characteristics of general and specific cognitive development. In both conditions the final motor outcome is characterized by an inability to move autonomously: children with SMA never accomplish independent motoric exploration of their environment, while children with DMD do but later lose this ability again. These profound differences in developmental pathways might affect cognitive development of SMA vs. DMD children, as cognition is shaped by individual motor experiences. DMD patients show impaired executive functions, working memory, and verbal IQ, whereas only motor ability seems to be impaired in SMA. Advanced cognitive capacity in SMA may serve as a compensatory mechanism for achieving in education, career progression, and social satisfaction. This study aimed to relate differences in basic numerical concepts and arithmetic achievement in SMA and DMD patients to differences in their motor development and resulting sensorimotor and environmental experiences. Horizontal and vertical spatial-numerical associations were explored in SMA/DMD children ranging between 6 and 12 years through the random number generation task. Furthermore, arithmetic skills as well as general cognitive ability were assessed. Groups differed in spatial number processing as well as in arithmetic and domain-general cognitive functions. Children with SMA showed no horizontal and even reversed vertical spatial-numerical associations. Children with DMD on the other hand revealed patterns in spatial numerical associations comparable to healthy developing children. From the embodied Cognition perspective, early sensorimotor experience does play a role in development of mental number representations. However, it remains open whether and how this becomes relevant for the acquisition of higher order cognitive and arithmetic skills.

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Influence of Gaze Observation on Random Number Generation

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000178 ◽

2013 ◽

Vol 60 (2) ◽

pp. 122-130 ◽

Cited By ~ 27

Author(s):

Stéphane Grade ◽

Nathalie Lefèvre ◽

Mauro Pesenti

Keyword(s):

Spatial Attention ◽

Random Number ◽

Eye Gaze ◽

Random Number Generation ◽

Number Line ◽

Generation Task ◽

Color Changes ◽

Number Generation ◽

Number Magnitude ◽

Large Numbers

Recent findings suggest that number processing is intimately linked to space and attention orienting processes. For example, processing numbers induces shifts of spatial attention, with small numbers causing leftward shifts and large numbers causing rightward shifts, suggesting that number magnitude might be represented on a left-to-right mental number line. However, whether inducing spatial attention shifts would in turn influence number production, and whether such influence, if observed, would be restricted to the left-to-right orientation or would extend to an up-to-down orientation in space, remains a matter of debate. The present study assessed whether observing gaze movements, known to moderate spatial attention, was able to influence a random number generation task, and how different directions of the gaze moderated this influence. Participants were asked to randomly produce a number between 1 and 10 after they observed either a horizontal or a vertical eye gaze, or after they observed color changes as a control condition. The results revealed that number production was influenced by the prior presentation of specific gaze changes. Observing leftward or downward gaze led participants to produce more small than large numbers, whereas observing gaze oriented rightward and upward or observing color changes did not influence the magnitude of the numbers produced. These results show that the characteristics of the observed gaze changes primed number magnitude, but that this only held true for some movements, and these were not restricted to the left-to-right axis.

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Stroop-Type Interference in Random-Number Generation

Psychological Reports ◽

10.2466/pr0.1995.77.2.387 ◽

1995 ◽

Vol 77 (2) ◽

pp. 387-390 ◽

Cited By ~ 10

Author(s):

Peter Brugger ◽

Sabine Pietzsch ◽

Gabriele Weidmann ◽

Peter Biro ◽

Eli Alon

Keyword(s):

Random Number ◽

Human Subjects ◽

Random Number Generation ◽

Naming Task ◽

Color Naming ◽

Generation Task ◽

Number Generation ◽

Psychological Theories ◽

Random Behavior ◽

Repetition Avoidance

We describe a positive correlation between the extent of sequential counting in a random-number generation task and the magnitude of the interference effect in Stroop's color-naming task. This finding is compatible with the view that both counting and reading are highly automatized processes which constitute an inevitable source of interference in randomization and Stroop paradigms, respectively. On the other hand, cognitive psychological theories proposing that a generally biased concept of randomness would be responsible for human subjects' inability to generate true random sequences do not readily account for this correlation. Literature on repetition avoidance indicates this universal effect in random generation is likewise not explainable in terms of some “biased concept of randomness.” Repetition avoidance (“spontaneous alternation”) also occurs in lower invertebrates, is largely independent of mathematical sophistication in humans, dissipates with increasing time between consecutive responses, and is diminished by amnesia. We conclude that the failure of functionally intact organisms to display random behavior is due to basic neuropsychological limitations. In neglecting these biological foundations, “concept of randomness” theories of randomization behavior lack explanatory value.

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Effects of Regular Switching between Languages during Random Number Generation

Perceptual and Motor Skills ◽

10.2466/pms.100.2.524-534 ◽

2005 ◽

Vol 100 (2) ◽

pp. 524-534 ◽

Cited By ~ 4

Author(s):

Hans Strenge ◽

Jessica Böhm

Keyword(s):

Random Number ◽

Random Number Generation ◽

Number Representation ◽

Executive Processes ◽

Number Generation ◽

L1 And L2 ◽

Repetition Avoidance ◽

Cycling Behavior

Random number generation is a task that engages working memory and executive processes within the domain of number representation. In the present study we address the role of language in number processing by switching languages during random number generation (numbers 1–9), using German (L1) and English (L2), and alternating L1/L2. Results indicate large correspondence between performance in L1 and L2. In contrast to nonswitching performance, randomization with alternating languages showed a significant increase of omitted responses, whereas the random sequences were less stereotyped, showing significantly less repetition avoidance and cycling behavior. During an intentional switch between languages, errors in language sequence appeared in 23% of responses on the average, independently of the quality of randomization but associated with a clear persistence of L2. These results indicate that random number generation is more closely linked to auditory-phonological representation of numerals than to visual arabic notation.

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Cognitive Processing dissociation by mental effort manipulation in long demanding tasks

10.1101/2020.04.25.060814 ◽

2020 ◽

Author(s):

Marcus Vinicius Alves ◽

Susanny Tassini ◽

Felipe Aedo-Jury ◽

Orlando F. A. Bueno

Keyword(s):

Cognitive Processing ◽

Random Number ◽

Random Number Generation ◽

High Sensitivity ◽

Mental Effort ◽

Experimental Manipulation ◽

Cognitive Resources ◽

Generation Task ◽

Non Invasive ◽

Number Generation

AbstractIndividuals uses cognitive resources to modulate performance in demanding tasks and a non-invasive and reliable way of measuring mental effort is pupillometry. This study aimed to test the mental effort related to different processing systems in long tasks with controlled and automatic demands. We conducted two experiments with healthy subjects: in Experiment 1 (n=15), using a metronome to ensure control on task pace, participants performed a serial number generation task (Counting; little to no effort tasks), a random number generation (RNG; effortful tasks), and no task (Unfilled interval; no effort at all). In experiment 2, (n=15) participants performed counting tasks with or without additional intermediary beeps produced by a metronome to assess the effect of a possible increase in effort demanded by the distractors. Experiment 1 showed differences between unfilled interval, counting and RNG. Experiment 2 showed that the intermediate beep made the counting tasks more demanding than the normal counting tasks. Notable in both experiments was the tendency of participants to demand mental effort at the beginning of the trial. These results indicate that previously effortless automatic tasks can become controlled, or at least more demanding, with a simple experimental manipulation. They also reveal that tasks that require mental effort over a long period will demand more than automatic ones, but even so the peak of this demand is in the initial trial period. Moreover, they reveal the high sensitivity of pupillometry for the measurement of mental effort employing different processing systems and cognitive resource modulation.

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