scholarly journals Task instructions modulate unit-decade binding in two-digit number representation

2018 ◽  
Author(s):  
Thomas J. Faulkenberry ◽  
Alexander Cruise ◽  
Samuel Shaki
Keyword(s):  
Compatibility Effect ◽  
Task Instruction ◽  
Late Response ◽  
Number Representation ◽  
Digit Number ◽  
Task Instructions ◽  
Computer Mouse ◽  
Task Requirements ◽  
Mere Presence ◽  
The Given

Previous studies have found decomposed processes, as well as holistic processes, in the representation of two-digit numbers. The present study investigated the influence of task instruction on such processes. Participants completed both magnitude and parity tasks in one of three instructional conditions, where they were asked to either consider two-digit numbers as a whole or to focus on one specific digit. In two experiments, we found that when participants were asked to consider the two digits as an integrated number, they always exhibited a unit-decade compatibility effect, indicating a failure of selective attention on the digit relevant to the given task. However, the mere presence of the neighboring digit is not a sufficient condition for the compatibility effect: when participants were explicitly asked to process a specific digit, their success/failure to selectively ignore the irrelevant digit depended on task requirements. Further, computer mouse tracking indicated that the locus of the compatibility effect was related to late response-related processing. The results signify the deep involvement of top-down processes in unit-decade binding for two-digit number representation.

scholarly journals Reversing the Manual Digit Bias in Two-Digit Number Comparison

2017 ◽  
Vol 64 (3) ◽  
pp. 191-204 ◽  
Author(s):  
Thomas J. Faulkenberry ◽  
Alexander Cruise ◽  
Samuel Shaki
Keyword(s):  
Numerical Cognition ◽  
Number Line ◽  
Number Representation ◽  
Digit Number ◽  
Computer Mouse ◽  
Number Comparison ◽  
Number Representations ◽  
Mouse Movements ◽  
Embodied Representation ◽  
Fixed Standard

Abstract. Though recent work in numerical cognition has supported a strong tie between numerical and spatial representations (e.g., a mental number line), less is known about such ties in multi-digit number representations. Along this line, Bloechle, Huber, and Moeller (2015) found that pointing positions in two-digit number comparison were biased leftward toward the decade digit. Moreover, this bias was reduced in unit-decade incompatible pairs. In the present study, we tracked computer mouse movements as participants compared two-digit numbers to a fixed standard (55). Similar to Bloechle et al. (2015) , we found that trajectories exhibited a leftward bias that was reduced for unit-decade incompatible comparisons. However, when positions of response labels were reversed, the biases reversed. That is, we found a rightward bias for compatible pairs that was reduced for incompatible pairs. This result calls into question a purely embodied representation of place value structure and instead supports a competition model of two-digit number representation.

scholarly journals Task instructions modulate unit–decade binding in two-digit number representation

2018 ◽  
Vol 84 (2) ◽  
pp. 424-439
Author(s):  
Thomas J. Faulkenberry ◽  
Alexander Cruise ◽  
Samuel Shaki
Keyword(s):  
Number Representation ◽  
Digit Number ◽  
Task Instructions

scholarly journals Reversing the manual digit bias in two-digit number comparison

2016 ◽  
Author(s):  
Thomas J. Faulkenberry
Keyword(s):  
Numerical Cognition ◽  
Number Line ◽  
Number Representation ◽  
Digit Number ◽  
Computer Mouse ◽  
Number Comparison ◽  
Number Representations ◽  
Mouse Movements ◽  
Embodied Representation ◽  
Fixed Standard

Though recent work in numerical cognition has supported the embodiment of number representations (e.g., a mental number line), little is known about the embodiment of multi-digit number representations. Along this line, Bloechle, Huber, and Moeller (2015) found that pointing positions in two-digit number comparison were biased leftward toward the decade digit. Moreover, this bias was reduced in unit-decade incompatible pairs. In the present study, we tracked computer mouse movements as participants compared two-digit numbers to a fixed standard (55). Similar to Bloechle et al. (2015), we found that trajectories exhibited a leftward bias that was reduced for unit-decade incompatible comparisons. However, when positions of response labels were reversed, the biases reversed. That is, we found a rightward bias for compatible pairs that was reduced for incompatible pairs. This result calls into question a purely embodied representation of place value structure and instead supports a competition model of two-digit number representation.

scholarly journals Pick the smaller number: No influence of linguistic markedness on three-digit number processing

2020 ◽  
Author(s):  
Julia Bahnmueller ◽  
Krzysztof Cipora ◽  
Silke Melanie Goebel ◽  
Hans-Christoph Nuerk ◽  
Mojtaba Soltanlou
Keyword(s):  
Standard Procedure ◽  
Number Processing ◽  
Task Instruction ◽  
Comparison Task ◽  
Digit Number ◽  
Task Instructions ◽  
Base Form ◽  
Number Comparison ◽  
English Speaking ◽  
Underlying Processes

The symbolic number comparison task has been widely used to investigate the cognitive representation and underlying processes of multi-digit number processing. The standard procedure to establish numerical distance and compatibility effects in such number comparison paradigms usually entails asking participants to indicate the larger of two presented multi-digit Arabic numbers rather than to indicate the smaller number. In terms of linguistic markedness, this procedure includes the unmarked/base form in the task instruction (i.e., large). Here we evaluate distance and compatibility effects in a three-digit number comparison task observed in Bahnmueller et al. (2015) using a marked task instruction (i.e., ‘pick the smaller number’). Moreover, we aimed at clarifying whether the markedness of task instruction influences common numerical effects and especially componential processing as indexed by compatibility effects. We instructed German- and English-speaking adults (N=52) to indicate the smaller number in a three-digit number comparison task as opposed to indicating the larger number in Bahnmueller et al. (2015). We replicated standard effects of distance and compatibility in the new pick the smaller number experiment. Moreover, when comparing our findings to Bahnmueller et al. (2015), numerical effects did not differ significantly between the two studies as indicated by both frequentist and Bayesian analysis. Taken together our data suggest that distance and compatibility effects alongside componential processing of multi-digit numbers are rather robust against variations of linguistic markedness of task instructions.

scholarly journals Pick the smaller number: No influence of linguistic markedness on three-digit number processing

2021 ◽  
Vol 7 (3) ◽  
pp. 295-307 ◽  
Author(s):  
Julia Bahnmueller ◽  
Krzysztof Cipora ◽  
Silke Melanie Göbel ◽  
Hans-Christoph Nuerk ◽  
Mojtaba Soltanlou
Keyword(s):  
Standard Procedure ◽  
Number Processing ◽  
Task Instruction ◽  
Comparison Task ◽  
Digit Number ◽  
Task Instructions ◽  
Base Form ◽  
Number Comparison ◽  
English Speaking ◽  
Underlying Processes

The symbolic number comparison task has been widely used to investigate the cognitive representation and underlying processes of multi-digit number processing. The standard procedure to establish numerical distance and compatibility effects in such number comparison paradigms usually entails asking participants to indicate the larger of two presented multi-digit Arabic numbers rather than to indicate the smaller number. In terms of linguistic markedness, this procedure includes the unmarked/base form in the task instruction (i.e., large). Here we evaluate distance and compatibility effects in a three-digit number comparison task observed in Bahnmueller et al. (2015, https://doi.org/10.3389/fpsyg.2015.01216) using a marked task instruction (i.e., ‘pick the smaller number’). Moreover, we aimed at clarifying whether the markedness of task instruction influences common numerical effects and especially componential processing as indexed by compatibility effects. We instructed German- and English-speaking adults (N = 52) to indicate the smaller number in a three-digit number comparison task as opposed to indicating the larger number in Bahnmueller et al. (2015). We replicated standard effects of distance and compatibility in the new pick the smaller number experiment. Moreover, when comparing our findings to Bahnmueller et al. (2015), numerical effects did not differ significantly between the two studies as indicated by both frequentist and Bayesian analysis. Taken together our data suggest that distance and compatibility effects alongside componential processing of multi-digit numbers are rather robust against variations of linguistic markedness of task instructions.

Examining the Effects of Task Instructions to Induce Implicit Theories of Intelligence on a Rational Thinking Task

2017 ◽  
Vol 225 (2) ◽  
pp. 146-156 ◽  
Author(s):  
Ivar Bråten ◽  
Andreas Lien ◽  
John Nietfeld
Keyword(s):  
Implicit Theories ◽  
Male Students ◽  
Task Instruction ◽  
Rational Thinking ◽  
Implicit Theories Of Intelligence ◽  
Entity Theory ◽  
Theories Of Intelligence ◽  
Theory Of Intelligence ◽  
Task Instructions ◽  
Culture Specificity

Abstract. In two experiments with Norwegian undergraduates and one experiment with US undergraduates, we examined the potential effects of brief task instructions aligned with incremental and entity views of intelligence on students’ performance on a rational thinking task. The research demonstrated that even brief one-shot task instructions that deliver a mindset about intelligence intervention can be powerful enough to affect students’ performance on such a task. This was only true for Norwegian male students, however. Moreover, it was the task instruction aligned with an entity theory of intelligence that positively affected Norwegian male students’ performance on the rational thinking task, with this unanticipated finding speaking to the context- and culture-specificity of implicit theories of intelligence interventions.

Path Feasibility and Modification Based on the PUMA 560 Workspace Analysis

1994 ◽  
Vol 116 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Kuo-Chiang Shao ◽  
Kuu-young Young
Keyword(s):  
Robot Manipulator ◽  
Industrial Robot ◽  
Practical Application ◽  
Kinematic Constraints ◽  
Workspace Analysis ◽  
Task Requirements ◽  
The Given ◽  
The Relationship ◽  
Robot Workspace

Robot paths are planned according to different industrial tasks. Their kinematic feasibility is restrained by the structure of the given robot manipulator. In order to design feasible paths under kinematic constraints and different task requirements, we propose first to utilize the geometry of the given robot to generate the geometric boundaries of different regions corresponding to kinematic constraints in the robot workspace. Geometric expressions are then derived to describe the relationship about the planned path and the robot workspace. Finally, by applying the developed modification strategies based on different task requirements, feasible paths can be obtained by modifying the infeasible portions of the paths. To demonstrate the proposed feasibility and modification schemes, the PUMA 560 robot manipulator is selected as a case study due to its complexity and practical application. The results are then extended to general wrist-partitioned types of industrial robot manipulators.

East is not right: Spatial compatibility differs between egocentric and cardinal retrieval

2018 ◽  
Vol 72 (5) ◽  
pp. 1250-1279 ◽  
Author(s):  
Qi Wang ◽  
Holly A Taylor ◽  
Tad T Brunyé
Keyword(s):  
Compatibility Effect ◽  
Spatial Information ◽  
Temporal Dynamics ◽  
Spatial Knowledge ◽  
Spatial Compatibility ◽  
Real Environment ◽  
Mouse Cursor ◽  
Computer Mouse ◽  
Mouse Movements

Four experiments examined perceptuo-motor associations involved in spatial knowledge encoding and retrieval. Participants learned spatial information by studying a map or by navigating through a real environment and then verified spatial descriptions based on either egocentric or cardinal directional terms. Participants moved the computer mouse to a YES or NO button to verify each statement. We tracked mouse cursor trajectories to examine perceptuo-motor associations in spatial knowledge. An encoding hypothesis predicts that perceptuo-motor associations depend on the involvement of perceptions and actions during encoding, regardless of how spatial knowledge would be used. The retrieval hypothesis predicts that perceptuo-motor associations change as a function of retrieval demands, regardless of how they are learned. The results supported the retrieval hypothesis. Participants showed action compatibility effects with egocentric retrieval, regardless of how spatial information was learned. With well-developed spatial knowledge, a reliable compatibility effect emerged during egocentric retrieval, but no or limited compatibility effects emerged with cardinal retrieval. With less-developed knowledge, the compatibility effects evident during cardinal retrieval suggest a process of egocentric recoding. Other factors of environment learning, such as location proximity and orientation changes, also impacted the compatibility effect, as revealed in the temporal dynamics of mouse movements. Taken together, the results demonstrate that retrieval demands differentially rely upon perceptuo-motor associations in long-term spatial knowledge. This effect is also modulated by environment experience, proximity of learned locations, and experienced orientations.

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