scholarly journals Effects of attentional shifts along the vertical axis on number processing: an eye-tracking study with optokinetic stimulation

2021 ◽  
Author(s):  
Arianna Felisatti ◽  
Mariagrazia Ranzini ◽  
Elvio Blini ◽  
Matteo Lisi ◽  
Marco Zorzi
Keyword(s):  
Eye Tracking ◽  
Numerical Cognition ◽  
Response Times ◽  
Eye Gaze ◽  
Distance Effect ◽  
Vertical Axis ◽  
Number Processing ◽  
Numerical Magnitude ◽  
Optokinetic Stimulation ◽  
Comparison Task

Previous studies suggest that associations between numbers and space are mediated by shifts of visuospatial attention along the horizontal axis. In this study, we investigated the effect of vertical shifts of overt attention, induced by optokinetic stimulation (OKS) and monitored through eye-tracking, in two tasks requiring explicit (number comparison) or implicit (parity judgment) processing of number magnitude. Participants were exposed to black-and-white stripes (OKS) that moved vertically (upward or downward) or remained static (control condition). During the OKS, participants were asked to verbally classify auditory one-digit numbers as larger/smaller than 5 (comparison task; Exp. 1) or as odd/even (parity task; Exp. 2). OKS modulated response times in both experiments. In Exp.1, downward attentional displacement increased the Magnitude effect (slower responses for large numbers) and reduced the Distance effect (slower responses for numbers close to the reference). In Exp.2, we observed a parity by magnitude interaction that was amplified by downward OKS. Moreover, eye tracking analyses revealed an influence of number processing on eye movements both in Exp. 1, with eye gaze shifting downwards during the processing of numbers 1-2 as compared to 8-9; and in Exp. 2, with leftward shifts after large even numbers (6,8) and rightward shifts after large odd numbers (7,9). These results provide evidence of bidirectional links between number and space and extend them to the vertical dimension. Moreover, they document the influence of visuo-spatial attention on processing of numerical magnitude, numerical distance and parity. Together, our findings are in line with grounded and embodied accounts of numerical cognition.

scholarly journals Effects of attentional shifts along the vertical axis on number processing: An eye-tracking study with optokinetic stimulation

Cognition ◽  
2022 ◽  
Vol 221 ◽  
pp. 104991
Author(s):  
Arianna Felisatti ◽  
Mariagrazia Ranzini ◽  
Elvio Blini ◽  
Matteo Lisi ◽  
Marco Zorzi
Keyword(s):  
Eye Tracking ◽  
Vertical Axis ◽  
Number Processing ◽  
Optokinetic Stimulation ◽  
Attentional Shifts

scholarly journals Influences of hand action on the processing of symbolic numbers: a special role of pointing?

2021 ◽  
Author(s):  
Mariagrazia Ranzini ◽  
Carlo Semenza ◽  
Marco Zorzi ◽  
Simone Cutini
Keyword(s):  
Numerical Cognition ◽  
Distance Effect ◽  
Number Processing ◽  
Grounded Cognition ◽  
Special Role ◽  
Comparison Task ◽  
Functional Link ◽  
Number Comparison ◽  
Hand Action

Embodied and grounded cognition theories suggest that cognitive processes are built upon sensorimotor systems. In the context of studies on numerical cognition, interactions between number processing and the hand actions of reaching and grasping have been documented in skilled adults, thereby supporting embodied and grounded cognition accounts. The present study made use of the neurophysiological principle of neural adaptation applied to repetitive hand actions to test the hypothesis of a functional overlap between neurocognitive mechanisms of hand action and number processing. Participants performed repetitive grasping of an object, repetitive pointing, repetitive tapping, or passive viewing. Subsequently, they performed a symbolic number comparison task. Importantly, hand action and number comparison were functionally and temporally dissociated, thereby minimizing context-based effects. Results showed that executing the action of pointing slowed down the responses in number comparison. Moreover, the typical distance effect (faster responses for numbers far from the reference as compared to close ones) was not observed for small numbers after pointing, while it was enhanced by grasping. These findings confirm the functional link between hand action and number processing, and suggest new hypotheses on the role of pointing as a meaningful gesture in the development and embodiment of numerical skills.

Multi-digit Number Processing

2014 ◽  
Author(s):  
Hans-Christoph Nuerk ◽  
Korbinian Moeller ◽  
Klaus Willmes
Keyword(s):  
Numerical Cognition ◽  
Distance Effect ◽  
Number Processing ◽  
Place Value ◽  
Digit Number ◽  
Single Digit ◽  
Numerical Development ◽  
Conceptual Distinction ◽  
Place Identification

Only recently the focus in numerical cognition research has considered multi-digit number processing as a relatively new and yet understudied domain in mathematical cognition. In this chapter: (i) we argue that single-digit number processing is not sufficient to understand multi-digit number processing; (ii) provide an overview on which representations and effects have been investigated for multi-digit numbers; (iii) suggest a conceptual distinction between place-identification, place-value activation, and place-value computation; (iv) identify language influences on multi-digit number processing along that conceptual distinction; and (v) argue that for numerical development indices of multi-digit number processing may be more suitable predictors of later arithmetical performance than classical single-digit measure such as the distance effect or non-numerical variables (e.g., working memory). In the final section, we summarize the important issues in multi-digit number processing, outline future directions and try to encourage readers to contribute to a new, exciting, yet understudied domain of numerical cognition.

scholarly journals The Force of Numbers: Investigating Manual Signatures of Embodied Number Processing

2021 ◽  
Vol 14 ◽  
Author(s):  
Alex Miklashevsky ◽  
Oliver Lindemann ◽  
Martin H. Fischer
Keyword(s):  
Embodied Cognition ◽  
Grip Force ◽  
Numerical Cognition ◽  
Stimulus Presentation ◽  
Number Line ◽  
Number Processing ◽  
New Technique ◽  
Numerical Magnitude ◽  
Left Hand ◽  
Number Magnitude

The study has two objectives: (1) to introduce grip force recording as a new technique for studying embodied numerical processing; and (2) to demonstrate how three competing accounts of numerical magnitude representation can be tested by using this new technique: the Mental Number Line (MNL), A Theory of Magnitude (ATOM) and Embodied Cognition (finger counting-based) account. While 26 healthy adults processed visually presented single digits in a go/no-go n-back paradigm, their passive holding forces for two small sensors were recorded in both hands. Spontaneous and unconscious grip force changes related to number magnitude occurred in the left hand already 100–140 ms after stimulus presentation and continued systematically. Our results support a two-step model of number processing where an initial stage is related to the automatic activation of all stimulus properties whereas a later stage consists of deeper conscious processing of the stimulus. This interpretation generalizes previous work with linguistic stimuli and elaborates the timeline of embodied cognition. We hope that the use of grip force recording will advance the field of numerical cognition research.

scholarly journals Modeling the latent structure of individual differences in the numerical size-congruity effect

2020 ◽  
Author(s):  
Thomas J. Faulkenberry ◽  
Kristen Bowman
Keyword(s):  
Individual Differences ◽  
Numerical Cognition ◽  
Congruity Effect ◽  
Numerical Magnitude ◽  
Data Sets ◽  
Comparison Task ◽  
Physical Size ◽  
The Individual ◽  
Size Congruity Effect ◽  
Individual Size

When people are asked to choose the physically larger of a pair of numerals, they are often slower when relative physical size is incongruent with numerical magnitude. This size-congruity effect is usually assumed as evidence for automatic activation of numerical magnitude. In this paper, we apply the methods of Haaf and Rouder (2017) to look at the size-congruity effect through the lens of individual differences. Here, we simply ask whether everyone exhibits the effect. We develop a class of hierarchical Bayesian mixed models with varying levels of constraint on the individual size- congruity effects. The models are then compared via Bayes factors, telling us which model best predicts the observed data. We then apply this modeling technique to three data sets. In all three data sets, the winning model was one in which the size-congruity effect was constrained to be positive. This indicates that, at least in a physical comparison task with numerals, everyone exhibits a positive size-congruity effect. We discuss these results in the context of measurement fidelity and theory-building in numerical cognition.

scholarly journals Quantitative and qualitative differences in the canonical and the reverse distance effect and their selective association with arithmetic and mathematical competencies

2021 ◽  
Author(s):  
Stephan Vogel ◽  
Thomas J. Faulkenberry ◽  
Roland H. Grabner
Keyword(s):  
Standardized Test ◽  
Reaction Times ◽  
Distance Effect ◽  
Numerical Magnitude ◽  
Numerical Comparison ◽  
Central Research ◽  
Comparison Task ◽  
Mathematical Competencies ◽  
Numerical Order ◽  
Underlying Mechanisms

Understanding the relationship between symbolic numerical abilities and individual differences in mathematical competencies has become a central research endeavor in the last years. Evidence on this foundational relationship is often based on two behavioral signatures of numerical magnitude and numerical order processing: the canonical and the reverse distance effect. The former indicates faster reaction times for the comparison of numerals that are far in distance (e.g., 2 8) compared to numerals that are close in distance (e.g., 2 3). The latter indicates faster reaction times for the ordinal judgment of numerals (i.e., are numerals in ascending/descending order) that are close in distance (e.g., 2 3 4) compared to numerals that are far in distance (e.g., 2 4 6). While a substantial body of literature has reported consistent associations between the canonical distance effect and arithmetic abilities, rather inconsistent findings have been found for the reverse distance effect. Here, we tested the hypothesis that estimates of the reverse distance effect show qualitative differences (i.e., not all participants show a reverse distance effect in the expected direction) rather than quantitative differences (i.e., all individuals show a reverse distance effect, but to a different degree), and that inconsistent findings might be a consequence of this variation. We analyzed data from 397 adults who performed a computerized numerical comparison task, a computerized numerical order verification task (i.e., are three numerals presented in order or not), a paper pencil test of arithmetic fluency, as well as a standardized test to assess more complex forms of mathematical competencies. We found discriminatory evidence for the two distance effects. While estimates of the canonical distance effect showed quantitative differences, estimates of the reverse distance effect showed qualitative differences. Comparisons between individuals who demonstrated an effect and individuals who demonstrated no reverse distance effect confirmed a significant moderation on the correlation with mathematical abilities. Significantly larger effects were found in the group who showed an effect. These findings confirm that estimates of the reverse distance effect are subject to qualitative differences and that we need to better characterize the underlying mechanisms/strategies that might lead to these qualitative differences.

The Use of Eye-Tracking in Spatial Thinking Research

2019 ◽  
pp. 588-609
Author(s):  
Alina Nazareth ◽  
Rosalie Odean ◽  
Shannon M. Pruden
Keyword(s):  
Eye Tracking ◽  
Language Processing ◽  
Cognitive Processes ◽  
Response Times ◽  
Eye Gaze ◽  
Cognitive Strategy ◽  
Spatial Thinking ◽  
Educational Pedagogy ◽  
Spatial Tasks ◽  
Tracking Technology

This chapter highlights the benefits of eye-tracking technology in spatial thinking research, specifically in the study of complex cognitive processes used to solve spatial tasks including cognitive strategy selection, cognitive strategy flexibility and spatial language processing. The consistent sex differences found in spatial thinking research (i.e., mental rotation), with males outperforming females, is concerning given the link between spatial ability and success in the STEM fields. Traditional methods like self-reports, checklists and response times methods may not be sufficient to study complex cognitive processes. Advances in eye-tracking technology make it possible to efficiently record and analyze voluminous eye-gaze data as an indirect measure of underlying cognitive processes involved in solving spatial tasks. A better understanding of the cognitive processes underlying spatial thinking will facilitate the design of effective training and educational pedagogy that encourages spatial thinking across both males and females.

The Use of Eye-Tracking in Spatial Thinking Research

2017 ◽  
pp. 239-260
Author(s):  
Alina Nazareth ◽  
Rosalie Odean ◽  
Shannon M. Pruden
Keyword(s):  
Eye Tracking ◽  
Language Processing ◽  
Cognitive Processes ◽  
Response Times ◽  
Eye Gaze ◽  
Cognitive Strategy ◽  
Spatial Thinking ◽  
Educational Pedagogy ◽  
Spatial Tasks ◽  
Tracking Technology

This chapter highlights the benefits of eye-tracking technology in spatial thinking research, specifically in the study of complex cognitive processes used to solve spatial tasks including cognitive strategy selection, cognitive strategy flexibility and spatial language processing. The consistent sex differences found in spatial thinking research (i.e., mental rotation), with males outperforming females, is concerning given the link between spatial ability and success in the STEM fields. Traditional methods like self-reports, checklists and response times methods may not be sufficient to study complex cognitive processes. Advances in eye-tracking technology make it possible to efficiently record and analyze voluminous eye-gaze data as an indirect measure of underlying cognitive processes involved in solving spatial tasks. A better understanding of the cognitive processes underlying spatial thinking will facilitate the design of effective training and educational pedagogy that encourages spatial thinking across both males and females.

scholarly journals Cognitive control in number processing: new evidence from task switching

2020 ◽  
Author(s):  
Andreas Schliephake ◽  
J. Bahnmueller ◽  
K. Willmes ◽  
K. Moeller
Keyword(s):  
Cognitive Control ◽  
Task Switching ◽  
Numerical Cognition ◽  
Basic Number ◽  
Number Processing ◽  
Input Output ◽  
Problem Size ◽  
Comparison Task ◽  
Specific Stimulus ◽  
Magnitude Comparison

Abstract Recently, it was demonstrated that even basic numerical cognition such as the processing of number magnitude is under cognitive control. However, evidence so far primarily came from adaptation effects to stimulus characteristics (e.g., relative frequency of specific stimulus categories). Expanding this approach, we evaluated a possible influence of more active exertion of cognitive control on basic number processing in task switching. Participants had to perform a magnitude comparison task while we manipulated the order of compatible and incompatible input–output modalities (i.e., auditory/vocal input–visual/manual output vs. auditory/visual input–manual/vocal output, respectively) on the trial level, differentiating repeat vs. switch trials. Results indicated that the numerical distance effect but not the problem size effect was increased after a switch in input–output modality compatibility. In sum, these findings substantiate that basic number processing is under cognitive control by providing first evidence that it is influenced by the active exertion of cognitive control as required in task switching.

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