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.

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 No Evidence for an Influence of Grammatical Number in Two-Digit Magnitude and Place-Value Processing in Adults

2020 ◽  
Author(s):  
Julia Huber ◽  
Mojtaba Soltanlou ◽  
Krzysztof Cipora ◽  
Katarzyna Lipowska ◽  
Frank Domahs ◽  
...  
Keyword(s):  
Distance Effect ◽  
Snarc Effect ◽  
Place Value ◽  
Comparison Task ◽  
Digit Number ◽  
Response Level ◽  
Response Side ◽  
Plural Form ◽  
Number Comparison ◽  
Grammatical Number

Numerous studies revealed effects of some linguistic properties like inversion or reading/writing direction on number processing. However, it remains more controversial, whether influences at a syntactic level, such as singular vs. plural form associated with certain numbers, can also influence magnitude and place-value processing and vice versa. In this study, we investigated for the first time in a classical two-digit number comparison task whether grammatical number also affects magnitude and place-value processing (and vice versa). To do so, we used a peculiarity of the Polish language, where the inflection of a verb depends on the unit digit of a number (singular for 25-29, 35-39, etc. and plural for 22-24, 32-34, etc.). This systematic pattern allows the manipulation of congruency between grammatical number and magnitude information, both on an item and a response level (i.e., the grammatical number is either compatible or incompatible to the magnitude information or the response side). We observed no significant interference effects, neither between grammatical number (i.e., associated singular/ plural inflection of the number) and magnitude information, nor between grammatical number and the response side. Model comparisons revealed that models without grammatical number, could explain our data best. Hence, grammatical number did not contribute to the explanation of the data beyond unit-decade compatibility, distance effect and SNARC effect and, thus, seems to be negligible in two-digit number comparison. Task characteristics, which might contribute to this finding are discussed.

Neural Correlates of Symbolic Number Comparison in Developmental Dyscalculia

2010 ◽  
Vol 22 (5) ◽  
pp. 860-874 ◽  
Author(s):  
Christophe Mussolin ◽  
Anne De Volder ◽  
Cécile Grandin ◽  
Xavier Schlögel ◽  
Marie-Cécile Nassogne ◽  
...  
Keyword(s):  
Number Processing ◽  
Numerical Distance ◽  
Comparison Task ◽  
Developmental Dyscalculia ◽  
Disability History ◽  
Magnitude Processing ◽  
Number Magnitude ◽  
Number Comparison ◽  
The Right ◽  
Symbolic Number

Developmental dyscalculia (DD) is a deficit in number processing and arithmetic that affects 3–6% of schoolchildren. The goal of the present study was to analyze cerebral bases of DD related to symbolic number processing. Children with DD aged 9–11 years and matched children with no learning disability history were investigated using fMRI. The two groups of children were controlled for general cognitive factors, such as working memory, reading abilities, or IQ. Brain activations were measured during a number comparison task on pairs of Arabic numerals and a color comparison task on pairs of nonnumerical symbols. In each task, pairs of stimuli that were close or far on the relevant dimension were constituted. Brain activation in bilateral intraparietal sulcus (IPS) was modulated by numerical distance in controls but not in children with DD. Moreover, although the right IPS responded to numerical distance only, the left IPS was influenced by both numerical and color distances in control children. Our findings suggest that dyscalculia is associated with impairment in areas involved in number magnitude processing and, to a lesser extent, in areas dedicated to domain-general magnitude processing.

scholarly journals A Pilot Study: Designing and Testing the Task Parameters

2012 ◽  
Vol 1 (2) ◽  
pp. 97-106
Author(s):  
Meltem Ballan
Keyword(s):  
Pilot Study ◽  
Design Parameters ◽  
Comparison Study ◽  
Neural Basis ◽  
Comparison Task ◽  
Digit Number ◽  
Number Comparison ◽  
Quantity Judgments ◽  
Number Perception ◽  
Task Parameters

The aim of this pilot study was to test the validity, efficiency and measurements of a two-digit number comparison study. Number perception, its neural basis and its relationship to how numerical stimuli are presented have been challenging research topics in cognitive neuroscience for many years. A primary question that has been addressed is whether the perception of the quantity of a visually presented number stimulus is dissociable from its early visual perception. The present study examined the possible influence of visual quality judgment on quantity judgments of numbers. To address this issue, a two-digit number comparison task was developed. We suggest that the design parameters affect the accuracy of the results.

scholarly journals Sex Differences in the Processing of Global vs. Local Stimulus Aspects in a Two-Digit Number Comparison Task – An fMRI Study

PLoS ONE ◽  
2013 ◽  
Vol 8 (1) ◽  
pp. e53824 ◽  
Author(s):  
Belinda Pletzer ◽  
Martin Kronbichler ◽  
Hans-Christoph Nuerk ◽  
Hubert Kerschbaum
Keyword(s):  
Sex Differences ◽  
Comparison Task ◽  
Digit Number ◽  
Fmri Study ◽  
Number Comparison ◽  
Local Stimulus

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 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.

The Effect of External Representations on Numeric Tasks

2005 ◽  
Vol 58 (5) ◽  
pp. 817-838 ◽  
Author(s):  
Jiajie Zhang ◽  
Hongbin Wang
Keyword(s):  
Cognitive Processes ◽  
Numerical Cognition ◽  
Process Models ◽  
External Information ◽  
External Representations ◽  
Comparison Task ◽  
Digit Number ◽  
Internal Representations ◽  
Number Comparison ◽  
Number Representations

This article explores the effect of external representations on numeric tasks. Through several minor modifications on the previously reported two-digit number comparison task, we obtained different results. Rather than holistic comparison, we found parallel comparison. We argue that this difference was a reflection of different representational forms: The comparison was based on internal representations in previous studies but on external representations in our present study. This representational effect is discussed under a framework of distributed number representations. We propose that in numerical tasks involving external representations, numbers should be considered as distributed representations, and the behaviour in these tasks should be considered as the interactive processing of internal and external information through the interplay of perceptual and cognitive processes. We suggest that theories of number representations and process models of numerical cognition should consider external representations as an essential component.

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.

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