The relationship between numerosity perception and mathematics ability in adults: the moderating role of dots number

Background It has been proposed that numerosity perception is the cognitive underpinning of mathematics ability. However, the existence of the association between numerosity perception and mathematics ability is still under debate, especially in adults. The present study examined the relationship between numerosity perception and mathematics ability and the moderating role of dots number (i.e., the numerosity of items in dot set) in adults. Methods Sixty-four adult participants from Anshun University completed behavioral measures that tested numerosity perception of small numbers and large numbers, mathematics ability, inhibition ability, visual-spatial memory, and set-switching ability. Results We found that numerosity perception of small numbers correlated significantly with mathematics ability after controlling the influence of inhibition ability, visual-spatial memory, and set-switching ability, but numerosity perception of large numbers was not related to mathematics ability in adults. Conclusions These findings suggest that the dots number moderates the relationship between numerosity perception and mathematics ability in adults and may contribute to explaining the contradictory findings in the previous literature about the link between numerosity perception and mathematics ability.

How set switching affects the use of context-appropriate language by autistic and neuro-typical children

Autistic children have difficulties in adapting their language for particular listeners and contexts. We asked whether these difficulties are more prominent when children are required to be cognitively flexible, when changing how they have previously referred to a particular object. We compared autistic ( N = 30) with neuro-typical 5- to 7-year-olds. Each child participated in two conditions. In the switch condition, the same animal had to be re-described across trials to be appropriately informative (e.g. a participant could appropriately describe a picture as ‘dog’ on one trial but later the participant needed to re-describe the same picture as ‘spotty dog’ to differentiate it from a co-present black dog). In the no-switch condition, no picture needed to be re-described. Nonetheless, the conditions were matched regarding the requirement to use both complex (e.g. spotty cat) versus simple expressions (e.g. horse). Autistic children were more over-informative than peers even prior to the requirement to re-describe an animal. Overall, we found a main effect of the switch condition and no interaction with group. Switching a description hinders the ability of children to be appropriately informative. As autistic children are generally less appropriately informative, the requirement to switch leads to particularly poor performance in autism. Lay abstract The way autistic individuals use language often gives the impression that they are not considering how much information listeners need in a given context. The same child can give too much information in one context (e.g. saying ‘the big cup’ with only one cup present) and too little information in another context (e.g. entering a room and announcing ‘the red one’ when the listener has no prior knowledge regarding what this refers to). We asked whether many autistic children particularly struggle to tailor their language appropriately in situations where this means changing how they have previously described something. That is, if a speaker has recently described an object as ‘the cup’, the need to switch to describing it as ‘the big cup’ could hinder the speaker’s ability to use language in a context-appropriate way. We found that switching descriptions indeed makes it more difficult for children to use language in a context-appropriate way, but that this effect did not play out differently for autistic versus neuro-typical children. Autistic children were, however, less likely to provide a context-appropriate amount of information overall than were neuro-typical peers. The combination of these effects meant that when object re-description was required, autistic children only produced an appropriate description half the time. In contrast, without a requirement to re-describe, autistic children could indeed take listener informational needs into account. Applied professionals should consider whether a requirement to change the way the child has previously said something may hinder a child’s ability to communicate effectively.

Functional Delineation of Prefrontal Networks Underlying Working Memory in Schizophrenia: A Cross-data-set Examination

Background: Working memory (WM) impairment in schizophrenia substantially impacts functional outcome. Although the dorsolateral pFC has been implicated in such impairment, a more comprehensive examination of brain networks comprising pFC is warranted. The present research used a whole-brain, multi-experiment analysis to delineate task-related networks comprising pFC. Activity was examined in schizophrenia patients across a variety of cognitive demands. Methods: One hundred schizophrenia patients and 102 healthy controls completed one of four fMRI tasks: a Sternberg verbal WM task, a visuospatial WM task, a Stroop set-switching task, and a thought generation task (TGT). Task-related networks were identified using multi-experiment constrained PCA for fMRI. Effects of task conditions and group differences were examined using mixed-model ANOVA on the task-related time series. Correlations between task performance and network engagement were also performed. Results: Four spatially and temporally distinct networks with pFC activation emerged and were postulated to subserve (1) internal attention, (2) auditory–motor attention, (3) motor responses, and (4) task energizing. The “energizing” network—engaged during WM encoding and diminished in patients—exhibited consistent trend relationships with WM capacity across different data sets. The dorsolateral-prefrontal-cortex-dominated “internal attention” network exhibited some evidence of hypoactivity in patients, but was not correlated with WM performance. Conclusions: Multi-experiment analysis allowed delineation of task-related, pFC-anchored networks across different cognitive constructs. Given the results with respect to the early-responding “energizing” network, WM deficits in schizophrenia may arise from disruption in the “energization” process described by Donald Stuss' model of pFC functions.

Multilevel Switching Characteristics of Si3N4-Based Nano-Wedge Resistive Switching Memory and Array Simulation for In-Memory Computing Application

In this research, nano-wedge resistive switching random-access memory (ReRAM) based on a Si3N4 switching layer and silicon bottom electrode was fabricated, and its multilevel switching characteristics were investigated. The wedge bottom electrode was formed by a tetramethyl ammonium hydroxide (TMAH) wet-etching process. The nano-wedge ReRAM was demonstrated to have different reset current levels by varying the compliance currents. To explain the effect of modulating the compliance currents, the switching characteristics of both the SET and RESET behaviors were shown. After measuring the device under four different compliance currents, it was proved to have different current levels due to an inhibited resistive state after a SET switching process. Furthermore, SPICE circuit simulation was carried out to show the effect of line resistance on current summation for the array sizes of 8 × 8 and 16 × 16. These results indicate the importance of minimizing the line resistance for successful implementation as a hardware-based neural network.

Multilevel Bipolar Electroforming-Free Resistive Switching Memory Based on Silicon Oxynitride

Resistive random-access memory (RRAM) devices are fabricated by utilizing silicon oxynitride (SiOxNy) thin film as a resistive switching layer. A SiOxNy layer is deposited on a p+-Si substrate and capped with a top electrode consisting of Au/Ni. The SiOxNy-based memory device demonstrates bipolar multilevel operation. It can switch interchangeably between all resistance states, including direct SET switching from a high-resistance state (HRS) to an intermediate-resistance state (IRS) or low-resistance state (LRS), direct RESET switching process from LRS to IRS or HRS, and SET/RESET switching from IRS to LRS or HRS by controlling the magnitude of the applied write voltage signal. The device also shows electroforming-free ternary nonvolatile resistive switching characteristics having RHRS/RIRS > 10, RIRS/RLRS > 5, RHRS/RLRS > 103, and retention over 1.8 × 104 s. The resistive switching mechanism in the devices is found to be combinatory processes of hopping conduction by charge trapping/detrapping in the bulk SiOxNy layer and filamentary switching mode at the interface between the SiOxNy and Ni layers.

Using shared knowledge to determine ironic intent; a conversational response paradigm

Mentalising has long been suggested to play an important role in irony interpretation. We hypothesised that another important cognitive underpinning of irony interpretation is likely to be children's capacity for mental set switching – the ability to switch flexibly between different approaches to the same task. We experimentally manipulated mentalising and set switching to investigate their effects on the ability of 7-year-olds to determine if an utterance is intended ironically or literally. The component of mentalising examined was whether the speaker and listener shared requisite knowledge.We developed a paradigm in which children had to select how a listener might reply, depending on whether the listener shared knowledge needed to interpret the utterance as ironic. Our manipulation of requisite set switching found null results. However, we are the first to show experimentally that children as young as seven years use mentalising to determine whether an utterance is intended ironically or literally.