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  • Number and Space Interact

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    Daniëlle Stephanie
    7 просмотров24 страницы
    The existence of a spatial component in the representation of number magnitude has been repeatedly supported by the demonstration that the left hand responds faster to smaller numbers, whereas the right hand responds faster to larger numbers. These results support the view that the ‘mental number line’ is oriented such that smaller numbers are associated with the left side of space while larger numbers are associated with the right side. We investigated whether the link between spatial and number processing arises from a continuous or categorical mapping between space and number representations. The investigation was designed to study all aspects of the motor act, including both planning and execution phases. For this purpose we measured reaction times (RTs), movement times (MTs), spatial accuracy, and endpoint pressure of manual aiming, while subjects reached with the right hand towards the location of a visual digit target. Five different digits were equiprobably presented at five positions along the horizontal axis. A GO/NO-GO choice task paradigm was used to ensure that digit parity (i.e., odd/even) was being processed. Analyses of MT, accuracy, and pressure data showed no digit effects. However, two number-related effects were observed on RTs. First, shorter RTs were obtained for smaller digits independent of target location, despite the use of the right hand. Second, an interaction was observed between target location and number magnitude whereby relative RTs were shortest when there was a congruity between target magnitude and location. These results imply that motor preparation is contaminated both by the direct activation of number magnitude and by the congruity between the spatial location of a target number and its magnitude. We conclude that continuous mapping intervenes between mental number representation and physical space.

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    9. Number and Space Interact (1)

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    The existence of a spatial component in the representation of number magnitude has been repeatedly supported by the demonstration that the left hand responds faster to smaller numbers, whereas the right hand responds faster to larger numbers. These results support the view that the ‘mental number line’ is oriented such that smaller numbers are associated with the left side of space while larger numbers are associated with the right side. We investigated whether the link between spatial and number processing arises from a continuous or categorical mapping between space and number representations. The investigation was designed to study all aspects of the motor act, including both planning and execution phases. For this purpose we measured reaction times (RTs), movement times (MTs), spatial accuracy, and endpoint pressure of manual aiming, while subjects reached with the right hand towards the location of a visual digit target. Five different digits were equiprobably presented at five positions along the horizontal axis. A GO/NO-GO choice task paradigm was used to ensure that digit parity (i.e., odd/even) was being processed. Analyses of MT, accuracy, and pressure data showed no digit effects. However, two number-related effects were observed on RTs. First, shorter RTs were obtained for smaller digits independent of target location, despite the use of the right hand. Second, an interaction was observed between target location and number magnitude whereby relative RTs were shortest when there was a congruity between target magnitude and location. These results imply that motor preparation is contaminated both by the direct activation of number magnitude and by the congruity between the spatial location of a target number and its magnitude. We conclude that continuous mapping intervenes between mental number representation and physical space.

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    7 просмотров24 страницы

    Number and Space Interact

    Загружено:

    Daniëlle Stephanie
    The existence of a spatial component in the representation of number magnitude has been repeatedly supported by the demonstration that the left hand responds faster to smaller numbers, whereas the right hand responds faster to larger numbers. These results support the view that the ‘mental number line’ is oriented such that smaller numbers are associated with the left side of space while larger numbers are associated with the right side. We investigated whether the link between spatial and number processing arises from a continuous or categorical mapping between space and number representations. The investigation was designed to study all aspects of the motor act, including both planning and execution phases. For this purpose we measured reaction times (RTs), movement times (MTs), spatial accuracy, and endpoint pressure of manual aiming, while subjects reached with the right hand towards the location of a visual digit target. Five different digits were equiprobably presented at five positions along the horizontal axis. A GO/NO-GO choice task paradigm was used to ensure that digit parity (i.e., odd/even) was being processed. Analyses of MT, accuracy, and pressure data showed no digit effects. However, two number-related effects were observed on RTs. First, shorter RTs were obtained for smaller digits independent of target location, despite the use of the right hand. Second, an interaction was observed between target location and number magnitude whereby relative RTs were shortest when there was a congruity between target magnitude and location. These results imply that motor preparation is contaminated both by the direct activation of number magnitude and by the congruity between the spatial location of a target number and its magnitude. We conclude that continuous mapping intervenes between mental number representation and physical space.

    Авторское право:

    Attribution Non-Commercial (BY-NC)
    Скачайте в формате PPTX, PDF, TXT или читайте онлайн в Scribd
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    из 24

    SNARC, ATOM, and synaesthesia

    Lecture 9

    Todays principle: Different forms of cognition interact

    Coming up
    Why do we think number, time and space are linked?

    Evidence for a common magnitude system


    Behavioural Neuropsychological

    Development of a common magnitude system

    This lecture is based on: Walsh, V. (2003). A theory of magnitude: common cortical metrics of time, space and quantity. Trends in Cognitive Sciences, 7(11), 483-488.

    Learning outcomes
    Be able to describe Walshs ATOM (A Theory Of Magnitude),
    including the roles of phylogeny and ontogeny

    Be able to describe evidence for ATOM:


    Behavioural Neuropsychological

    Be able to consider problems with and alternate


    interpretations of the evidence

    Why do we think number, time and space are linked?

    Animal evidence
    Quantity discrimination task (28 tones)

    Duration discrimination task (28 seconds)

    Rats generalise on both tasks

    Church & Meck (1984)

    Neuropsychological evidence
    Parietal cortex damage can
    lead to problems with: Number Time Space Size

    More commonly combined


    than isolated

    Critchley (1953)

    Developmental evidence

    Bryant & Squire (2001)

    What form might these links take?

    Evidence for a common magnitude system

    Behavioural: space and number


    2 2

    Odd

    Even

    Even

    Odd

    Slow

    Fast

    Behavioural: space and number


    2 3 2 8

    Slow

    Fast

    Behavioural: space and number


    14 15

    11 10 9

    12

    13

    5 4 3 2 1

    Behavioural: number and time

    Time estimation

    Mental arithmetic

    Brown (1997); Casini & Macar (1997)

    Behavioural: space and time

    Aug

    Sep Oct
    Nov Dec Jan Feb

    Mar

    Apr

    May

    Jun Jul

    Alternate interpretation: Task demands

    Bchtold, Baumller, & Brugger (1998)

    Alternate interpretation: Polarity matching


    Numbers are not directly linked with space
    Instead, the link is linguistic:
    Numbers are implicitly divided into small and large polarities Labels left and right also have polarity When polarities match, response times are quicker: Small and left Large and right

    Gevers et al. (2006); Proctor & Cho (2006)

    Neuropsychological: lesion

    Basso et al. (1996); Husain & Rorden (2003)

    Neuropsychological: imaging and pseudolesion

    Bjoertomt et al. (2002); Gbel et al. (2001); Walsh & Pascual-Leone (2003)

    A warning
    *fMRI scans+ represent the mind at three steps of removal: they represent physical magnitude correlated to blood flow; the blood flow in turn is correlated to neural activity; the neural activity in turn is supposed to correlate to mental activity. If all the assumptions are accurate, a brain-scan image may contain important information about neural activity related to a cognitive process. But we need to take care not to be misled by the visual, pictorial character of these images. Brain scans are not pictures of cognitive processes of the brain in action.

    - No (2009)

    Development of a common magnitude system

    Phylogeny (evolution)

    Leon & Shadlen (2003); Nieder et al. (2002); Onoe et al. (2001); Sawaura et al. (2002); Stein (1989); Wilson et al. (1993)

    Ontogeny (development from infancy)


    One-bit babies: we begin with a single, undifferentiated
    magnitude system

    Environmentally: space, time, speed, size and quantity are


    often highly correlated

    Later, children find it difficult to disentangle these things

    Learning outcomes
    Be able to describe Walshs ATOM (A Theory Of Magnitude),
    including the roles of phylogeny and ontogeny

    Be able to describe evidence for ATOM:


    Behavioural Neuropsychological

    Be able to consider problems with and alternate


    interpretations of the evidence

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