Psychological Research-Psychologische Forschung最新文献

The serial dependence effect (SDE) is a perceptual bias where current stimuli are perceived as more similar to recently seen stimuli, possibly enhancing the stability and continuity of visual perception. Although SDE has been observed across many visual features, it remains unclear whether humans rely on a single mechanism of SDE to support numerosity processing across two distinct numerical ranges: subitizing (i.e., small numerosity processing, likely related to early object recognition) and estimation (i.e., large numerosity processing, likely related to ensemble numerosity extraction). Here, we show that subitizing and estimation exhibit distinct SDE patterns. Subitizing is characterized by an asymmetric SDE, whereas estimation demonstrates a symmetric SDE. Specifically, in subitizing, the SDE occurs only when the current magnitude is smaller than the previous magnitude but not when it is larger. In contrast, the SDE in estimation is present in both scenarios. We propose that these differences arise from distinct underlying mechanisms. A perceptual mechanism-namely, a 'temporal hysteresis' account, can explain the asymmetrical SDE in subitizing since object individuation resources are easily activated but resistant to deactivation. Conversely, a combination of perceptual and post-perceptual mechanisms can account for the SDEs in estimation, as both perceptual and post-perceptual interference can reduce the SDEs. Critically, a novel type of SDE characterized by reduced processing precision is found in subitizing only, implying that the continuity and stability of numerical processing can be dissociable in dynamic situations where numerical information is integrated over time. Our findings reveal the multifaceted nature of SDE mechanisms and suggest their engagement with cognitive modules likely subserving different functionalities.

Brand names typically maintain a distinctive letter case (e.g., IKEA, Google). This element is essential for theoretical (word recognition models) and practical (brand design) reasons. In abstractionist models, letter case is considered irrelevant, whereas instance-based models use surface information like letter case during lexical retrieval. Previous brand identification tasks reported faster responses to brands in their characteristic letter case (e.g., IKEA and Google faster than ikea and GOOGLE), favoring instance-based models. We examined whether this pattern can be generalized to normal sentence reading: Participants read sentences in which well-known brand names were presented intact (e.g., IKEA, Google) or with a modified letter case (e.g., Ikea, GOOGLE). Results showed a cost for brands written in uppercase, independently of their characteristic letter case, in early eye fixation measures (probability of first-fixation, first-fixation duration). However, for later measures (gaze duration and total times), fixation times were longer when the brand's letter case was modified, restricted to those brands typically written in lowercase (e.g., GOOGLE > Google, whereas Ikea ≲ IKEA). Thus, during sentence reading, both the actual letter case and the typical letter case of brand names interact dynamically, posing problems for abstractionist models of reading.

Researchers in numerical cognition have extensively studied the number sense-the innate human ability to extract numerical information from the environment quickly and effortlessly. Much of this research, however, uses abstract stimuli (e.g., dot configurations) that are also strictly controlled for their low-level visual confounds, such as size. Nonetheless, individuals rarely extract numerical information from abstract stimuli in everyday life. Yet, numerical judgments of familiar objects remain poorly understood and understudied. In the current study, we examined the cognitive mechanisms underlying the numerical decisions of familiar objects. In two experiments, we asked adult participants (Experiment 1) and two groups of children (aged 7-9 years and 11-12 years, Experiment 2) to perform an animal numerosity task (i.e., "Which animal is more numerous?"), while the conceptual congruency (i.e., the congruency between an object's real-life size and its numerosity) and physical congruency (the congruency between the number of items and the total space they occupy on the screen) were manipulated. Results showed that the conceptual congruency effect (i.e., better performance when the animal with a larger size in real life is more numerous) and a physical congruency effect (i.e., better performance when the physically larger animal is more numerous) were present in adults and children. However, the effects differed across the age groups and were also a subject of developmental change. To our knowledge, this study is the first one to demonstrate that conceptual knowledge can interfere with numerosity judgements in a top-down manner. This interference effect is distinct from the bottom-up interference effect, which comes from the physical properties of the set. Our results imply that the number sense is not a standalone core system for numbers but is embedded in a more extensive network where both low-level and higher-order influences are possible. We encourage numerical cognition researchers to consider employing not only abstract but also familiar objects when examining numerosity judgements across the lifespan.

Spatial-Numerical Associations (SNAs) refer to the demonstrations of spatial processing of numbers. The Mental Number Line (MNL) is a representation model describing numbers as aligning left-to-right (LR) and was suggested to account for directional biases in participants' responses during numerical tasks. One common behavioral demonstration of this is the Spatial-Numerical Associations of Response Codes (SNARC) effect, which describes faster left-/right-hand responses to smaller/larger numbers, respectively. The MNL, and, consequently, directional SNAs, show variabilities across different cultures. Reading direction is considered to be the main factor in explaining these differences. In line with this, individuals with right-to-left (RL) reading habits show a weaker or even reverse SNARC effect. In the present study, we investigated whether SNAs are influenced not only by reading direction, but also by cultural directional preferences such as drawing lines, arranging objects, imagining objects (i.e., rightward or leftward facing), or representing events in time (i.e., mentally representing the past/future on the left/right, respectively). To test this hypothesis, we measured the cultural directional preferences and the SNARC effect across three cultures in an online setup; German, Turkish, and Iranian. LR preferences in the Cultural Directional Preferences Questionnaire were most prominent in German participants, intermediate in Turkish participants, and least prominent in Iranian participants. In line with this, the LR SNARC effect was strongest in German, intermediate in Turkish, and weakest (but not RL) in Iranian culture. These findings suggest that cultural directional preferences are involved in the emergence of adult SNAs in addition to the reading direction.

Previous research highlights impairments in the recognition of facial expression of emotion in individuals diagnosed with Autism Spectrum Disorder (ASD). Relatives of people with ASD may exhibit similar, albeit subtler, impairments, referred to as the Broad Autism Phenotype (BAP). Recently, the Differential outcomes procedure (DOP) has been shown to enhance this ability in young adults using dynamic stimuli, with fewer intensity levels required to identify fear and surprise. The present study aimed to extend these findings to adults diagnosed with ASD (ASD group), and relatives of people diagnosed with ASD (BAP group). A Bayesian Generalized Linear Model was employed for statistical inference. The results indicated that the ASD DOP group performed worse than the BAP DOP group in fear trials. The social dimension of autism negatively impacted performance in some conditions, while positive relationships were found between the repetitive behavior dimension and performance for the ASD group. The opposite pattern was observed in the BAP group. These results suggest the importance of considering different dimensions of autism when conducting research on its relationship with other variables. Finally, participants in both ASD and BAP groups required less intensity to identify certain emotions when the DOP was applied, highlighting its potential utility for improving dynamic facial emotion recognition.

What are emotions? Despite being a century-old question, emotion scientists have yet to agree on what emotions exactly are. Emotions are diversely conceptualised as innate responses (evolutionary view), mental constructs (constructivist view), cognitive evaluations (appraisal view), or self-organising states (dynamical systems view). This enduring fragmentation likely stems from the limitations of traditional research methods, which often adopt narrow methodological approaches. Methods from artificial intelligence (AI), particularly those leveraging big data and deep learning, offer promising approaches for overcoming these limitations. By integrating data from multimodal markers of emotion, including subjective experiences, contextual factors, brain-bodily physiological signals and expressive behaviours, deep learning algorithms can uncover and map their complex relationships within multidimensional spaces. This multimodal emotion framework has the potential to provide novel, nuanced insights into long-standing questions, such as whether emotion categories are innate or learned and whether emotions exhibit coherence or degeneracy, thereby refining emotion theories. Significant challenges remain, particularly in obtaining comprehensive naturalistic multimodal emotion data, highlighting the need for advances in synchronous measurement of naturalistic multimodal emotion.

Theoretical frameworks suggest that cognitive inhibition suppresses irrelevant information in working memory, preventing overload and promoting the processing of task-relevant information. Consequently, it may also contribute to more complex skills, such as abstract reasoning, by facilitating the retention and processing of patterns and relationships. However, empirical evidence does not consistently show these relationships in early elementary school years. This study aims to examine the validity of the following theoretical proposition: cognitive inhibition is a fundamental process that influences working memory, and both contribute to abstract reasoning in children aged 6-8 years. The final sample included 293 schoolchildren from 1st, 2nd, and 3rd grades, who completed tasks measuring cognitive inhibition, working memory, and reasoning. Age was also considered in the analyses. The main results indicate that age is associated with improvements in working memory and reasoning (explaining 19% of the variance), but not with cognitive inhibition performance. Additionally, cognitive inhibition directly contributes to working memory (explaining 19% of the variance), and working memory, but not cognitive inhibition, contributes to abstract reasoning (the model explains 23% of the variance). No indirect effects were found. We discuss the importance of incorporating specific relationships between cognitive skills at different developmental stages into theoretical and practical proposals.

Mathematical and spatial abilities are positively related at both the behavioral and neural levels. Much of the evidence illuminating this relationship comes from classic laboratory-based experimental methods focused on cognitive performance despite most individuals also experiencing math and space in other contexts, such as in conversations or lectures. To broaden our understanding of math-space integration in these more commonplace situations, we used an auditory memory-encoding task with stimuli whose content evoked a range of educational and everyday settings related to math or spatial thinking. We used a multivariate approach to directly assess the extent of neural similarity between activity patterns elicited by these math and spatial stimuli. Results from whole-brain searchlight analysis revealed a highly specific positive relation between math and spatial activity patterns in bilateral anterior hippocampi. Examining individual variation in math-space similarity, we found that greater math-space similarity in bilateral anterior hippocampi was associated with poorer math skills and higher anxiety about math. Integration of neural responses to mathematical and spatial content may not always portend positive outcomes. We suggest that episodic simulation of quotidian contexts may link everyday experiences with math and spatial thinking-and the strength of this link is predictive of math in a manner that diverges from math-space associations derived from more lab-based tasks. On a methodological level, this work points to the value of considering a wider range of experimental paradigms, and of the value of combining multivariate fMRI analysis with behavioral data to better contextualize interpretations of brain data.

Associations between arithmetic and reading skills suggest that these important abilities may rely, at least in part, on shared neurocognitive processes. It has been argued that retrieval of arithmetic facts may rely on phonological processing; however, very few studies have explored this association using neural indices and whether it manifests similarly in children and adults. Here we examined event related potentials (ERPs) as an indirect neural correlate of arithmetic fact retrieval, and whether variability in ERP modulation is associated with individual differences in phonological processing (verbal working memory, rate of access, and phonological awareness). Arithmetic processing was examined in two samples with different levels of arithmetic expertise: (1) young adults (n = 24; M_age = 21.8 years); and (2) children (n = 25; M_age = 11.2 years). Participants were presented with simple multiplication equations that were correct or incorrect. Significant modulations of the ERPs by correctness were found at posterior electrodes in both samples, however, in different components. In adults a modulation of the P300 was observed, while for children the N400 response was modulated. For both children and adults, the size of the ERP modulation in posterior electrodes was associated with individual differences in verbal working memory. These results highlight an important distinction between behavioral outcomes and their underlying neurocognitive mechanisms. Additionally, they provide insight into how arithmetic processing evolves over the course of development.

The spatial numerical association of response codes (SNARC) effect demonstrates that people respond faster to small numbers with their left hand and faster to large numbers with their right hand. The size congruity effect (SCE) refers to the fact that congruent trials between numerical values and physical sizes are faster than incongruent trials. Previous studies have found that the SNARC effect and SCE are independent when magnitudes or sizes are processed explicitly. This study aimed to explore whether number, size, and space are common and distinct mechanisms using an implicit parity judgment task. The results showed that the SNARC effect, SCE, and SNARC-like effect all co-existed. Furthermore, there was a significant interaction between the SNARC effect and SCE, in which the SNARC effect in the SCE-congruent condition was larger than in the SCE-incongruent condition, whereas SCE merely emerged in the SNARC-compatible trials. However, participants responded to small numbers in large size faster than to large numbers in small size with the left hand in SCE-incongruent trials, which reflected that number-space mapping (SNARC effect) was stronger than size-space mapping (SNARC-like effect). These findings provide new evidence for A Theory of Magnitude (ATOM), which suggests that number, size, and space are associated with a common generalized magnitude system through distinct mechanisms.