Psychological Research-Psychologische Forschung最新文献

The approximate number system (ANS) is an innate number sense ability; it plays a pivotal role in the development of symbolic number ability. Despite studies using a wide range of presentation durations of stimuli to investigate the approximate number processing, limited literature has systematically explored its impact on approximate number processing. Further, if increasing presentation duration leads to improved accuracy, it remains unclear whether this improvement will be driven by better performance in both congruent and incongruent conditions or only in one condition. Addressing these gaps, the present study investigated the impact of presentation duration on the approximate number processing among 45 college-going adult participants from India. The dot number comparison task was used to measure ANS, with stimuli presentation duration manipulated at the following durations: 100, 200, 500, 1000, and 3000 milliseconds (or until response). Based on the congruency of non-numerical features of dots with numerosity of dots, trials were categorized into congruent and incongruent trials. Repeated measure ANOVA revealed a positive relationship between the presentation duration and dot number comparison accuracy. However, a saturation point in performance was observed at a presentation duration of 500 milliseconds, beyond which increased duration did not lead to enhanced accuracy. Further analysis based on congruency revealed that performance improvement was confined only to congruent conditions. Drawing on samples from India, the study offers valuable insights into the ANS.

According to Rosset's dual-process model of intention attribution, our judgements of intentionality can be guided either by an automatic process leading to intentional explanations of behaviour or by a higher-level and cognitively more demanding process enabling unintentional explanations of behaviour. Based on this model, under conditions of compromised cognitive capacity, individuals should judge more behaviour to be intentional rather than unintentional. This prediction was tested in one lab-based experiment and one online experiment. Specifically, we investigated whether increased working memory load would lead to higher intentionality endorsement of ambiguous action when controlling for individual differences in working memory. Results of both experiments indicated no effect of working memory load on intentionality endorsement. The implications of these results for the dual-process model of intention attribution are discussed.

Hypervigilance involves increased attentional scanning of the environment to facilitate the detection of possible threats. Accordingly, this state is mostly bound to external attention and as a corollary, it might be detrimental to internal attention and further affect attentional balance defined as the ability to switch dynamically between these two domains. In the current study, we aimed to address this question and induced hypervigilance in 49 healthy participants through the presentation of a task-unrelated aversive sound while they performed the switching attention task (SAT), which was previously devised to study attentional balance. The skin conductance response results, as well as subjective sound ratings, confirmed that the hypervigilance manipulation was successful. At the behavioral level, hypervigilance led to a more symmetrical balance between internal and external attention compared to the control and neutral conditions, where it was asymmetrical, replicating previous studies. Moreover, using a drift diffusion model, we found that hypervigilance reduced the drift rate for internal repetition trials, suggesting that hypervigilance possibly caused an impaired shielding of internal attention.

Number-word structure affects transcoding and relates to working memory capacity (WMc). We tested the relationship between the structure of number-words (inverted "Units-Decades (UD) format" or not "Decades-Units (DU) format") and performance on the digit span task for recalling two-digit number-words presented verbally, using two modes of output. University students, native speakers of Arabic, who were also highly proficient in Hebrew, and native speakers of Hebrew, were asked to response by typing Arabic digits or recalling numbers verbally. Arabic and Hebrew speakers were equal in WMc for one-digit numbers in the two modes. However, when inversion was presented, performance was related to output and participants habits. In the typing response, both groups showed better performance for the DU format. In the native language (standard format), Arabic speakers (UD) remembered fewer numbers than Hebrew speakers (DU). Arabic speakers show inversion errors even in the noninverted format. For verbal responses, there were no differences between the groups in their standard format, and native speakers of Arabic weren't affected by the format, while Hebrew speakers still preferred the DU format. Experience with inverted and noninverted language affected WMc but is also related to the output demands.

Post-error slowing, described as an error-corrective index of response binding during motor sequence learning, has only been demonstrated in the serial reaction time task under conditions where extrinsic error feedback is presented. The present experiment investigated whether post-error slowing is dependent on, or is influenced by, extrinsic error feedback. Thirty participants (14 females, M_age = 21.9 ± 1.8 years) completed the serial reaction time task with or without presentation of extrinsic error feedback. Post-error slowing was observed following response error whether feedback was presented or not. However, presentation of extrinsic error feedback increased post-error slowing across practice and extended the number of responses that were slowed following an error. There was no evidence of feedback effects on motor sequence learning or explicit awareness. Instead, feedback appeared to function as a performance factor that reduced response error rates relative to no feedback conditions. These findings illustrate that post-error slowing in motor sequence learning is not reliant on or a result of presentation of extrinsic error information. More specific to the serial reaction time task paradigm, the present findings demonstrate that the common practice of presenting error feedback is not necessary for investigating motor sequence learning unless the aim is to maintain low error rate. However, doing so might inflate reaction time in latter training blocks.

Arithmetic fluency is considered considers highly rely on language processing, encompassing essential skills. However, the independent predictive power of phonetic, semantic, or orthographic skills in relation to arithmetic fluency remains an unresolved query. This study introduces the common component hypothesis to elucidate the inconsistent findings in previous research. The hypothesis posits that significant correlations between language and mathematics hinge on whether the language and mathematics utilized in a given task share a common component. According to this hypothesis, processing skills for each of the three fundamental language elements (i.e., phonetic, semantic, orthographic) should correlate with arithmetic fluency, as these elements are also integral to simple arithmetic processing. A cohort of one hundred and ninety-eight primary school students participated in the study, undertaking a battery of tests assessing general cognitive abilities, psycholinguistic elements, and arithmetic fluency. The results showed that orthographic, phonetic, and semantic abilities independently predicted arithmetic fluency, even after accounting for all other cognitive predictors. These findings substantiate the common component hypothesis, providing empirical support for explaining the association between language and mathematics. This evidence contributes to addressing the interplay between language and mathematics in educational contexts.

In an increasingly multilingual and multicultural world, understanding the interactions between language and mathematics is critical, especially when individuals must acquire and exercise their mathematical competencies in multiple languages. Indeed, research shows that, overall, L2 language learners are at an academic disadvantage compared to their L1 peers. The current article briefly overviews how multilingualism influences basic and advanced mathematical skills and interacts with mathematical learning difficulties. We first outline the traditional cognitive models of number learning and language processing. We then discuss the particularities of multilingualism and how it impacts numerical skills such as counting and building lexical-semantic associations, transcoding and arithmetic, mathematical word problems and mathematical performance tests, and dyscalculia diagnosis. We end this review by outlining challenges, recommendations, and solutions for multilingual educational settings. The article is intended as a guide for numerical cognition researchers who work with diverse populations and for mathematics educators and educational policy-makers facing the challenges of a multilingual classroom.

When having less money than needed, people experience financial scarcity. Here, we conducted a laboratory experiment to investigate whether financial scarcity increases financial avoidance - the tendency to avoid dealing with ones finances. Participants completed an incentivized task where they managed the finances of a household by earning income and paying expenses across multiple rounds. We manipulated participants' financial situation such that they either had sufficient (financial abundance) or insufficient (financial scarcity) financial resources. At the end of each round, participants received an additional expense in the form of a letter. To measure financial avoidance in the form of attentional disengagement, we used an eye-tracker and assessed whether participants in the financial scarcity condition avoided looking at the expense letters. As a behavioral measure of financial avoidance, participants had the option to delay the payment of these expenses until the end of the experiment at no additional cost. Results showed no effect of financial scarcity on the eye-tracking measure, but there was an effect on the behavioral measure: Participants that experienced financial scarcity were more likely to delay payments. The behavioral finding corroborates the notion that financial scarcity can lead to financial avoidance. We explore potential reasons for the null-effect on the eye-tracking measure and discuss how future research can build upon our findings.

Eyewitness identifications from lineups are prone to error. More indirect identification procedures, such as the reaction-time based Concealed Information Test (RT-CIT) could be a viable alternative to lineups. The RT-CIT uses response times to assess facial familiarity. Theory and initial evidence with autobiographical stimuli suggests that the accuracy of RT-CIT can be augmented when participants' reliance on familiarity-based responding increases. We tested this assumption in two pre-registered experiments with 173 participants. Participants witnessed a mock crime. In the subsequent RT-CIT protocol, participants reacted to probe faces from the mock crime video, to irrelevant faces, and to target faces that required a unique response. Targets were either unknown people or were well-known celebrities (e.g., Taylor Swift). As expected, reaction times were longer to probes than to irrelevants in all conditions, indicating a CIT effect. Contrasting our pre-registered predictions, the CIT effect was not larger in the familiar condition (Experiment 1: unfamiliar targets: d = 0.77 vs. celebrity targets: d = 0.24; Experiment 2: unfamiliar targets: d = 1.09 vs. celebrity targets: d = 0.79). This suggests that familiar targets did not increase the validity of the RT-CIT in diagnosing concealed face recognition. A potential lack of saliency of the familiar targets might explain these unexpected findings. Of note, we did find medium to large effect sizes overall, speaking to the potential of diagnosing face recognition with the RT-CIT.

The integration of numerical information with motor processes has emerged as a fascinating area of investigation in both animal and human cognition. The interest in a sensorimotor number system has recently generated neurophysiological and psychophysical evidence which combine to highlight the importance of motor functions in the encoding of numerical information. Nevertheless, several key questions remain, such as the influence of non-numerical motor parameters over numerical perception. Here we tested the role of physical effort, a parameter positively correlated with the number of actions, in modulating the link between hand-actions and visual numerosity perception. Effort was manipulated during sensorimotor adaptation as well as during a new actions-estimation paradigm. The results of Experiment 1 shows that physical effort in the absence of actions (passive effort) is not sufficient to activate the sensorimotor number system, indicating that self-produced actions are instead necessary. Further experiments demonstrated that effort is marginally integrated during motor adaptation (Experiment 2) but discarded when estimating the number of self-produced hand actions (Experiment 3). Overall, the results indicate that the sensorimotor number system is largely fed by the number of discrete actions rather than the amount of effort but also indicates that effort (under specific circumstances) might be integrated. These findings provide novel insights into the sensorimotor numerical integration, paving the way for future investigations, such as on its functional role.