Limits...
Arithmetic Memory Is Modality Specific.

Myers T, Szücs D - PLoS ONE (2015)

Bottom Line: In regards to numerical cognition and working memory, it is an open question as to whether numbers are stored into and retrieved from a central abstract representation or from separate notation-specific representations.The participants were presented with numbers (1-9) as either Arabic digits or written number words (Arabic digits and dot matrices in Experiment 2) at the first (S1) and second (S2) stimuli.The participant's task was to add the first two stimuli together and verify whether the answer (S3), presented simultaneously with S2, was correct.

View Article: PubMed Central - PubMed

Affiliation: Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge, United Kingdom.

ABSTRACT
In regards to numerical cognition and working memory, it is an open question as to whether numbers are stored into and retrieved from a central abstract representation or from separate notation-specific representations. This study seeks to help answer this by utilizing the numeral modality effect (NME) in three experiments to explore how numbers are processed by the human brain. The participants were presented with numbers (1-9) as either Arabic digits or written number words (Arabic digits and dot matrices in Experiment 2) at the first (S1) and second (S2) stimuli. The participant's task was to add the first two stimuli together and verify whether the answer (S3), presented simultaneously with S2, was correct. We hypothesized that if reaction time (RT) at S2/S3 depends on the modality of S1 then numbers are retrieved from modality specific memory stores. Indeed, RT depended on the modality of S1 whenever S2 was an Arabic digit which argues against the concept of numbers being stored and retrieved from a central, abstract representation.

Show MeSH
Dot matrix patterns used in Experiment 2.
© Copyright Policy
Related In: Results  -  Collection

License
getmorefigures.php?uid=PMC4696806&req=5

pone.0145614.g006: Dot matrix patterns used in Experiment 2.

Mentions: The paradigm and stimuli as well as the timing of the presentation of the stimuli were the same as in Experiment 1 except that dot matrices were used instead of written number words in a 2x2x1 design. We chose to employ canonical dot matrices to aid in ease of recognition. The patterns used can be found in Fig 6.


Arithmetic Memory Is Modality Specific.

Myers T, Szücs D - PLoS ONE (2015)

Dot matrix patterns used in Experiment 2.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4696806&req=5

pone.0145614.g006: Dot matrix patterns used in Experiment 2.
Mentions: The paradigm and stimuli as well as the timing of the presentation of the stimuli were the same as in Experiment 1 except that dot matrices were used instead of written number words in a 2x2x1 design. We chose to employ canonical dot matrices to aid in ease of recognition. The patterns used can be found in Fig 6.

Bottom Line: In regards to numerical cognition and working memory, it is an open question as to whether numbers are stored into and retrieved from a central abstract representation or from separate notation-specific representations.The participants were presented with numbers (1-9) as either Arabic digits or written number words (Arabic digits and dot matrices in Experiment 2) at the first (S1) and second (S2) stimuli.The participant's task was to add the first two stimuli together and verify whether the answer (S3), presented simultaneously with S2, was correct.

View Article: PubMed Central - PubMed

Affiliation: Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge, United Kingdom.

ABSTRACT
In regards to numerical cognition and working memory, it is an open question as to whether numbers are stored into and retrieved from a central abstract representation or from separate notation-specific representations. This study seeks to help answer this by utilizing the numeral modality effect (NME) in three experiments to explore how numbers are processed by the human brain. The participants were presented with numbers (1-9) as either Arabic digits or written number words (Arabic digits and dot matrices in Experiment 2) at the first (S1) and second (S2) stimuli. The participant's task was to add the first two stimuli together and verify whether the answer (S3), presented simultaneously with S2, was correct. We hypothesized that if reaction time (RT) at S2/S3 depends on the modality of S1 then numbers are retrieved from modality specific memory stores. Indeed, RT depended on the modality of S1 whenever S2 was an Arabic digit which argues against the concept of numbers being stored and retrieved from a central, abstract representation.

Show MeSH