A model of response time effects in symbolic comparison.

Abstract

A cognitive process model is developed that predicts the 3 major symbolic comparison response time effects (distance, end, and semantic congruity) found in the results of the linear syllogistic reasoning task. The model includes a simple connectionist learning component and dual evidence accumulation decision-making components. It assumes that responses can be based either on information concerning the positional difference between the presented stimulus items or on information concerning the endpoint status of each of these items. The model provides an excellent quantitative account of the mean correct response times obtained from 16 participants who performed paired comparisons of 6 ordered symbolic stimuli (3-letter names).

Offline and online automatic number comparison

“…Hence, although oVline and online comparison cannot be distinguished by the present data, both are actually very similar except that oVline comparison requires an extra assumption that learning is very fast because appropriate connections must be generated during instruction or between trials early in the test phase. It is possible that other interpretations account for our data as well, but our account at least is consistent both with the data and with the larger framework of connectionist learning models of ordered quantities (see Leth-Steensen & Marley, 2000;Verguts et al, 2005, respectively, for reviews of non-numerical and numerical models, respectively). Whatever the mechanism, our results highlight the surprising Xexibility of automaticity.…”

“…If this is the case, the comparison task can be solved by simply reading oV which of the labels receives the larger input. And in fact, existing neural network models of numbers and of non-numerical orders solve (number) comparison in either this or a formally related manner (e.g., Leth-Steensen & Marley, 2000;Verguts, Fias, & Stevens, 2005). In this way, online comparison can be implemented in a neural network.…”

Two separate processes affect the development of the mental number line

“…The other is the activation of end stimuli (i.e., objects learned to be representing the smallest or the largest magnitudes in the set), which results in the end effect —faster processing of pairs that include the end stimuli of a set (Banks, 1977). Leth-Steensen and Marley (2000) proposed a formal model that shows how the two processes can account for comparisons RTs involving ordinal magnitudes.…”

“…Pinhas and Tzelgov (2012) proposed that the two-process model of Leth-Steensen and Marley (2000) also applies to automatic processing of numbers. They attributed the monotonic increase of the SiCE with the intra-pair numerical distance (e.g., Henik and Tzelgov, 1982; Tzelgov et al, 2000) to the analog comparison process.…”

An accrual model for primed digit classification.

“…The model accounts well for several important effects of such judgements: the distance effect (Moyer & Landauer, 1967), the semantic congruity effect 11 (Banks et al, 1976;Jamieson & Petrusic, 1975), and the end effect 12 (Banks, 1977;Leth-Steensen & Marley, 2000;Moyer & Dumais, 1978). Figure 4 shows a schematic representation of the model.…”