Individual differences influence two-digit number processing, but not their analog magnitude processing: a large-scale online study

Abstract

Symbolic magnitude comparison is one of the most well-studied cognitive processes in research on numerical cognition. However, while the cognitive mechanisms of symbolic magnitude processing have been intensively studied, previous studies have paid less attention to individual differences influencing symbolic magnitude comparison. Employing a two-digit number comparison task in an online setting, we replicated previous effects, including the distance effect, the unit-decade compatibility effect, and the effect of cognitive control on the adaptation to filler items, in a large-scale study in 452 adults. Additionally, we observed that the most influential individual differences were participants' first language, time spent playing computer games and gender, followed by reported alcohol consumption, age and mathematical ability. Participants who used a first language with a left-to-right reading/writing direction were faster than those who read and wrote in the right-to-left direction. Reported playing time for computer games was correlated with faster reaction times. Female participants showed slower reaction times and a larger unit-decade compatibility effect than male participants. Participants who reported never consuming alcohol showed overall slower response times than others. Older participants were slower, but more accurate. Finally, higher grades in mathematics were associated with faster reaction times. We conclude that typical experiments on numerical cognition that employ a keyboard as an input device can also be run in an online setting. Moreover, while individual differences have no influence on domain-specific magnitude processing-apart from age, which increases the decade distance effect-they generally influence performance on a two-digit number comparison task.

The SNARC and MARC effects measured online: Large-scale assessment methods in flexible cognitive effects

“…Sample heterogeneity could lead to longer RTs, even though the mechanism is unclear. On the other hand, in a similar online implementation of two-digit number comparison, the mean RTs were similar to those observed in in-lab studies testing mostly student samples (Huber et al, 2017).…”

“…For instance, several cognitive psychology phenomena observed at the level of reaction times, such as the Stroop effect, task-switching costs, the flanker effect, and the Simon effect, can successfully be reproduced in an online setup (Crump, McDonnell, & Gureckis, 2013). Moreover, in the field of numerical cognition, Huber, Nuerk, Reips, and Soltanlou (2017) replicated the robust unit-decade compatibility effect and distance effect in two-digit number comparison tasks in an online setting. This might suggest that online experimenting can also be applied to investigating the SNARC and MARC effects.…”

Hand preference and Mathematical Learning Difficulties: New data from Greece, the United Kingdom, and Germany and two meta-analyses of the literature

“…A few studies did include participants with MLD and also provided information about their handedness, but the arithmetic data was not useable (e.g., Ashkenazi et al, 2012;Huber, Nuerk, Reips, & Soltanlou, 2017;Mazzocco & Thompson, 2005;Rosenberg, 1989;Shalev, Manor, & Gross-Tsur, 1997;Whittington & Richards, 1991). In addition, case studies were not included (e.g., DeVisscher & Noël, 2013;Hsieh et al,2017;Iuculano & Cohen Kadosh, 2014;Martins et al,1999;von Aster, 2000).…”

How numerals support new cognitive capacities

“…A border around four doesn't quite capture my characterization of the small number DNS as the part of the DNS which functions irrespective of the internal structure of numerals. 'Six' also lacks internal structure, and the DNS might rely on the (sufficiently exact) ANS for those numbers (Huber et al 2017;Sullivan and Barner 2010). 'Twentythree' and 'one hundred' on the other hand, have an internal structure, which influences the underlying cognitive processes that are part of the DNS.…”

“…Feigenson (2011) does suggest that the parallel individuation system can be extend beyond four, but it still would not extend to a number such as 10,000. Nor is the ANS a plausible basis, as the link of the ANS with the DNS is weak for very larger numbers (Huber et al 2017;Sullivan and Barner 2010). Furthermore, Carey et al (2017) provide evidence that children do not learn numbers between four and ten through word-to-ANS-value mappings.…”