We investigated, in a university student population, spontaneous (non-speeded) fast and slow number-to-line mapping responses using non-symbolic (dots) and symbolic (words) stimuli. Seeking for less conventionalized responses, we used anchors 0–130, rather than the standard 0–100. Slow responses to both types of stimuli only produced linear mappings with no evidence of non-linear compression. In contrast, fast responses revealed distinct patterns of non-linear compression for dots and words. A predicted logarithmic compression was observed in fast responses to dots in the 0–130 range, but not in the reduced 0–100 range, indicating compression in proximity of the upper anchor 130, not the standard 100. Moreover, fast responses to words revea...
This dissertation investigates how we learn numbers. A symbol such as “5” has nothing “five” about i...
The tendency to respond faster with the left hand to relatively small numbers and faster with the ri...
Many studies tested the association between numerical magnitude processing and mathematics achieveme...
<div><p>We investigated, in a university student population, spontaneous (non-speeded) fast and slow...
We investigated, in a university student population, spontaneous (non-speeded) fast and slow number-...
We investigated, in a university student population, spontaneous (non-speeded) fast and slow number-...
Abstract. Developmental studies indicate that children initially possess a compressed intuition of n...
<p>Mean response locations with standard error of the mean are shown, separated by fast (top) and sl...
There is an ongoing, vibrant debate about whether numerical information in both nonsymbolic and symb...
The nature of the mapping process that imbues number symbols with their numerical meaning—known as t...
The spatial-numerical association of response codes (SNARC) has shown that parity judgments with par...
A core proposition in numerical cognition is numbers are represented spatially. Evidence for this pr...
Are number symbols (e.g., 3) and numerically equivalent quantities (e.g., •••) processed similarly o...
A core proposition in numerical cognition is numbers are represented spatially. Evidence for this pr...
The ability to work with the symbolic number system, the Arabic numbers, enables humans to perform m...
This dissertation investigates how we learn numbers. A symbol such as “5” has nothing “five” about i...
The tendency to respond faster with the left hand to relatively small numbers and faster with the ri...
Many studies tested the association between numerical magnitude processing and mathematics achieveme...
<div><p>We investigated, in a university student population, spontaneous (non-speeded) fast and slow...
We investigated, in a university student population, spontaneous (non-speeded) fast and slow number-...
We investigated, in a university student population, spontaneous (non-speeded) fast and slow number-...
Abstract. Developmental studies indicate that children initially possess a compressed intuition of n...
<p>Mean response locations with standard error of the mean are shown, separated by fast (top) and sl...
There is an ongoing, vibrant debate about whether numerical information in both nonsymbolic and symb...
The nature of the mapping process that imbues number symbols with their numerical meaning—known as t...
The spatial-numerical association of response codes (SNARC) has shown that parity judgments with par...
A core proposition in numerical cognition is numbers are represented spatially. Evidence for this pr...
Are number symbols (e.g., 3) and numerically equivalent quantities (e.g., •••) processed similarly o...
A core proposition in numerical cognition is numbers are represented spatially. Evidence for this pr...
The ability to work with the symbolic number system, the Arabic numbers, enables humans to perform m...
This dissertation investigates how we learn numbers. A symbol such as “5” has nothing “five” about i...
The tendency to respond faster with the left hand to relatively small numbers and faster with the ri...
Many studies tested the association between numerical magnitude processing and mathematics achieveme...