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schliephake-et-al-2023-influences-of-cognitive-control-on-number-processing-new-evidence-from-switching-between-two.pdf (232.75 kB)

Influences of cognitive control on number processing: New evidence from switching between two numerical tasks

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posted on 2023-10-20, 14:26 authored by Andreas Schliephake, Julia BahnmuellerJulia Bahnmueller, Klaus Willmes, Iring Koch, Korbinian MoellerKorbinian Moeller

A growing body of research suggests that basic numerical abilities such as number magnitude and number parity processing are influenced by cognitive control. So far, however, evidence for number processing being influenced by cognitive control came primarily from observed adaptations to stimulus set characteristics (e.g., ratio or order of specific stimulus types) and switches between a numerical and non-numerical task. Complementing this previous research, the present study employed a task switching paradigm exclusively involving numerical tasks (i.e., magnitude comparisons and parity judgements) to examine how cognitive control processes influence number processing. Participants were presented with a single-digit number and had to either judge its parity or compare its magnitude to a standard of 5 depending on a preceding cue. Based on previous results, we expected the numerical distance effect and the SNARC effect to be modulated in switch trials requiring the exertion of cognitive control. Partly in line with our expectations, the numerical distance effect was reduced in switch trials. However, no significant modulation of the SNARC effect was observed. The results pattern suggests that influences of cognitive control on number processing depend on task requirements and the type of numerical information that is processed (i.e., numerical magnitude vs. spatial association of numbers). To reconcile present and previous results, we propose an information prioritization account, suggesting that cognitive control primarily influences the processing of the information type that requires the most explicit processing.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Quarterly Journal of Experimental Psychology

Volume

76

Issue

11

Pages

2514-2523

Publisher

SAGE Publications

Version

  • VoR (Version of Record)

Rights holder

© Experimental Psychology Society

Publisher statement

This is an Open Access article. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Acceptance date

2022-12-08

Publication date

2023-01-19

Copyright date

2023

ISSN

1747-0218

eISSN

1747-0226

Language

  • en

Depositor

Dr Julia Bahnmuller. Deposit date: 5 January 2023

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