EXPRESS: The effect of spatial distance on numerical distance processing.

The close relationship between numerical and spatial representation has been widely studied. However, little is known regarding the influence of spatial distance on the processing of numerical distance. The purpose of the current study was to examine this relationship by employing a modified numerical Stroop task, in which the spatial distance was either congruent or incongruent with the numerical distance. That is, numerical and spatial distances were either compatible with each other or incompatible. Experiment 1 demonstrated that when participants were directly requested to assess the numerical distance, spatial distance influenced task performance, thereby revealing a novel effect - the spatial-numerical distance congruency effect. Experiment 2 demonstrated that these relations are asymmetrical and revealed that numerical distance did not influence spatial distance when the numerical distance was task-irrelevant. Experiment 3 revealed that the spatial-numerical distance congruency effect can also be obtained automatically by employing a numerical comparison task, which is considered a marker for indirect distance processing. In addition, also tested across the three experiments was whether spatial alignment on the screen (i.e., left, center, and right) can influence the spatial-numerical distance congruency effect. Results revealed that when numbers were presented more naturally (on the left and center of the screen), a larger effect was obtained compared to when stimuli were presented on the right side. Together, these findings shed new light regarding the relationship between numerical distance and spatial distance and whether and how these aspects influence each other.

The effect of background sounds on mind wandering.

Mind wandering (MW) reflects a situation in which the cognitive system is detached from the main task and involved with inner thoughts. It has been well document that music and other background sounds can have positive effects on number of cognitive functioning. In addition, other body of literature suggests that background sounds might have specifically positive effect on individuals with more attention deficiencies. Hence, the current study examines the effect of background sounds on MW. In two experiments, the effect of background sounds: music (Experiment 1) or an alerting tone (Experiment 2) while performing sustained attention tasks was examined among typical development participants with different severity of attention deficiency. Background sounds were found to reduce MW especially in individuals with more ADHD symptoms. This was further discussed in the context of several theories, and it was suggested that background sound might be used as a tool for MW reduction.

Intra-Subject Variability in Mathematical Learning Difficulties.

Objective: Mathematical learning difficulties (MLD) are characterized by difficulties in the understanding and processing of numbers and quantities. While MLD is related mainly to numerical deficits, studies show that this population has several other cognitive difficulties. The current study examined whether the cognitive deficits consisting of cognitive instability in the form of intra-subject variability (ISV) will also characterize the performance of individuals with MLD. Method: Female adults with MLD and a matched control group performed numerical and non-numerical tasks and various ISV measures were compared between the two groups. Results: Overall, the results showed that participants with MLD had higher ISV measures, including SD, sigma, and tau, only when performing numerical tasks. Conclusions: It appears that the cognitive system of MLD participants is less consistent and noisier when performing these numerical tasks. However, this inconsistency is not a general deficiency but rather a numerically specific one, as this inconsistency does not seem to characterize the performance of individuals with MLD in tasks that do not involve numerical processing. These findings have unique importance for understanding the difficulties characterizing individuals with MLD and possible future interventions.

The relationship between sustained attention and automatic versus procedural arithmetic: The case of populations with typical development and subgroups of developmental dyscalculia.

OBJECTIVE: The differentiation between automatic and procedural processing in arithmetic can be crucial when examining the links between arithmetic and sustained attention, as the latter is suggested to be particularly important in more automatic and monotonous situations. The present study examined the interrelations between sustained attention and arithmetic performance while differentiating, for the first time, between automatic and procedural arithmetic problem solving, and between various groups diagnosed with difficulties in the numerical domain. METHOD: The data of 506 students from the national diagnostic system for learning disabilities were used in order to examine this relationship in typically developed population and different groups with developmental dyscalculia (DD): pure DD and DD with attention deficiency. RESULTS: Our results demonstrate, for the first time, a differential relationship between arithmetic and sustained attention depending on the automaticity of the arithmetic task, as strong links were found under automatic arithmetic tasks when compared to under procedural ones. Furthermore, although the DD groups with attention difficulties presented similar patterns of correlations to those seen among the typically developed group, the pure DD showed no correlation between sustained attention and automatic arithmetic. CONCLUSION: These findings not only suggest that sustained attention plays a different role in automatic and procedural arithmetic but also support the notion that pure DD might not achieve automaticity in arithmetic and therefore do not rely on the sustained attention system even under simple automatic situations in arithmetic. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The effect of proportion manipulation on the size-congruency and distance effects in the numerical Stroop task.

In the numerical Stroop task, participants are presented with two digits that differ in their numerical and physical size and are requested to respond to which digit is numerically larger. Commonly, slower responses are observed when the numerical distance between the digits is small (the distance effect) and when the numerical and physical size are incongruent (the size-congruency effect). The current study will use proportion manipulation, which consists of two experimental lists with high versus low frequency of trials belonging to different conditions, as a tool to reduce these effects. Specifically, it will be used to examine how these two interference effects depend on each other, and how a reduction of one effect will affect the other. In Experiment 1, the size-congruency proportions were manipulated; in Experiment 2, the distance proportions were manipulated. The results show that manipulating size-congruency proportions modulates the size-congruency effect but not the distance effect, while manipulating the distance proportions modulates the distance effect but not the size-congruency effect. These results demonstrate for the first time that the distance effect can be modulated by the distance proportions. Furthermore, these results indicate that proportion manipulation is specific and only modulates the variable being manipulated. Together, these results shed new light on the specificity of proportion manipulation in the context of numerical information processing. These results are further discussed in the context of various numerical models that suggest a different relationship between these effects and demonstrate how proportion manipulation can aid to investigate numerical processes.

ADHD and Interfering Thoughts in High and Low Conflict Conditions.

BACKGROUND: Individuals with an ADHD diagnosis have increased levels of interfering thoughts, especially in the form of mind wandering. This was mostly investigated in sustained attention tasks; hence it is unclear whether the findings are only due to their difficulties in those types of tasks. Moreover, it is unclear how the amount of control invested in the task will affect those differences between control and ADHD groups. METHOD: ADHD and matched control groups performed the Stroop task under high and low conflict conditions while measuring their interfering thoughts level. RESULTS: Individuals with ADHD have more interfering thoughts compared to a control group even when they are able to change their control level according to the task conflict. CONCLUSION: Interfering thoughts are an independent predictor of ADHD impairments, observed regardless of the degree of control invested in the task.

The perception of subset quantity and items in an environment with distractors in a population with mathematical learning difficulties.

OBJECTIVE: People often perceive a quantity of specific objects that appear as part of an overall group of items (a subset). This study investigates this type of perception among a population with mathematical leaning difficulties (MLD). METHOD: Sixty-two participants (mean age: 26.82) reported the general and subset quantity of items using a subset quantity detection task or a conjunction visual search task. RESULTS: MLD had difficulties perceiving both the general quantity presented and the subset quantity of items. They also had difficulties preforming a conjunction visual search task, even when the task did not involve numerical processing. CONCLUSIONS: MLD has spatial difficulties in the form of visual search and subset quantity detection. The current study suggests that MLD might experience greater difficulties in daily tasks, which might be related to those tasks (e.g., detecting the amount of forks among other items of silverware on the table).

Examining the effect of perceived performance-contingent gains, losses and errors on arithmetic.

Gains and losses have previously been found to differentially modulate Executive Functions and cognitive performance depending on performance contingency. Following recent findings suggesting that random gains and losses modulate arithmetic performance, the current study aimed to investigate the effect of perceived performance-contingent gains and losses on arithmetic performance. In the current study, an arithmetic equation judgment task was administered, with perceived performance-contingent gain, loss, and error feedback presented upon each trial. The results from two experiments suggest that when perceiving gain and loss as performance-contingent, the modulation of arithmetic performance, seen previously under random contingency conditions was entirely eliminated. In addition, another type of feedback was examined in the context of an arithmetic task: post-error adjustments. When performance after error feedback was compared to performance after other aversive performance feedback such as loss signals, only errors, but not other aversive feedback, modulated performance in the subsequent trial. These findings further extend the knowledge regarding the influence of gain and loss situations, as well as errors, on arithmetic performance.

The Connection Between Mind Wandering, ADHD, and Level of Performance on an Attention Task.

Background: ADHD is related to increased mind wandering (MW). However, it is not clear whether this is restricted by the methods used to measure MW in those studies. Moreover, it is not certain whether MW is an independent characteristic of people with ADHD or only due to their poor performance level in the primary task (the task from which attention wanders). Method: Participants with ADHD were compared to two control groups: high performers and low performers in the primary task who had a similar performance level to the ADHD group. Results: The ADHD group had greater MW than the two control groups, while no difference in MW was found between the two control groups. Conclusion: Increased MW is an independent characteristic of ADHD. This was further discussed within the context of different theories regarding ADHD and MW.

The relationship between the height dimension and numerical processing.

It is well documented that the ability to perceive numbers depends on perception of size. However, size consists of two different dimensions: height and width. In previous size-congruency experiments, the changes in the size dimension were confounded by changes in both the height and width dimensions. Hence, it is not clear if two digits that are equal in size but with different width and height produce a congruency effect and if so, which dimension (height or width) will be associated with quantity more prominently. In fact, different theories might predict different outcomes for the association of height versus width with numbers. To resolve this issue, this study included two experiments in which two equal-size digits that differed from each other in the height and width dimensions were presented and participants were asked to decide which digit is numerically larger. The results revealed a novel congruency effect in which larger numbers are associated more prominently with the height dimension when compared with the width dimension. This effect has important implications for understanding the relationship between number processing and the spatial perception system.

Mexican Hat Modulation of Visual Acuity Following an Exogenous Cue.

Classical models of exogenous attention suggest that attentional enhancement at the focus of attention degrades gradually with distance from the attended location. On the other hand, the Attentional Attraction Field (AAF) model (Baruch and Yeshurun, 2014) suggests that the shift of receptive fields toward the attended location, reported by several physiological studies, leads to a decreased density of RFs at the attentional surrounds and hence the model predicts that the modulation of performance by spatial attention may have the shape of a Mexican Hat. Motivated by these theories, this study presents behavioral evidence in support of a Mexican Hat shaped modulation in exogenous spatial tasks that appears only at short latencies. In two experiments participants had to decide the location of a small gap in a target circle that was preceded by a non-informative attention capturing cue. The distance between cue and target and the latency between their onsets were varied. At short SOAs the performance curves were cubic and only at longer SOAs- this trend turned linear. Our results suggest that a rapid Mexican Hat modulation is an inherent property of the mechanism underlying exogenous attention and that a monotonically degrading trend, such as advocated by classical models, develops only at later stages of processing. The involvements of bottom-up processes such as the attraction of RFs to the focus of attention are further discussed.

Global and Local Visual Processing in Rate/Accuracy Subtypes of Dyslexia.

Words are processed in both a global and local manner. Studies on global versus local processing styles in individuals with and without dyslexia are inconclusive. In the present study, we investigated whether distinct patterns of global/local visual processing were associated with more precisely defined dyslexia profiles. Previous studies on dyslexia provide evidence of accuracy- and rate-based subtypes, with impairment in one dimension alongside normal performance in the other. In the current study, three groups of adult readers: rate disability, accuracy disability, typical development, were presented with nonlinguistic global /local congruency task. The results revealed that the rate disability group had deficiencies performing the global task while the accuracy disability group had deficiencies in the local task. These results are discussed in the context of global/local word processing and in relation to dyslexia. Specifically, they suggest that different patterns of global/local processing are observed between different types of dyslexics, and imply that practitioners should modify their treatment based on the specific deficiency.

Accelerating reading via local priming.

Visual nonlinguistic local and global priming can change one's state of mind and influence other upcoming tasks. Reading involves both detailed and higher-level global processing. Little is known about the effects of visual non-linguistic priming on lower level processing of words, as well as about the potentially higher-level processing of written information. In two experiments, the effects of global versus local priming on single word reading (Experiment 1) as well as text reading (Experiment 2) were investigated in adults. The results revealed facilitation effects of local priming on single word reading as well as on text reading rate, with no impairment of reading accuracy and comprehension. These novel results are further interpreted within different cognitive and neurological frameworks. In addition, clinical and research implications for the local/global attention and reading domain are discussed.

Task conflict and proactive control: A computational theory of the Stroop task.

The Stroop task is a central experimental paradigm used to probe cognitive control by measuring the ability of participants to selectively attend to task-relevant information and inhibit automatic task-irrelevant responses. Research has revealed variability in both experimental manipulations and individual differences. Here, we focus on a particular source of Stroop variability, the reverse-facilitation (RF; faster responses to nonword neutral stimuli than to congruent stimuli), which has recently been suggested as a signature of task conflict. We first review the literature that shows RF variability in the Stroop task, both with regard to experimental manipulations and to individual differences. We suggest that task conflict variability can be understood as resulting from the degree of proactive control that subjects recruit in advance of the Stroop stimulus. When the proactive control is high, task conflict does not arise (or is resolved very quickly), resulting in regular Stroop facilitation. When proactive control is low, task conflict emerges, leading to a slow-down in congruent and incongruent (but not in neutral) trials and thus to Stroop RF. To support this suggestion, we present a computational model of the Stroop task, which includes the resolution of task conflict and its modulation by proactive control. Results show that our model (a) accounts for the variability in Stroop-RF reported in the experimental literature, and (b) solves a challenge to previous Stroop models-their ability to account for reaction time distributional properties. Finally, we discuss theoretical implications to Stroop measures and control deficits observed in some psychopathologies. (PsycINFO Database Record

Feedback-based probabilistic category learning is selectively impaired in attention/hyperactivity deficit disorder.

Although Attention-Deficit Hyperactivity Disorder (ADHD) is closely linked to executive function deficits, it has recently been attributed to procedural learning impairments that are quite distinct from the former. These observations challenge the ability of the executive function framework solely to account for the diverse range of symptoms observed in ADHD. A recent neurocomputational model emphasizes the role of striatal dopamine (DA) in explaining ADHD's broad range of deficits, but the link between this model and procedural learning impairments remains unclear. Significantly, feedback-based procedural learning is hypothesized to be disrupted in ADHD because of the involvement of striatal DA in this type of learning. In order to test this assumption, we employed two variants of a probabilistic category learning task known from the neuropsychological literature. Feedback-based (FB) and paired associate-based (PA) probabilistic category learning were employed in a non-medicated sample of ADHD participants and neurotypical participants. In the FB task, participants learned associations between cues and outcomes initially by guessing and subsequently through feedback indicating the correctness of the response. In the PA learning task, participants viewed the cue and its associated outcome simultaneously without receiving an overt response or corrective feedback. In both tasks, participants were trained across 150 trials. Learning was assessed in a subsequent test without a presentation of the outcome or corrective feedback. Results revealed an interesting disassociation in which ADHD participants performed as well as control participants in the PA task, but were impaired compared with the controls in the FB task. The learning curve during FB training differed between the two groups. Taken together, these results suggest that the ability to incrementally learn by feedback is selectively disrupted in ADHD participants. These results are discussed in relation to both the ADHD dopaminergic dysfunction model and recent findings implicating procedural learning impairments in those with ADHD.

The Influence of Gain and Loss on Arithmetic Performance.

Gain and loss modulation of different aspects of executive functions (EF) has been studied under changing conditions. However, the nature of this effect varies in different EF tasks, as both gain and loss were found to improve performance in specific EF tasks while hindering performance in others. The current study examines the influence of gain and loss stimuli on arithmetic performance. Since arithmetic processes have been found to rely heavily on EF, the current study addresses the question of "whether" and "in what direction" those stimuli might affect arithmetic performance. In three experiments, participants preformed an arithmetic equation judgment task, while gain and loss conditions were added in each trial in the form of a line drawn face representing either monetary gain, loss, or neither. In Experiment 1, the arithmetic task included carry and non-carry equations representing different arithmetic complexity levels. In Experiment 2, two and three addend equations were used, and in Experiment 3, the proportions of correct and incorrect equations differed. Results of all experiments demonstrated faster RT in the arithmetic task after gain stimuli when compared to the loss stimuli. Our results further extend our understanding regarding the nature of the relationship between gain and loss situations and arithmetic performance and further emphasize the conditions under which arithmetic performance can be improved or hindered.

Cognitive and emotional empathy in typical and impaired readers and its relationship to reading competence.

Studies indicate a strong relationship between empathy and language skills, but the relationship between reading and empathy remains elusive, although a shared neural substrate (the temporoparietal junction; TPJ) has been implicated in both reading and empathy. Motivated by these observations, the purpose of the current study was to examine empathic skills in a large spectrum of reading abilities, including typical readers and individuals with dyslexia, and their relationship to reading competence. We administered the Intrapersonal Reactivity Index (IRI) test, which differentiates between two subscales of empathy (cognitive and emotional empathy), to a group of participants with dyslexia and typical readers. Results indicate that the general reading score (average z scores of all reading tests) was significantly positively correlated with empathic scores. In addition, tests of specific reading abilities-decoding, reading fluency, and reading-related measures of phonological awareness-were significantly positively correlated with empathic scores. Finally, participants with dyslexia who showed low reading abilities had significantly lower scores in total empathy and cognitive empathy, as measured by the IRI test, than did typical participants with high reading abilities. Taken together, these results indicate a strong association between reading-related skills and empathic abilities and may point to involvement of the TPJ in both empathy and reading.

Activation of the intermediate sum in intentional and automatic calculations.

Most research investigating how the cognitive system deals with arithmetic has focused on the processing of two addends. Arithmetic that involves more addends has specific cognitive demands such as the need to compute and hold the intermediate sum. This study examines the intermediate sums activations in intentional and automatic calculations. Experiment 1 included addition problems containing three operands. Participants were asked to calculate the sum and to remember the digits that appeared in the problem. The results revealed an interference effect in which it was hard to identify that the digit representing the intermediate sum was not actually one of the operands. Experiment 2, further examined if the intermediate sum is activated automatically when a task does not require calculation. Here, participants were presented with a prime of an addition problem followed by a target number. The task was to determine whether the target number is odd or even, while ignoring the addition problem in the prime. The results suggested that the intermediate sum of the addition problem in the prime was activated automatically and facilitated the target. Overall, the implications of those findings in the context of theories that relate to cognitive mathematical calculation is further discussed.