Electrophysiological Correlates of the Interaction of Physical and Numerical Size in Symbolic Number Processing: Insights from a Novel Go/Nogo Numerical Stroop Task.

The interaction of physical and numerical size has been investigated and repeatedly demonstrated in the numerical Stroop task, in which participants compare digits of different physical sizes. It is, however, not entirely clear yet what psychological processes contribute to this interaction. The aim of the present study is to investigate the role of inhibition in the interaction of physical and numerical size, by introducing a novel paradigm that is suitable to elicit inhibition-related event-related potential components. To this end, we combined the go/nogo paradigm with the numerical Stroop task while measuring EEG and reaction times. Participants were presented with Arabic number pairs and had to press a button if the number on one side was numerically larger and they had to refrain from responding if the number on the other side was numerically larger. The physical size of the number pairs was also manipulated, in order to create congruent, neutral, and incongruent trials. Behavioural results confirmed the well-established numerical distance and numerical Stroop effects. Analysis of electrophysiological data revealed the classical go/nogo electrophysiological effects with numerical stimuli, and showed that peak amplitudes were larger for nogo than for go trials on the N2, as well as on the P3 component, on frontal and midline electrodes. When analysing the congruency effects, the peak amplitude of N2 was larger in incongruent trials than in neutral and congruent trials, while there was no evidence of a congruency effect on the P3 component peaks. Further analysis of the electrophysiological data revealed an additional facilitatory effect in the go trials, as well as an additional interference effect in the nogo trials. Taken together, it seems that interference effects are probably resolved by inhibitory processes and that facilitatory effects are affected by different cognitive control processes required by go versus nogo trials.

How learning influences non-symbolic numerical processing: effects of feedback in the dot comparison task.

It has long been debated how humans estimate the numerosity of sets of elements and what role continuous visual properties play in this process. The dot comparison task, in which the more numerous of two dot arrays must be selected, is a dominant method to investigate this phenomenon. It has been shown that the visual properties of the two dot patterns strongly influence the comparison. This influence can be systematically investigated by manipulating visual properties congruently and incongruently with numerosity. However, it remains unclear how learning and prior experience affect the influence of the visual properties. To address this question, we introduced feedback into the classical dot comparison task: during the learning phase, participants in the experimental group received feedback after each trial indicating whether their answer was correct whereas participants in the control group did not. After the learning phase, neither group received feedback. The convex hull of the dot patterns and the average dot diameter were manipulated congruently and incongruently with numerosity. Our results show that feedback had no effect on overall performance. However, when manipulated separately, dot diameter no longer affected performance in the experimental group after the learning phase, but it did in the control group. Moreover, this effect remained visible even when diameter and convex hull were manipulated simultaneously. This pattern of results is consistent with the notion of sensory integration which proposes that weights are assigned to different visual cues and that numerical judgments depend on an additive combination of these weights. We also found a correlation between performance on an arithmetic task and performance on trials in which dot size was manipulated incongruently with numerosity. However, there were no correlations between an inhibition task and performance in the dot comparison task. Taken together, the current results suggest that learning with feedback may affect some visual properties but not others. Future studies should further investigate a wider range of visual properties to examine which of them can be influenced by learning and under what conditions learning occurs.

The interplay between non-symbolic number and its continuous visual properties revisited: Effects of mixing trials of different types.

In the last few years, the existence of a pure number sense has been challenged. Recent studies suggest that numerosity processing is influenced not only by the number of elements in a display but also by continuous magnitudes, such as the size of the elements. The aim of our study was to replicate and extend the findings by Gebuis and Reynvoet, who systematically manipulated different continuous magnitudes either congruently or incongruently with discrete numerosity. We were particularly interested in finding the same pattern of congruency effects and assess its stability and robustness as this pattern indicates a complex influence of continuous magnitudes on numerosity judgements. We did so by showing stimuli of different conditions either in separate blocks or mixed together while participants solved a dot comparison task. Our results are in line with the notion that discrete number and continuous magnitudes are integrated in numerosity judgements by means of a weighing process. Moreover, our findings suggest that this integration is modified by the mode of presentation (blocked vs. mixed).

The differential consolidation of perceptual and motor learning in skill acquisition.

Implicit skill learning is an unconscious way of learning which underlies not only motor but also cognitive and social skills. This form of learning is based on both motor and perceptual information. Although many studies have investigated the perceptual and motor components of "online" skill learning, the effect of consolidation on perceptual and motor characteristics of skill learning has not been studied to our knowledge. In our research we used a sequence learning task to determine if consolidation had the same or different effect on the perceptual and the motor components of skill acquisition. We introduced a 12-h (including or not including sleep) and a 24-h (diurnal control) delay between the learning and the testing phase with AM-PM, PM-AM, AM-AM and PM-PM groups, in order to examine whether the offline period had differential effects on perceptual and motor learning. Although both perceptual and motor learning were significant in the testing phase, results showed that motor knowledge transfers more effectively than perceptual knowledge during the offline period, irrespective of whether sleep occurred or not and whether there was a 12- or 24-h delay period between the learning and the testing phase. These results have important implications for the debate concerning perceptual/motor learning and the role of sleep in skill acquisition.