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Schulische Kompetenzen von Erstklässlern und ihre Entwicklung nach zwei Jahren. Hoffmann, Danielle ; ; Gamo, Sylvie et al Poster (2018, November 08) Jedes Jahr werden in den luxemburgischen Schulen die ÉpStan (Épreuves Standardisées) durchgeführt. Hierbei handelt es sich um nationale Schulleistungstests, welche Kompetenzen im Bereich der Mathematik ... [more ▼] Jedes Jahr werden in den luxemburgischen Schulen die ÉpStan (Épreuves Standardisées) durchgeführt. Hierbei handelt es sich um nationale Schulleistungstests, welche Kompetenzen im Bereich der Mathematik und den Schulsprachen (Luxemburgisch, Deutsch und Französisch) auf standardisierte Art messen. Der vorliegende Beitrag ist sowohl eine Bestandsaufnahme der Schülerschaft zu Beginn des formalen Bildungswegs als auch ein Bericht ihrer Evolution über zwei Jahre im luxemburgischen Schulsystem. Hierzu haben wir die Daten aus drei Erhebungen (2014, 2015, 2016) der ÉpStan analysiert. Zum einen zeigen wir, anhand von Daten aus drei verschiedenen Kohorten, welche schulischen Kompetenzen Erstklässler (Zyklus 2.1) am Anfang ihrer Schullaufbahn aufweisen. Zudem hatten wir die Möglichkeit die Schüler und Schülerinnen der ersten Erhebung (2014) zwei Jahre später im Zyklus 3.1 nochmals zu testen und somit ihren Entwicklungsverlauf über zwei Jahre im luxemburgischen Bildungssystem zu dokumentieren. Diese ersten längsschnittlichen Daten zeigen, dass die Mehrheit der Schülerinnen und Schüler zu Beginn des Zyklus 2.1 das Niveau Avancé in den drei überprüften Kernkompetenzen („Luxemburgisch-Hörverstehen“, „Vorläuferfertigkeiten der Schriftsprache“ und „Mathematik“) erreicht. Somit stellen wir fest, dass die für den ersten Lernzyklus festgehaltenen Bildungsstandards erfüllt sind. Zwei Jahre später fällt die Verteilung der Schülerinnen und Schüler auf die verschiedenen Kompetenzränge negativer aus als im Zyklus 2.1. Im Zyklus 3.1 haben vergleichsweise mehr Kinder das Niveau Socle in allen drei Kernkompetenzen („Deutsch-Hörverstehen“, „Deutsch-Leseverstehen“ und „Mathematik“) noch nicht erreicht. Unsere Befunde zeigen außerdem, dass verschiedene außerschulische Faktoren (wie z. B. sozioökonomische Situation, Sprachhintergrund) bereits sehr früh im Verlauf der Schullaufbahn einen äußerst starken Einfluss auf die Testergebnisse haben und sich dieser Einfluss über die Jahre hinweg verstärkt. Abschließend präsentieren und diskutieren wir verschiedene Erklärungsansätze für diesen beobachteten Schereneffekt. [less ▲] Detailed reference viewed: 32 (1 UL)Differential association of symbolic and non-symbolic numerical abilities in children with and without MLD – Evidence from large scale assessment data ; Hornung, Caroline ; Hoffmann, Danielle et al Poster (2018, September) Detailed reference viewed: 43 (5 UL)Parcours scolaires et performance mathématique des élèves scolarisés au Luxembourg : Effet du contexte langagier et socio-économiques. Gamo, Sylvie ; Sonnleitner, Philipp ; Hoffmann, Danielle et al Scientific Conference (2018, January 11) Detailed reference viewed: 77 (11 UL)Implicit and explicit number-space associations differentially relate to interference control in young adults with ADHD Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine in Frontiers in Psychology (2018) Detailed reference viewed: 71 (2 UL)Mathematical abilities in elementary school: Do they relate to number–space associations? Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine in Journal of Experimental Child Psychology (2017) Considering the importance of mathematics in Western societies, it is crucial to understand the cognitive processes involved in the acquisition of more complex mathematical skills. The current study ... [more ▼] Considering the importance of mathematics in Western societies, it is crucial to understand the cognitive processes involved in the acquisition of more complex mathematical skills. The current study, therefore, investigated how the quality of number–space mappings on the mental number line, as indexed by the parity SNARC (spatial–numerical association of response codes) effect, relates to mathematical performances in third- and fourth-grade elementary school children. Mathematical competencies were determined using the “Heidelberger Rechentest,” a standardized German math test assessing both arithmetical and visuospatial math components. Stronger parity SNARC effects significantly related to better arithmetical but not visuospatial math abilities, albeit only in the relatively younger children. These findings highlight the importance of spatial–numerical interactions for arithmetical (as opposed to visuospatial) math skills at the fairly early stages of mathematical development. Differential relations might be explained by the reliance on problem-solving strategies involving number–space mappings only for arithmetic tasks mainly in younger children. [less ▲] Detailed reference viewed: 106 (10 UL)LEARN Newsletter - Editioun 2017: Méisproochegkeet Hoffmann, Danielle ; Hornung, Caroline ; Martin, Romain et al Book published by LEARN (2017) Detailed reference viewed: 59 (6 UL)LEARN Newsletter - Éditioun 2017: Multilinguisme Hoffmann, Danielle ; Hornung, Caroline ; Martin, Romain et al Book published by LEARN (2017) Detailed reference viewed: 44 (6 UL)How and Why Do Number-Space Associations Co-Vary in Implicit and Explicit Magnitude Processing Tasks? Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine in Journal of Numerical Cognition (2017) Detailed reference viewed: 68 (8 UL)How Math Anxiety relates to Number-Space Associations. Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine in Frontiers in Psychology (2016), 7(1401), Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the ... [more ▼] Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety. [less ▲] Detailed reference viewed: 71 (10 UL)Age modulates the relation between number-space associations and arithmetical abilities in elementary school children Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine Poster (2016, September) Evidence for number-space associations comes from the SNARC effect, consisting in faster RTs to small/large digits with the left/right hand respectively. In adults, number-space associations relate to ... [more ▼] Evidence for number-space associations comes from the SNARC effect, consisting in faster RTs to small/large digits with the left/right hand respectively. In adults, number-space associations relate to mathematical proficiency in that individuals with weaker arithmetic performances feature stronger SNARC effects (Hoffmann et al., 2014). However, in children far less is known about number-space associations and how they affect arithmetic performance. We therefore investigated the relationship between the classical parity SNARC effect and mathematical proficiency, assessed using the Heidelberger Rechentest, in elementary school children aged 8-11 years (n=55, mean=9.5). Overall, the parity SNARC regression slopes (-11.37, p<.001) negatively correlated with HRT arithmetical (r=-.28, p=.04; even when controlling for parity judgment RTs: r=-.37, p=.01), but not HRT visuo-spatial subscale scores (r=-.03, p=.82), indicating better arithmetic performances with stronger number-space associations. However, this relation was significantly moderated by age, since the interaction between the parity SNARC effect and age accounted for a significant proportion of the variance in HRT arithmetical scores (ΔR2=.07, b=0.26, t(51)=2.29, p=.03). A significant negative association was observed only in younger children (b=-0.35, t=-3.49, p=.001) aged below 9.5 years (n=29), while the SNARC effect did not relate to arithmetic performance in the remaining older children. This suggests that number-space associations are beneficial for arithmetic performance at relatively early stages of mathematical learning. During the course of mathematical development in childhood, number-space associations then turn superfluous for arithmetic achievement until they possibly become interfering in young adults, who have reached the peak of their developmental trajectory. [less ▲] Detailed reference viewed: 47 (5 UL)Math anxiety is predicted by the strength of number-space associations, over and beyond arithmetic ability and WM Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine Poster (2015, October) Math skills are undeniably important in everyday life. Math anxiety can, however, threaten their optimal development. Given that a fifth of the population experiences high math anxiety, it is important to ... [more ▼] Math skills are undeniably important in everyday life. Math anxiety can, however, threaten their optimal development. Given that a fifth of the population experiences high math anxiety, it is important to identify its origins in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of math ability, WM, and spatial performance. Recent evidence, however, suggests that it also depends on basic numerical processes, with high math anxious individuals featuring less precise numerical representations, as indexed by stronger distance effects. Another marker for the nature of numerical representations is the SNARC effect, alluding to their spatial organization. Although number-space associations depend on WM, spatial performance and arithmetic ability - all related to math anxiety - their relationship with the latter has never been tested. We thus determined whether math anxiety is related to the strength of number-space associations. All participants (n=60, 28 female) completed the r-MARS, the parity judgment, an arithmetic, and visuospatial WM task. We replicated previous findings on the negative relationships between math anxiety and arithmetic ability (r=-0.3, p=0.02), and WM (r=-0.29, p=0.03). But most importantly, we found a significant negative correlation between the SNARC effect and math anxiety (slope=-11.42, r=-0.43, p<0.001), with high math anxious individuals featuring greater interference of the irrelevant magnitude-associated spatial code. Interestingly, number-space associations were the only significant predictor of math anxiety in a multiple regression analysis. Our findings thus provide further evidence for the association between numerical representations and math anxiety, over and beyond arithmetic ability and WM. [less ▲] Detailed reference viewed: 81 (9 UL)The link between number-space associations and visuospatial abilities depends on visualization profile Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine Poster (2015, September) Background: Evidence for number-space associations comes from the spatial-numerical association of response-codes (SNARC) effect, consisting in faster RTs to small/large digits with the left/right hand ... [more ▼] Background: Evidence for number-space associations comes from the spatial-numerical association of response-codes (SNARC) effect, consisting in faster RTs to small/large digits with the left/right hand respectively. However, the cognitive origin of the effect remains elusive. Previous studies suggested that it might depend on visuospatial processes, since individuals with better performances in 2D (but not 3D) mental rotation tasks displayed weaker number-space associations (Viarouge et al., 2014). Aims: Given the high inter-individual variability of number-space associations, we determined whether the SNARC effect always relies on visuospatial processes or whether its cognitive origin varies with visualization preferences. Method: We distinguished between object-visualizers (n=42, 23 female, age=22.93) and spatial-visualizers (n=42, 15 female, age=23.9) using the Object-Spatial Imagery Questionnaire (Blajenkova et al., 2006). All participants performed the parity judgment task, a 2D visuospatial test and a 3D mental rotation task. Results: In object-visualizers, weaker SNARC slopes were associated with better performances in the 2D (r=0.46, p=0.004), but not 3D (r=-0.04, p=0.79) task, thereby replicating previous observations. Conversely, in spatial-visualizers, the performances in both visuospatial tasks were unrelated to the SNARC effect (2D: r=0.02, p=0.89; 3D: r=0.2, p=0.22). Conclusions: These findings suggest that in object-visualizers, number-space associations and 2D performances underlie common visuospatial processes. Conversely, in spatial-visualizers, number-space associations seem to result from cognitive mechanisms other than those recruited during the aforementioned visuospatial tasks (e.g., verbal-spatial coding mechanisms). All in all, we were able to further unravel the mechanisms underlying number-space associations and could highlight visualization preferences as an additional explanation for the great inter-individual variability of the SNARC effect. [less ▲] Detailed reference viewed: 61 (8 UL)Inhibitory control influences number-space associations in atypical young adults with ADHD Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine Poster (2015, May) Evidence for number-space associations comes from the spatial-numerical association of response-codes (SNARC) effect, consisting in faster reaction times (RTs) to small/large digits with the left/right ... [more ▼] Evidence for number-space associations comes from the spatial-numerical association of response-codes (SNARC) effect, consisting in faster reaction times (RTs) to small/large digits with the left/right hand respectively. The SNARC effect is, however, characterized by high inter-individual variability, depending amongst others on inhibition capacities. Hoffmann et al. (2014) showed that individuals more sensitive to the interference of irrelevant information in the classical color-word Stroop task displayed stronger number-space associations. This relation was most pronounced in elderly, but did not reach significance in young healthy adults. To determine whether the negligible correlation in the young resulted from their near ceiling performances on the color-word Stroop task, we recruited young adults featuring atypically weak and variable inhibitory control. Our study population consisted of individuals (n=32; 18 females; age=27.28 years) formally diagnosed with attention-deficit/hyperactivity disorder (ADHD; n=4) and/or displaying symptoms consistent with ADHD according to the Adult ADHD Self-Report Scale (ASRS-v1.1; n=29). Within this population, a significant negative correlation (r=-0.45; p=0.009) could be observed between the parity SNARC effect (mean slope=-14.17; p<0.001) and Stroop interference, as indexed by the color-word Stroop ratio score (i.e. the difference in RTs between the color-word interference condition and the color naming condition divided by the RT in the word reading condition; mean ratio=0.82). The relationship remained significant even after controlling for arithmetic performance and general processing speed, as assessed using the arithmetic battery (Rubinsten & Henik, 2005; Shalev et al., 2001; mean accuracy=84.61%) and a speeded matching-to-sample task respectively (mean RT=671.86ms; r=-0.47; p=0.008). Our findings thus reveal that stronger number-space associations are associated with weaker Stroop inhibitory control in young adults with atypical attentional profiles, thereby further confirming the similarities between SNARC effects and Stroop-like interference effects. [less ▲] Detailed reference viewed: 57 (6 UL)Inhibitory Control Influences the SNARC Effect in Tasks without Explicit Reference to Numerical Magnitude Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine Poster (2015, March) Evidence for number-space associations comes from the spatial-numerical association of response-codes (SNARC) effect, consisting in faster reaction times to small/large digits with the left/right hand ... [more ▼] Evidence for number-space associations comes from the spatial-numerical association of response-codes (SNARC) effect, consisting in faster reaction times to small/large digits with the left/right hand respectively. Although the SNARC effect has now been extensively replicated, it is characterized by high inter-individual variability (Wood et al., 2008). For instance, it has been shown to depend on inhibitory control as indexed by the color Stroop effect in the elderly, with individuals having weaker inhibitory control displaying stronger SNARC effects (Hoffmann et al., 2014). Apart from these well-documented inter-individual differences, number-space associations are also influenced by intra-individual factors. Georges et al. (2014) found that in a population of healthy young university students (n=85, 39 females, mean age=23.44 years), the SNARC effect was qualitatively different within single individuals depending on the number-processing task that they performed. While the strength of the SNARC effects were related in a parity and color judgment task (parity slope=-11.58; color slope=-6.79; r=0.36, p=0.001), as well as in the parity and a magnitude comparison task (magnitude slope=-6.98; r=0.36, p=0.001), no relation could be observed between number-space associations in the color and magnitude tasks (r=0.18, p=0.11). These findings indicate that two distinct factors seem to account for the variance related to number-space associations observed during the three tasks. In the present study, we built on these findings while investigating how inhibitory control influences variance in the SNARC effect observed during different numerical tasks. To this aim, we performed a principle component analysis followed by varimax rotation to combine the color and parity SNARC effects (i.e. number-space associations in tasks without explicit reference to numerical magnitude) and the parity and magnitude SNARC effects (i.e. number-space associations in tasks involving semantic number processing) into single factors (color-parity-SNARC and parity-magnitude-SNARC factors respectively). We then investigated how these two extracted SNARC factors were influenced by inter-individual characteristics such as inhibitory control. Inhibitory control was evaluated in a task that involved responding to the color (green or red) of a centrally presented arrow pointing either in the left or right direction by pressing on the left or right hand-side. To get a single inhibitory control measure for each individual, we calculated inverse efficiency scores on compatible and incompatible trials and computed performance differences between those two conditions. The scores of the extracted parity-color-SNARC factor significantly correlated with the inhibitory control measure (μ=109.98ms, SD=85.82ms; r=-0.26, p=0.02), while no relation was observed between inhibitory control and the parity-magnitude SNARC factor scores (r=-0.1, p=0.42). This suggests that individuals with better inhibitory control (i.e. smaller performance differences between compatible and incompatible trials) displayed weaker SNARC effects only in number-processing tasks that required the suppression of an irrelevant numerical (magnitude) code for successful task completion. Number-space associations are characterized by high inter- and intra-individual variability. We determined how the SNARC effect observed in tasks with and without explicit numerical magnitude processing related to inhibitory control. Individuals with better inhibitory control displayed weaker SNARC effects only in tasks requiring the suppression of an irrelevant numerical magnitude. [less ▲] Detailed reference viewed: 125 (6 UL)Inhibition of return and attentional facilitation: Numbers can be counted in, letters tell a different story. Hoffmann, Danielle ; ; Schuller, Anne-Marie et al in Acta psychologica (2015), 163 Prior research has provided strong evidence for spatial-numerical associations. Single digits can for instance act as attentional cues, orienting visuo-spatial attention to the left or right hemifield ... [more ▼] Prior research has provided strong evidence for spatial-numerical associations. Single digits can for instance act as attentional cues, orienting visuo-spatial attention to the left or right hemifield depending on the digit's magnitude, thus facilitating target detection in the cued hemifield (left/right hemifield after small/large digits, respectively). Studies using other types of behaviourally or biologically relevant central cues known to elicit automated symbolic attention orienting effects such as arrows or gaze have shown that the initial facilitation of cued target detection can turn into inhibition at longer stimulus onset asynchronies (SOAs). However, no studies so far investigated whether inhibition of return (IOR) is also observed using digits as uninformative central cues. To address this issue we designed an attentional cueing paradigm using SOAs ranging from 500ms to 1650ms. As expected, the results showed a facilitation effect at the relatively short 650ms SOA, replicating previous findings. At the long 1650ms SOA, however, participants were faster to detect targets in the uncued hemifield compared to the cued hemifield, showing an IOR effect. A control experiment with letters showed no such congruency effects at any SOA. These findings provide the first evidence that digits not only produce facilitation effects at shorter intervals, but also induce inhibitory effects at longer intervals, confirming that Arabic digits engage automated symbolic orienting of attention. [less ▲] Detailed reference viewed: 66 (8 UL)Task instructions determine the visuospatial and verbal-spatial nature of number-space associations Georges, Carrie ; Schiltz, Christine ; Hoffmann, Danielle in Quarterly Journal of Experimental Psychology [=QJEP] (2015), 68(9), Detailed reference viewed: 66 (17 UL)Kompetenzunterschiede aufgrund des Schülerhintergrundes Muller, Claire ; Reichert, Monique ; Gamo, Sylvie et al in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015) Kapitel 3 befasst sich mit dem Einfluss von Merkmalen des Schülerhintergrundes auf die in den ÉpStan gemessenen Kompetenzen. Diskrepanzen in den erfassten Kompetenzbereichen werden dabei im Hinblick auf ... [more ▼] Kapitel 3 befasst sich mit dem Einfluss von Merkmalen des Schülerhintergrundes auf die in den ÉpStan gemessenen Kompetenzen. Diskrepanzen in den erfassten Kompetenzbereichen werden dabei im Hinblick auf folgende vier Hintergrundvariablen untersucht: sozioökonomischer Status, Migrationshintergrund, Sprachhintergrund, sowie das Geschlecht der Schülerinnen und Schüler. Bestehende Unterschiede werden vergleichend für die Jahre 2011, 2012 und 2013 aufgeführt (Zyklus 3.1 und Ve/9e). Das einflussreichste Merkmal ist dabei der sozioökonomische Status, gefolgt von der zuhause gesprochenen Sprache. Der Migrationshintergrund wirkt sich in geringerem Maße bis gar nicht auf die Kompetenzen aus. Der Einfluss des Geschlechtes zeigt sich konform mit einer großen Anzahl von Befunden aus der Forschung: Mädchen erzielen im Durchschnitt bessere Ergebnisse in den Sprachen, während Jungen in Mathematik besser abschneiden. [less ▲] Detailed reference viewed: 113 (16 UL)Allgemeine Befunde zum luxemburgischen Schulwesen Hornung, Caroline ; Hoffmann, Danielle ; Lorphelin, Dalia et al in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015) Detailed reference viewed: 89 (22 UL)Different number-processing tasks entail qualitatively different SNARC effects Georges, Carrie ; Hoffmann, Danielle ; Schiltz, Christine Poster (2014, October) Evidence for number-space associations comes from the spatial-numerical association of response-codes (SNARC) effect, consisting in faster reaction times to small/large digits with the left/right hand ... [more ▼] Evidence for number-space associations comes from the spatial-numerical association of response-codes (SNARC) effect, consisting in faster reaction times to small/large digits with the left/right hand respectively. Although the SNARC effect has been extensively replicated, it is characterized by high inter-individual variability (e.g. Hoffmann et al., 2014). Moreover, even though number-space associations have been observed when numerical magnitude is both relevant (e.g. magnitude comparison) and irrelevant (e.g. parity and color judgment) for successful task completion, their strengths and underlying cognitive processes seem to vary depending on whether explicit reference to numerical magnitude is drawn or not (Fias et al., 2001; Mitchell et al., 2012). To further evaluate this hypothesis, we examined whether the SNARC effects observed in a single individual during distinct number-processing tasks were systematically linked. We computed correlations between the SNARC effects measured during a parity, magnitude and color judgment task in a population of 85 healthy university students (39 females, mean age=23.44 years). Interestingly, no relation could be observed between the color (slope=-6.79) and magnitude SNARC effects (slope=-6.98; r=0.18, p=0.11), indicating that number-space associations potentially underlie different cognitive operations in tasks with and without explicit numerical magnitude processing. Conversely, the parity SNARC effect (slope=-11.58) correlated with both the color (r=0.36, p=0.001) and magnitude SNARC effects (r=0.36, p=0.001). This suggests that although no explicit numerical magnitude treatment is required in the parity task – explaining its relationship with the color task – the involvement of number semantics is sufficient to position it in line with the magnitude judgment task. [less ▲] Detailed reference viewed: 165 (18 UL)Shifts of spatial attention cued by irrelevant numbers: Electrophysiological evidence from a target discrimination task Schuller, Anne-Marie ; Hoffmann, Danielle ; et al in Journal of cognitive pychology (2014) Fischer et al. demonstrated that a centrally presented number can shift attention to the left/right when its magnitude is small/large. Two electrophysiological studies described these attentional effects ... [more ▼] Fischer et al. demonstrated that a centrally presented number can shift attention to the left/right when its magnitude is small/large. Two electrophysiological studies described these attentional effects as eventrelated potentials (ERPs) at centro-parietal sites. Since both studies used target detection tasks, it remains currently unknown whether similar results would be obtained with a discrimination task. We used ERPs to test whether digit cues also induce attention shifts when participants perform a feature discrimination task on targets. ERPs were recorded whereas subjects discriminated the colour of lateral targets that were preceded by a central non-predictive digit. Analysis of cue-locked controlateral vs. ipsilateral ERP activity showed the emergence of early preparatory attention-directing components in parietal and frontal regions. Moreover, target-locked P1 components at occipito-parietal sites were significantly modulated by digit magnitude-target side congruency. These results demonstrate that irrelevant digit cues also bias sensory processing when embedded in a feature-discrimination task. [less ▲] Detailed reference viewed: 77 (19 UL) |
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