Sources of individual differences in the magnitude of the SNARC effect

2011 ◽  
Author(s):  
K. Cipora ◽  
K. Czernecka ◽  
D. Zelechowska ◽  
J Szewczyk
Keyword(s):  
Individual Differences ◽  
Snarc Effect

scholarly journals The Cognitive Mechanisms of the SNARC Effect: An Individual Differences Approach

PLoS ONE ◽  
2014 ◽  
Vol 9 (4) ◽  
pp. e95756 ◽  
Author(s):  
Arnaud Viarouge ◽  
Edward M. Hubbard ◽  
Bruce D. McCandliss
Keyword(s):  
Individual Differences ◽  
Snarc Effect ◽  
Cognitive Mechanisms

scholarly journals No fingers, no SNARC? Spatial-Numerical Associations and temporal stability of finger counting

2021 ◽  
Author(s):  
Krzysztof Cipora ◽  
Kinga Woloszyn ◽  
Mateusz Hohol
Keyword(s):  
Individual Differences ◽  
Temporal Stability ◽  
Snarc Effect ◽  
Large Magnitude ◽  
Finger Counting ◽  
Weak Evidence ◽  
Left And Right ◽  
The Difference ◽  
The Relationship ◽  
Over Time

The Spatial-Numerical Association of Response Codes (SNARC) effect (i.e., faster left/right side responses to small/large magnitude numbers, respectively) is considered as strong evidence for the link between numbers and space. The studies have shown considerable variation in this effect. Among the factors determining individual differences in the SNARC effect is the hand an individual uses to start the finger counting sequence. Left-starters show a stronger and less variable SNARC effect than right-starters. This observation has been used as an argument for the embodied nature of the SNARC effect. For this to be the case, one must assume that the finger counting sequence (especially the starting hand) is stable over time. Subsequent studies challenged the view that the SNARC differs depending on the finger counting starting hand. At the same time, it has been pointed out that the temporal stability of finger counting starting hand should not be taken for granted. Thus, in this preregistered study, we aimed to replicate the difference in the SNARC between left- and right-starters and explore the relationship between the temporal stability of finger counting starting hand and the SNARC effect. We expected that higher stability should be associated with a stronger SNARC effect. Results of the preregistered analysis did not show the difference between left- and right-starters. However, further exploratory analysis provided weak evidence that this might be the case. Lastly, we found no evidence for the relationship between finger counting starting hand stability and the SNARC effect. Overall, these results challenge the view on the embodied nature of the SNARC effect.

scholarly journals How and why do number-space associations co-vary in implicit and explicit magnitude processing tasks?

2017 ◽  
Vol 3 (2) ◽  
pp. 182-211 ◽  
Author(s):  
Carrie Georges ◽  
Danielle Hoffmann ◽  
Christine Schiltz
Keyword(s):  
Individual Differences ◽  
Spatial Visualization ◽  
Cognitive Factors ◽  
Snarc Effect ◽  
Spatial Coding ◽  
Magnitude Processing ◽  
Arithmetic Performance ◽  
Positive Correlations ◽  
Implicit And Explicit ◽  
Or Task

Evidence for number-space associations in implicit and explicit magnitude processing tasks comes from the parity and magnitude SNARC effect respectively. Different spatial accounts were suggested to underlie these spatial-numerical associations (SNAs) with some inconsistencies in the literature. To determine whether the parity and magnitude SNAs arise from a single predominant account or task-dependent coding mechanisms, we adopted an individual differences approach to study their correlation and the extent of their association with arithmetic performance, spatial visualization ability and visualization profile. Additionally, we performed moderation analyses to determine whether the relation between these SNAs depended on individual differences in those cognitive factors. The parity and magnitude SNAs did not correlate and were differentially predicted by arithmetic performance and visualization profile respectively. These variables, however, also moderated the relation between the SNAs. While positive correlations were observed in object-visualizers with lower arithmetic performances, correlations were negative in spatial-visualizers with higher arithmetic performances. This suggests the predominance of a single account for both implicit and explicit SNAs in the two types of visualizers. However, the spatial nature of the account differs between object- and spatial-visualizers. No relation occurred in mixed-visualizers, indicating the activation of task-dependent coding mechanisms. Individual differences in arithmetic performance and visualization profile thus determined whether SNAs in implicit and explicit tasks co-varied and supposedly relied on similar or unrelated spatial coding mechanisms. This explains some inconsistencies in the literature regarding SNAs and highlights the usefulness of moderation analyses for understanding how the relation between different numerical concepts varies between individuals.

The challenge of accounting for individual differences in folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Benjamin C. Ruisch ◽  
Rajen A. Anderson ◽  
David A. Pizarro
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Political Ideologies ◽  
Economic Beliefs ◽  
Existing Data

AbstractWe argue that existing data on folk-economic beliefs (FEBs) present challenges to Boyer & Petersen's model. Specifically, the widespread individual variation in endorsement of FEBs casts doubt on the claim that humans are evolutionarily predisposed towards particular economic beliefs. Additionally, the authors' model cannot account for the systematic covariance between certain FEBs, such as those observed in distinct political ideologies.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

Inter-individual variation shapes the human microbiome

2019 ◽  
Vol 42 ◽  
Author(s):  
Emily F. Wissel ◽  
Leigh K. Smith
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Human Microbiome ◽  
Individual Variability ◽  
Microbiota Composition ◽  
Target Article ◽  
Microbiome Research

Abstract The target article suggests inter-individual variability is a weakness of microbiota-gut-brain (MGB) research, but we discuss why it is actually a strength. We comment on how accounting for individual differences can help researchers systematically understand the observed variance in microbiota composition, interpret null findings, and potentially improve the efficacy of therapeutic treatments in future clinical microbiome research.

Why Speech-Language Clinicians Should Be in the Classroom

1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle
Keyword(s):  
Individual Differences ◽  
Task Analysis ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

Group Experiences and Individual Differences in Stuttering

2019 ◽  
Vol 62 (12) ◽  
pp. 4335-4350 ◽  
Author(s):  
Seth E. Tichenor ◽  
J. Scott Yaruss
Keyword(s):  
Individual Differences ◽  
Support Groups ◽  
Support Group ◽  
Affective States ◽  
Life Outcomes ◽  
Self Help ◽  
Wide Range ◽  
Group Experiences ◽  
History Of ◽  
Adults Who Stutter

Purpose This study explored group experiences and individual differences in the behaviors, thoughts, and feelings perceived by adults who stutter. Respondents' goals when speaking and prior participation in self-help/support groups were used to predict individual differences in reported behaviors, thoughts, and feelings. Method In this study, 502 adults who stutter completed a survey examining their behaviors, thoughts, and feelings in and around moments of stuttering. Data were analyzed to determine distributions of group and individual experiences. Results Speakers reported experiencing a wide range of both overt behaviors (e.g., repetitions) and covert behaviors (e.g., remaining silent, choosing not to speak). Having the goal of not stuttering when speaking was significantly associated with more covert behaviors and more negative cognitive and affective states, whereas a history of self-help/support group participation was significantly associated with a decreased probability of these behaviors and states. Conclusion Data from this survey suggest that participating in self-help/support groups and having a goal of communicating freely (as opposed to trying not to stutter) are associated with less negative life outcomes due to stuttering. Results further indicate that the behaviors, thoughts, and experiences most commonly reported by speakers may not be those that are most readily observed by listeners.

Sign in / Sign up

Export Citation Format

Share Document