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.

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.

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.

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.