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

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          Abstract

          Access to mental representations of smaller vs. larger number symbols is associated with leftward vs. rightward spatial locations, as represented on a number line. The well-replicated SNARC effect (Spatial-Numerical Association of Response Codes) reveals that simple decisions about small numbers are facilitated when stimuli are presented on the left, and large numbers facilitated when on the right. We present novel evidence that the size of the SNARC effect is relatively stable within individuals over time. This enables us to take an individual differences approach to investigate how the SNARC effect is modulated by spatial and numerical cognition. Are number-space associations linked to spatial operations, such that those who have greater facility in spatial computations show the stronger SNARC effects, or are they linked to number semantics, such that those showing stronger influence of magnitude associations on number symbol decisions show stronger SNARC effects? Our results indicate a significant correlation between the SNARC effect and a 2D mental rotation task, suggesting that spatial operations are at play in the expression of this effect. We also uncover a significant correlation between the SNARC effect and the distance effect, suggesting that the SNARC is also related to access to number semantics. A multiple regression analysis reveals that the relative contributions of spatial cognition and distance effects represent significant, yet distinct, contributions in explaining variation in the size of the SNARC effect from one individual to the next. Overall, these results shed new light on how the spatial-numerical associations of response codes are influenced by both number semantics and spatial operations.

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          Most cited references28

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          Magnitude of sex differences in spatial abilities: a meta-analysis and consideration of critical variables.

          In recent years, the magnitude, consistency, and stability across time of cognitive sex differences have been questioned. The present study examined these issues in the context of spatial abilities. A meta-analysis of 286 effect sizes from a variety of spatial ability measures was conducted. Effect sizes were partitioned by the specific test used and by a number of variables related to the experimental procedure in order to achieve homogeneity. Results showed that sex differences are significant in several tests but that some intertest differences exist. Partial support was found for the notion that the magnitude of sex differences has decreased in recent years. Finally, it was found that the age of emergence of sex differences depends on the test used. Results are discussed with regard to their implications for the study of sex differences in spatial abilities.
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            Mental rotations, a group test of three-dimensional spatial visualization.

            A new paper-and-pencil test of spatial visualization was constructed from the figures used in the chronometric study of Shepard and Metzler (1971). In large samples, the new test displayed substantial internal consistency (Kuder-Richardson 20 = .88), a test-retest reliability (.83), and consistent sex differences over the entire range of ages investigated. Correlations with other measures indicated strong association with tests of spatial visualization and virtually no association with tests of verbal ability.
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              Time required for judgements of numerical inequality.

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                Author and article information

                Contributors
                Role: Editor
                Journal
                PLoS One
                PLoS ONE
                plos
                plosone
                PLoS ONE
                Public Library of Science (San Francisco, USA )
                1932-6203
                2014
                23 April 2014
                : 9
                : 4
                : e95756
                Affiliations
                [1 ]Laboratoire Psychologie de la Perception, CNRS/UMR8242, Université Paris Descartes, Paris, France
                [2 ]Educational Neuroscience Lab, Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, United States of America
                [3 ]Educational Cognitive Neuroscience Lab, Peabody College, Vanderbilt University, Nashville, Tennessee, United States of America
                University G. d'Annunzio, Italy
                Author notes

                Competing Interests: The authors have declared that no competing interests exist.

                Conceived and designed the experiments: AV EMH BDM. Performed the experiments: AV. Analyzed the data: AV EMH. Contributed reagents/materials/analysis tools: AV EMH BDM. Wrote the paper: AV EMH BDM.

                Article
                PONE-D-13-52844
                10.1371/journal.pone.0095756
                3997411
                24760048
                1985ae5a-23fb-4adb-92d6-4b3da8534c8e
                Copyright @ 2014

                This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                : 17 December 2013
                : 30 March 2014
                Page count
                Pages: 10
                Funding
                This work was supported by grants from the Fyssen Foundation (Paris, France), and the NSF [NSF-REESE 07-595 0816063]. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
                Categories
                Research Article
                Biology and Life Sciences
                Neuroscience
                Cognitive Science
                Cognitive Psychology
                Intelligence
                Human Intelligence
                Learning
                Reasoning
                Cognition
                Sensory Perception
                Psychophysics
                Psychology
                Behavior
                Human Performance
                Experimental Psychology
                Social Sciences

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                Uncategorized

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