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The approximate number system in the laboratory and in daily life

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Presentation on theme: "The approximate number system in the laboratory and in daily life"— Presentation transcript:

1 The approximate number system in the laboratory and in daily life
Bert Reynvoet KU Leuven, Belgium

2 Approximate number system (ANS)
A system supporting the extraction of number from visual scenes without relying on symbols or language in an appoximate way Number: discrete quantity information No symbols or language: also infants and animals Approximate: performance influenced by ratio ~= Weber’s law

3 Approximate number system (ANS)
Infants and preference looking studies (Libertus & Brannon, 2010)

4 Approximate number system (ANS)
Older children/adults and comparison tasks

5 ANS: individual differences
In different cohorts In the same cohort

6 How much number in the ANS

7 How much number in the ANS
MORE LEFT OR MORE RIGHT? NUMBER NUMBER SIZE DENSITY SIZE DENSITY NUMBER

8 Controlling other visual/continuous information

9 Controlling other visual/continuous information

10 Comparing visual control! Smets, Sasanguie, Szücs & Reynvoet (2015)
Comparison task 26 participants Ratios: 1.2, 1.4, 1.5 3 visual controls: G&R, Dehaene, Congruent

11 Comparing visual control! Smets, Sasanguie, Szücs & Reynvoet (2015)
Dehaene and Congruent condition correlate (.57) No correlation of G&R With other conditions (.30) (congruent) visual Information enhances performance

12 Comparing visual control and presentation style!
Smets, Moors & Reynvoet (2016) Same results with sequential presentation? Psychophysics: no detailed visual analysis in sequential presentation No differences between visual control conditions in estimation task (Smets et al., 2015) Comparison task 40 participants Ratios: 1.2, 1.4, 1.5 4 conditions: simultaneous/sequential versus Dehaene/Gebuis & Reynvoet

13 Comparing visual control and presentation style!
Smets, Moors & Reynvoet (2016) Interaction presentation style and visual control, but higher performance in simultaneous condition with both control types

14 Comparing visual control and presentation style!
Smets, Moors & Reynvoet (2016)

15 Comparing visual control and presentation style!
Smets, Moors & Reynvoet (2016) Area extended/convex hull was not perfectly controlled: it correlated in both batches of stimuli with number, whereas it is supposed to be constant (zero correlation) in one of the batches

16 Comparing visual control and presentation style!
Smets, Moors & Reynvoet (2016)

17 Comparing visual control Smets et al., 2015, 2016
Conclusions Weak (or no) correlation between performance in different visual control conditions: .30 is not reliable! Clayton et al. (2015); DeWind & Brannon (2016) Participants use visual cues: the influence of visual cues may depend on how stimuli are generated DeWind & Brannon (2016)

18 Comparing visual control
Dewind & Brannon, 2016

19 Comparing visual control Smets et al., 2015, 2016
Conclusions Weak (or no) correlation between performance in different visual control conditions Clayton et al. (2015); DeWind & Brannon (2016) Participants use visual cues: the influence of visual cues may depend on how stimuli are generated (DeWind & Brannon, 2016) Participants are very fast to detect correlations Perhaps a correlation is the standard expectation?

20 Peoples expectations on the relation between number and visual cues: ERP
Gebuis & Reynvoet, 2015

21 Peoples expectations on the relation between number and visual cues
Gebuis & Reynvoet, 2015

22 Peoples expectations on the relation between number and visual cues
Gebuis & Reynvoet, 2015

23 Peoples expectations on the relation between number and visual cues
Gebuis & Reynvoet, 2015 Conclusions Participants expect that number and visual cues change in concert The interaction between number and visual cues was found after the processing of visual cues Where do these expectations come from? Daily life: number and visual cues are related Number of people on the bus, number of oranges in a bag, number of cars on a parking

24 Number in daily life Nijs & Reynvoet, in preparation In the lab: artifical stimuli “controlling” for the effects of visual cues In daily life: real-life stimuli where number and visual cues correlate, most of the times… Still, we can correctly decide that 5 mosquitos are more than 2 lions. Can we do that without any costs?

25 Nijs & Reynvoet, in preparation
Number in daily life Nijs & Reynvoet, in preparation Comparison task 30 participants Independent vars: ratio (1:2; 2:3), congruency, subitizing range (in; out) 2 conditions: dot arrays and real-life stimuli (fruits)

26 Number in daily life Nijs & Reynvoet, in preparation

27 Nijs & Reynvoet, in preparation
Number in daily life Nijs & Reynvoet, in preparation subitizing trials Non-subitizing trials

28 Nijs & Reynvoet, in preparation
Number in daily life Nijs & Reynvoet, in preparation subitizing trials Non-subitizing trials

29 Nijs & Reynvoet, in preparation
Number in daily life Nijs & Reynvoet, in preparation Conclusions Also number judgements in daily life are more difficult when number and visual cues anti-correlate.

30 How much number in the ANS
MORE LEFT OR MORE RIGHT? NUMBER NUMBER SIZE DENSITY SIZE DENSITY Nonlinear transformations NUMBER

31 How much number in the ANS
Work in progress

32 Educational implications
ANS performance is related to math achievement Underlying mechanisms of ANS performance? Integration of visual cues and/into number Inhibition of visual cues What should we target in intervention studies? General form of inhibition (stroop tasks?) Domain specific mechanisms: learning to decorrelate of continuous and discrete quantity

33 Educational implications
Number conservation requires inhibitory control (Houdé and colleagues)

34 Thank you for listening!
Contact info: Prof. Dr. Bert Reynvoet Faculty of Psychology and Education KU Leuven Kulak E. Sabbelaan 53, 8500 Kortrijk BELGIUM

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