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Cross-modal attention modulates tactile subitizing but not tactile numerosity estimation.
Yue Tian1, Lihan Chen2,3
1School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Beijing, China.
Attention, Perception & Psychophysics
|March 18, 2018
Summary
This study investigated tactile number perception, finding that subitizing, but not estimation, is impaired under divided attention. Tactile subitizing precision correlated with visual, not tactile, working memory capacity.
Area of Science:
- Cognitive Psychology
- Neuroscience
- Sensory Perception
Background:
- The attentional mechanisms underlying subitizing (small quantities) and numerosity estimation (larger quantities) are debated.
- Limited research exists on tactile numerosity perception, especially concerning attention.
Purpose of the Study:
- To investigate tactile numerosity perception and the role of attention in subitizing versus estimation.
- To determine if attentional mechanisms for subitizing and estimation differ in the tactile modality.
- To explore the relationship between tactile numerosity perception and working memory capacity.
Main Methods:
- Participants performed unisensory (tactile) and cross-modal (tactile-visual) tasks using Braille displays.
- Tasks involved reporting and comparing the number of tactile pins under focused and divided attention.
- Visual and tactile working memory capacities were assessed.
Main Results:
- Subitizing performance, unlike estimation, was significantly impaired under divided attention conditions.
- This impairment occurred regardless of whether distractors were tactile or visual.
- Tactile subitizing precision, under visual distraction, correlated with visual working memory capacity, not tactile.
Conclusions:
- Tactile numerosity perception is modulated by amodal attention.
- Subitizing and estimation appear to rely on distinct attentional mechanisms within tactile perception.
- Cross-modal interactions influence tactile subitizing, suggesting shared attentional resources.
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