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Task instructions modulate unit-decade binding in two-digit number representation.

Thomas J Faulkenberry1, Alexander Cruise2, Samuel Shaki2

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Task instructions significantly influence how people process two-digit numbers. Focusing on the whole number triggers a unit-decade compatibility effect, while specific digit focus depends on task demands, revealing top-down control in number representation.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Numerical Cognition

Background:

  • Two-digit number representation involves both decomposed (digit-based) and holistic (whole-number) processing.
  • Prior research indicates variability in these processing strategies.

Purpose of the Study:

  • To investigate how task instructions modulate decomposed versus holistic processing of two-digit numbers.
  • To examine the role of selective attention and top-down control in number representation.

Main Methods:

  • Participants performed magnitude and parity judgments on two-digit numbers under varying instructional conditions (holistic vs. digit-specific focus).
  • Computer mouse tracking was employed to analyze response-related processing dynamics.
  • Experimental design manipulated attentional focus on number components.

Main Results:

  • A unit-decade compatibility effect, indicative of failed selective attention, was consistently observed when participants processed numbers holistically.
  • When instructed to focus on a specific digit, the ability to ignore the irrelevant digit was contingent upon task requirements.
  • Mouse tracking data suggested that the compatibility effect arises from late, response-related processing stages.

Conclusions:

  • Task instructions critically shape the processing of two-digit numbers, influencing the interplay between holistic and decomposed representations.
  • Top-down control mechanisms are deeply involved in binding unit and decade information during number processing.
  • Selective attention is not solely driven by stimulus properties but is modulated by task demands and instructional cues.