Reducing the tendency for chronometric counting in duration discrimination tasks

Chronometric counting is a prevalent issue in the study of human time perception as it reduces the construct validity of tasks and can conceal existing timing deficits. Several methods have been proposed to prevent counting strategies, but the factors promoting those strategies in specific tasks are largely uninvestigated. Here, we modified a classical two-interval duration discrimination task in two aspects that could affect the tendency to apply counting strategies. We removed the pause between the two intervals and changed the task instructions: Participants decided whether a short event occurred in the first or in the second half of a reference duration. In Experiment 1, both classical and modified task versions were performed under timing conditions, in which participants were asked not to count, and counting conditions, in which counting was explicitly instructed. The task modifications led to (i) a general decrease in judgment precision, (ii) a shift of the point of subjective equality, and (iii) a counting-related increase in reaction times, suggesting enhanced cognitive effort of counting during the modified task version. Precision in the two task versions was not differently affected by instructed counting. Experiment 2 demonstrates that-in the absence of any counting-related instructions-participants are less likely to engage in spontaneous counting in the modified task version. These results enhance our understanding of the two-interval duration discrimination task and demonstrate that the modifications tested here-although they do not significantly reduce the effectiveness of instructed counting-can diminish the spontaneous tendency to adopt counting strategies.