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Two event-related potential (ERP) experiments were conducted to investigate spatial-numeric associations of response codes (SNARC) and attentional cuing (SNAAC). In the SNARC effect, people respond faster when making a left-hand response to report that a number is small, and when making a right-hand response to report that a number is large. Experiment 1 examined effects of SNARC-compatibility and prior response-probability in a number comparison task. Lateralized readiness potentials (LRPs) showed that SNARC-compatibility influenced an intermediate stage of response-selection, and prior response-probability influenced both earlier and later stages. The P300 ERP component was also modulated by SNARC-compatibility and prior response-probability, suggesting parietal involvement in the SNARC effect. In the SNAAC effect, attention is directed to left-side regions of space upon viewing small-magnitude numbers, and to right-side regions of space upon viewing large-magnitude numbers. Experiment 2 investigated whether ERPs evoked by peripheral visual probes would be enhanced when probes appeared in the left hemifield after small-magnitude digits and when they appeared in the right hemifield after large-magnitude digits. ERPs to peripheral probes were not modulated by numerical magnitude of digit pre-cues.

Thesis (M. Ed.)--University of Hong Kong, 2007. / Also available in print.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 113-115).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The purpose of this study was to determine the relationships between performance of first-grade students on Piagetan conservation of number and substance tasks and performance on an arithmetic test of missing place-holders, a reading readiness test, and an intelligence test.

In this study an attempt was made to validate, in the case of mentally deficient children, Piaget's hypothesis of a necessary sequence of three stages in the development of the concept of number. The test procedures used were derived from a similar investigation of normal children by Elkind, (1960a). The subjects were 90 children between the ages of 9 and 17 with a range of mental ages from 2:3 to 10:2 on the Peabody Picture Vocabulary Test. These included 60 resident at The Woodlands School and 30 living at home, both groups evenly divided between boys and girls. Scalogram analysis (by Green's method) of the data supported Piaget's hypothesis. The 18 questions of the test procedure were found to have the necessary sequence of a true scale and this sequence was reflected with great regularity in the subjects’ response patterns. The characteristics of the raw data suggested that Piaget's three stages were adequately represented by the scale of questions. X² test of institutionalized and non-institutionalized groups of both sexes showed no significant difference in their responses to the test procedures. From this it was inferred that neither sex nor length of institutionalization influence the development of the concept of number. A significant positive correlation between raw scores on the Peabody Picture Vocabulary Test and correct responses to the test procedures was found. The existence of this relationship between language and level of ability to understand number was dealt with speculatively in terms of the role played by language in the development of intelligence. The chief finding of interest in this study was that Piaget's hypothesized stages appear to have validity for mentally deficient children. This suggests that Piaget's model of intellectual functioning may be useful in understanding the mentally deficient. The potential value of using a Piagetian analysis of stage of developmental process instead of a standardized I.Q. measurement for intellectual investigations with this group was discussed. / Arts, Faculty of / Psychology, Department of / Graduate

Seven hypotheses were derived from Piaget's (a) task analysis of the ordinal correspondence and conservation tasks; (b) description of the development from preoperation to concrete operational thinking; and (c) ideas about the necessary and sufficient conditions for this transition. An attempt was also made to solve the methodological problems of (a) how to determine whether a child is a real conserver or a pseudo-conserver; (b) how to determine whether the child understands the terms in a Piagetian task; and (c) variation in performance due to stimulus variables. Twenty-eight four-year-old Ss, 36 kindergarten Ss, and 28 grade one Ss were each given the following seven tests, in addition to a test of counting ability: (1) a test of their ability to match the number of objects in a standard row; (2) a conservation of number test; (3) a test of their ability to anticipate and remember the results of a transformation in a row of objects; (4) a test of the criteria on which they made judgments of quantity; (5) a test of their ability to build two corresponding series of objects; (6) a test of their ability to find ordinal correspondences; and (7) a test of their ability to mentally transform a stimulus. Five of the hypotheses were confirmed and one hypothesis was partially confirmed. The methodological problems were partially solved. A new approach to the development of number conservation ability was suggested by the data. / Arts, Faculty of / Psychology, Department of / Graduate

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No description available.