The SNARC effect is associated with worse mathematical intelligence and poorer time estimation

Interactions between the ways we process space, numbers and time may arise from shared and innate generic magnitude representations. Alternatively or concurrently, such interactions could be due to the use of physical magnitudes, like spatial extent, as metaphors for more abstract ones, like number and duration. That numbers might be spatially represented along a mental number line is suggested by the SNARC effect: faster left-side responses to small single digits, like 1 or 2, and faster right-side responses to large ones, like 8 or 9. Previously, we found that time estimation predicts mathematical intelligence and speculated that it may predict spatial ability too. Here, addressing this issue, we test—on a relatively large sample of adults and entirely within subjects—the relationships between (a) time: proficiency at producing and evaluating durations shorter than one second, (b) space: the ability to mentally rotate objects, (c) numbers: mathematical reasoning skills, and (d) space–number associations: the SNARC effect. Better time estimation was linked to greater mathematical intelligence and better spatial skills. Strikingly, however, stronger associations between space and numbers predicted worse mathematical intelligence and poorer time estimation.

[1]  Stella F. Lourenco,et al.  General Magnitude Representation in Human Infants , 2010, Psychological science.

[2]  Stella F. Lourenco,et al.  The associations between space and order in numerical and non-numerical sequences , 2016, Consciousness and Cognition.

[3]  C. Schiltz,et al.  The Impact of Mathematical Proficiency on the Number-Space Association , 2014, PloS one.

[4]  F. Frassinetti,et al.  Prismatic Lenses Shift Time Perception , 2009, Psychological science.

[5]  S. Dehaene,et al.  The mental representation of parity and number magnitude. , 1993 .

[6]  F. Frassinetti,et al.  The role of posterior parietal cortices on prismatic adaptation effects on the representation of time intervals , 2013, Neuropsychologia.

[7]  E. Nęcka,et al.  Professional mathematicians differ from controls in their spatial-numerical associations , 2015, Psychological Research.

[8]  P. Bressan,et al.  Time Estimation Predicts Mathematical Intelligence , 2011, PloS one.

[9]  Wim Fias,et al.  The Heterogeneous Nature of Number–Space Interactions , 2012, Front. Hum. Neurosci..

[10]  J. Halberda,et al.  Approximate number and approximate time discrimination each correlate with school math abilities in young children. , 2016, Acta psychologica.

[11]  W. Kunde,et al.  Journal of Experimental Psychology : Learning , Memory , and Cognition SNARC Struggles : Instant Control Over Spatial – Numerical Associations , 2013 .

[12]  A. Leung,et al.  Number Line Estimation Predicts Mathematical Skills: Difference in Grades 2 and 4 , 2017, Front. Psychol..

[13]  R. Church,et al.  A mode control model of counting and timing processes. , 1983, Journal of experimental psychology. Animal behavior processes.

[14]  Christine Schiltz,et al.  The impact of inhibition capacities and age on number–space associations , 2014, Cognitive Processing.

[15]  Denis G. Pelli,et al.  ECVP '07 Abstracts , 2007, Perception.

[16]  Yang Seok Cho,et al.  Polarity correspondence: A general principle for performance of speeded binary classification tasks. , 2006, Psychological bulletin.

[17]  W. Fias,et al.  How Does Working Memory Enable Number-Induced Spatial Biases? , 2016, Front. Psychol..

[18]  Luca Rinaldi,et al.  Time processing impairments in preschoolers at risk of developing difficulties in mathematics. , 2018, Developmental science.

[19]  C. Schiltz,et al.  Task instructions determine the visuospatial and verbal–spatial nature of number–space associations , 2015, Quarterly journal of experimental psychology.

[20]  Jean-Philippe van Dijck,et al.  Numbers are associated with different types of spatial information depending on the task , 2009, Cognition.

[21]  F. Frassinetti,et al.  Prismatic adaptation effects on spatial representation of time in neglect patients , 2013, Cortex.

[22]  Bruce D. McCandliss,et al.  The Cognitive Mechanisms of the SNARC Effect: An Individual Differences Approach , 2014, PloS one.

[23]  M. H. Fischer,et al.  Cognitive Mechanisms Underlying Directional and Non-directional Spatial-Numerical Associations across the Lifespan , 2017, Front. Psychol..

[24]  A. Kiesel,et al.  SNARC-like congruency based on number magnitude and response duration. , 2009, Journal of experimental psychology. Learning, memory, and cognition.

[25]  Alessandro Soranzo,et al.  PSYCHOACOUSTICS: a comprehensive MATLAB toolbox for auditory testing , 2014, Front. Psychol..

[26]  K. Landerl,et al.  Cognitive Risk Factors for Specific Learning Disorder , 2016, Journal of learning disabilities.

[27]  Christine Schiltz,et al.  Mathematical abilities in elementary school: Do they relate to number-space associations? , 2017, Journal of experimental child psychology.

[28]  Masami Ishihara,et al.  Horizontal spatial representations of time: Evidence for the STEARC effect , 2008, Cortex.

[29]  K. Priftis,et al.  Brain damage: Neglect disrupts the mental number line , 2002, Nature.

[30]  K. Priftis,et al.  Mental time line distortion in right-brain-damaged patients: Evidence from a dynamic spatiotemporal task. , 2016, Neuropsychology.

[31]  Guilherme Wood,et al.  Crossed Hands and the Snarc Effect: Afailure to Replicate Dehaene, Bossini and Giraux (1993) , 2006, Cortex.

[32]  M. Zorzi,et al.  When time is space: Evidence for a mental time line , 2012, Neuroscience & Biobehavioral Reviews.

[33]  E. Spelke,et al.  Representations of space, time, and number in neonates , 2014, Proceedings of the National Academy of Sciences.

[34]  Vincent Walsh A theory of magnitude: common cortical metrics of time, space and quantity , 2003, Trends in Cognitive Sciences.

[35]  Yinghe Chen,et al.  The effect of working memory load on the SNARC effect: Maybe tasks have a word to say , 2016, Memory & Cognition.

[36]  R. Shepard,et al.  Mental Rotation of Three-Dimensional Objects , 1971, Science.

[37]  Hans-Christoph Nuerk,et al.  Are Spatial-Numerical Associations a Cornerstone for Arithmetic Learning? The Lack of Genuine Correlations Suggests No , 2015 .

[38]  Korbinian Moeller,et al.  On the Relation between the Mental Number Line and Arithmetic Competencies , 2014, Quarterly journal of experimental psychology.

[39]  Ulf Träff,et al.  Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities. , 2016, Journal of experimental child psychology.

[40]  S. Vandenberg,et al.  Mental Rotations, a Group Test of Three-Dimensional Spatial Visualization , 1978, Perceptual and motor skills.

[41]  R. Gregory The Most Expensive Painting in the World , 2007, Perception.

[42]  C. Cornoldi,et al.  Time processing in children with mathematical difficulties , 2017 .

[43]  V. Walsh,et al.  The parietal cortex and the representation of time, space, number and other magnitudes , 2009, Philosophical Transactions of the Royal Society B: Biological Sciences.

[44]  J. Marshall,et al.  Spatial cognition: evidence from visual neglect , 2003, Trends in Cognitive Sciences.

[45]  Bodo Winter,et al.  Of magnitudes and metaphors: Explaining cognitive interactions between space, time, and number , 2015, Cortex.

[46]  V. Natale,et al.  The A Theory Of Magnitude (ATOM) model in temporal perception and reproduction tasks. , 2012, Acta psychologica.

[47]  Guilherme Wood,et al.  On the Cognitive Link between Space and Number: A Meta-Analysis of the SNARC Effect , 2008 .

[48]  Hans-Christoph Nuerk,et al.  Is the SNARC Effect Related to the Level of Mathematics? No Systematic Relationship Observed despite More Power, More Repetitions, and More Direct Assessment of Arithmetic Skill , 2013, Quarterly journal of experimental psychology.

[49]  W. Fias The Importance of Magnitude Information in Numerical Processing: Evidence from the SNARC Effect , 1996 .