A Neural Model of How the Brain Represents and Compares Multi-Digit Numbers: Spatial and Categorical Processes

Both animals and humans are capable of representing and comparing numerical quantities, but only humans seem to have evolved multi-digit place-value number systems. This article develops a neural model, called the Spatial Number Network, or SpaN model, which predicts how these shared numerical capabilities are computed using a spatial representation of number quantities in the Where cortical processing stream, notably the Inferior Parietal Cortex. Multi-digit numerical representations that obey a place-value principle are proposed to arise through learned interactions between categorical language representations in the What cortical processing stream and the Where spatial representation. It is proposed that learned semantic categories that symbolize separate digits, as well as place markers like "tens," "hundreds," "thousands," etc., are associated through learning with the corresponding spatial locations of the Where representation, leading to a place-value number system as an emergent property of What-Where information fusion. The model quantitatively simulates error rates in quantification and numerical comparison tasks, and reaction times for number priming and numerical assessment and comparison tasks. In the Where cortical process, it is proposed that transient responses to inputs are integrated before they activate an ordered spatial map that selectively responds to the number of events in a sequence. Neural mechanisms are defined which give rise to an ordered spatial numerical map ordering and Weber law characteristics as emergent properties. The dynamics of numerical comparison are encoded in activity pattern changes within this spatial map. Such changes cause a "directional comparison wave" whose properties mimic data about numerical comparison. These model mechanisms are variants of neural mechanisms that have elsewhere been used to explain data about motion perception, attention shifts, and target tracking. Thus, the present model suggests how numerical representations may have emerged as specializations of more primitive mechanisms in the cortical Where processing stream. The model's What-Where interactions can explain human psychophysical data, such as error rates and reaction times, about multi-digit (base 10) numerical stimuli, and describe how such a competence can develop through learning. The SpaN model and its explanatory range arc compared with other models of numerical representation.Defense Advanced Research Projects Agency and the Office of Naval Research (N00014-95-1-0409); National Science Foundation (IRI-97-20333

A Neural Model of Multidigit Numerical Representation and Comparison

The Extended Spatial Number Network (ESpaN) is a neural model that simulates processing of high-level numerical stimuli such as multi-digit numbers. The ESpaN model targets the explanation of human psychophysical data, such as error rates and reaction times, about multi-digit (base 10) numerical stimuli, and describes how such a competence can develop through learning. The model suggests how the brain represents and processes an open-ended set of numbers and their regularities, such as the place-value structure, with finite resources in the brain. The model does that by showing how a multi-digit spatial number map forms through interactions with learned semantic categories that symbolize separate digits, as well as place markers like "tens," "hundreds," "thousands," etc. When number-stimuli are presented to the network, they trigger learning of associations between specific semantic categories and corresponding spatial locations of the spatial number map that together build a multi-digit spatial representation. Training of the network is aimed at portraying the process of development of human numerical competence during the first years of a child's life. The earlier SpaN model proposed a spatial number map, which both human and animal possess in their Where cortical processing stream, that can explain many data about analog numerical representation and comparison. The ESpaN model shows how learned cognitive categories in the What cortical processing stream can extend numerical competence to multi-digit numbers with a place-value structure. The ESpaN model hereby suggests how cortical cognitive and spatial processes can utilize a learned What-and-Where interstream interaction to control the development of multidigit numerical abilities.National Science Foundation (IRI-97-20333); Defense Advanced Research Projects Agency and the Office of Naval Research (NOOOI4-95-I-0409

The processing of prices across numerical formats

Preparation of this manuscript was supported by a grant awarded to Pedro Macizo by the Spanish Ministry of Science and Innovation (PID2019-111359GB-I00 / SRA State Research Agency /10.130 39/501100011033). The study was undertaken in accordance with the 1964 Helsinki declaration. The Ethics Committee at the University of Granada approved the experimental procedures (Number issued by the Ethical Committee: 957/CEIH/2019) and each participant provided written informed consent before taking part in the experiment. In order to comply with APA Ethics Code Standard 8.14a (sharing research data for verification), the stimuli, experimental procedure, data and analyses reported in this manuscript have been stored in a freely accessible repository (reference links have been indicated in the manuscript). The authors declare no conflict of interest.We evaluated whether the format in which prices are presented determines the processing of their magnitude. A price comparison task was used in which two-digit prices with Arabic digits, written number words and auditory number words were presented in the euro currency. Prices were number-monetary category (NMC) compatible (49 euros - 36 cents) when the number and monetary category of one price were larger than those of the other (49 > 36, euros > cents); or NMC incompatible (49 cents - 36 euros) when the number of one price was larger but the monetary category smaller than those of the other (49 > 36, cents 3, 9 > 6); and UD incompatible prices when the decade of one price was larger but the unit smaller than those of the other (46 euros - 39 cents, 4 > 3, 6 < 9). The results showed NMC compatibility effects in all numerical formats. However, the UD compatibility effect was not found in any numerical format. The results are discussed within the hybrid model of multisymbolic magnitude processing.Spanish Government PID2019-111359GB-I00/SRA State Research Agency/10.130 39/50110001103

Length is not all that matters: testing the role of number identity and the ratio of fillers in comparisons of multi-digits with different digit length

Research in multi-digit number comparison usually considers stimuli with the same number of digits (e.g., 3452 vs. 7831). Surprisingly, there is almost no research on the comparison of numbers that differ in length (e.g., 995 vs. 1000), which demands a focus on the number of digits in each multi-digit, despite the fact that the role of number length has been explicitly acknowledged in componential models of multi-digit processing. Our study explores whether the comparison of pairs of natural numbers that differ in length is affected by the identity of the leftmost digit of each multi-digit, and asks what is the effect of having variable proportions of trials with pairs of numbers of the same-length in the task. Across three studies participants compared numbers in blocks with different proportions of same-length multi-digit pairs (Experiment 1 and 2: 25% vs. 50% vs. 75%; Experiment 3: 0% vs. 50%). Stimuli in the different-length condition were length-digit congruent (the number with more digits starting with a larger digit: 2384 vs. 107) or length-digit incongruent (the number with more digits starting with a smaller number: 2675 vs. 398). Response times were shorter in length-digit congruent pairs than in the incongruent pairs. Unexpectedly, this effect was only slightly modulated by the proportion of same-/different-length multi-digit pairs in the experimental set. Despite its perceptual saliency, length is not the only information considered when comparing different-length numbers. The leftmost-digit is also taken into account, with variable relevance here, depending on the characteristics of the stimuli set.IGC was funded by a Ph.D. scholarship from the Universidad de Málaga. Open Access funding provided thanks to the Universidad de Málaga-CBUA (CRUE-CSIC) agreement with Springer Nature. Funding for open access charge: Universidad de Málaga / CBU

Flexible and unique representations of two-digit decimals.

We examined the representation of two-digit decimals through studying distance and compatibility effects in magnitude comparison tasks in four experiments. Using number pairs with different leftmost digits, we found both the second digit distance effect and compatibility effect with two-digit integers but only the second digit distance effect with two-digit pure decimals. This suggests that both integers and pure decimals are processed in a compositional manner. In contrast, neither the second digit distance effect nor the compatibility effect was observed in two-digit mixed decimals, thereby showing no evidence for compositional processing of two-digit mixed decimals. However, when the relevance of the rightmost digit processing was increased by adding some decimals pairs with the same leftmost digits, both pure and mixed decimals produced the compatibility effect. Overall, results suggest that the processing of decimals is flexible and depends on the relevance of unique digit positions. This processing mode is different from integer analysis in that two-digit mixed decimals demonstrate parallel compositional processing only when the rightmost digit is relevant. Findings suggest that people probably do not represent decimals by simply ignoring the decimal point and converting them to natural numbers.This study was supported by the Open Research Fund of the State Key Laboratory of Cognitive Neuroscience and Learning (CNLYB1208)

Extracting Summary Statistics of Rapid Numerical Sequences

We examine the ability of observers to extract summary statistics (such as the mean and the relative-variance) from rapid numerical sequences of two digit numbers presented at a rate of 4/s. In four experiments (total N = 100), we find that the participants show a remarkable ability to extract such summary statistics and that their precision in the estimation of the sequence-mean improves with the sequence-length (subject to individual differences). Using model selection for individual participants we find that, when only the sequence-average is estimated, most participants rely on a holistic process of frequency based estimation with a minority who rely on a (rule-based and capacity limited) mid-range strategy. When both the sequence-average and the relative variance are estimated, about half of the participants rely on these two strategies. Importantly, the holistic strategy appears more efficient in terms of its precision. We discuss implications for the domains of two pathways numerical processing and decision-making

Multimodal Semantic Quantity Representations: Further Evidence from Korean Sign Language

Korean deaf signers performed a number comparison task on pairs of Arabic digits. In their response times profiles, the expected magnitude effect was systematically modified by properties of number signs in Korean sign language in a culture-specific way (not observed in hearing and deaf Germans or hearing Chinese). We conclude that finger-based quantity representations are automatically activated even in simple tasks with symbolic input although this may be irrelevant and even detrimental for task performance. These finger-based numerical representations are accessed in addition to another, more basic quantity system which is evidenced by the magnitude effect. In sum, these results are inconsistent with models assuming only one single amodal representation of numerical quantity

Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement

What developmental roles do nonsymbolic (e.g., dot arrays) and symbolic (i.e., Arabic numerals) magnitude comparison skills play in children’s mathematics? In the literature, one notices several gaps and contradictory findings. We assessed a large sample in kindergarten, grade 1 and 2 on two well-known nonsymbolic and symbolic magnitude comparison measures. We also assessed children’s initial IQ and developing Working Memory (WM) capacities. Results demonstrated that symbolic and nonsymbolic comparison had different developmental trajectories; the first underwent larger developmental improvements. Both skills were important longitudinal predictors of children’s future mathematical achievement above and beyond IQ and WM. Nonsymbolic comparison was predictive in kindergarten. Symbolic comparison, however, was consistently a stronger predictor of future mathematics compared to nonsymbolic, and its predictive power at the early stages was even comparable to that of IQ. Furthermore, results bring forth methodological implications regarding the role of different types of magnitude comparison measures