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Load Affects Numerosity Estimation
The purpose of the study was to explore how the judgment of both large and small numerosities is affected by the removal of Attentional resources. Subitizing is a pre-attentive procedure put to test. The researchers reasoned that if Subitizing is a pre-attentive process, then it should not be affected by experimental alterations such as dual-task paradigms that lower the availability of Attentional resources.
The participants were 14 people; 10 females and their mean age were 23.1. The women who participated had normal vision, and others had normal corrected vision. All the female participants gave written informed consent and paid for their participation. The research confirmed by the ethics committee of Department of Psychology at ULG
A dual task diagram employed as the first experimental work. The primary task was a speeded aim detection task at fovea which implemented the manipulation of the Attentional load. Most important subjects were instructed carefully not to react to the conflicting combinations. Both high and low load condition consisted of a similar set of stimuli; only the task instructions changed. Participants were given practice trials before each block, and the session lasted for less than an hour. In the session, accurateness was emphasized over speed.
For primary load manipulation the result came out as expected, participants’ responded a bit slower under high Attentional capacity as compared to small Attentional load. For secondary task Numerosity judgment, enumeration accuracy under high pressure was more severely impaired compared to under little charge.
The results are in line with current works demonstrating a mutilation of Subitizing performance in the Attentional Blink and under circumstances of inattentional blindness. There were findings on a clear effect of dual-task conditions and Attentional load in the estimation range, apparent in the amount of underestimation and response standard deviation.
Effects of Daily Practice on Subitizing, Visual Counting and Basic Arithmetic Skills
The purpose of the study
The purpose of this research was to investigate the possibility that Subitizing and visual counting can be improved by day to day practice. Another purpose was to investigate whether basic arithmetic skills significantly enhanced in a trained group.
Participants were 74 children; aged between 7 to 13 years. The children assigned a particular task in which they practiced daily for 14 days. After a period, the children adapted to the difficulty of the task. For the second study, 21 children were recruited from a local school aged 7.5 to 9 years. Every child had difficulties in basic mathematics and did not pass the test of Subitizing.
The training group (N=10) was taught the necessary training while the waiting group (N=11) had to wait. An average test of basic mathematics was used to gauge basic arithmetic skills before and after the training.
The analysis of the pre-post training data showed that Subitizing and counting improved in about 85% of the children: they reached the proper range of the control subjects (N=133) of similar age. The second study shows that primary arithmetic skills considerably improved in a trained group as compared to an untrained group.
The article illustrates a transfer from improvements in Subitizing to improvements of primary arithmetic skills. One may conclude that the essential visual capacity of Subitizing and visual numeral counting contributes to the challenge encountered by kids with dyscalculia.
Subitizing Reflects visuo- spatial object individuation capacity
The purpose of the study
The purpose of this study is to give first direct confirmation of the alternative object indexing hypothesis, and demonstrate that Subitizing reflects a domain universal mechanism shared with other tasks that need manifold object individuation
Sixteen hale and hearty participants (10 males, mean age = 26.2 years), inexperienced to the scope of the research. The participants gave written informed consent.
The experiment took place in a calm, dimly lit room. Participants sat in front of the computer monitor at a viewing distance that was about 50 cm and with their face temporarily fixed on a chinrest. Vocal and manual feedbacks were recorded by a microphone and the E-prime response box correspondingly. Each participant performed the three tasks, in randomized order. The duties include dots counting task, visual operational memory task and dots comparison function.
Sherry Roberts is the author of this paper. A senior editor at Melda Research in best research paper writing service. If you need a similar paper you can place your order for a custom research paper from affordable custom research papers services.
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