Chen and Cave (2019) showed that facilitation in visual comparison tasks that had previously been attributed to object-based attention could more directly be explained as facilitation in comparing two shapes that are configured horizontally rather than vertically. They also cued the orientation of the upcoming stimulus configuration without cuing its location and found an asymmetry: the orientation cue only enhanced performance for vertical configurations. The current study replicates the horizontal benefit in visual comparison and again demonstrates that it is independent of surrounding object boundaries. In these experiments, the cue is informative about the location of the target configuration as well as its orientation, and it enhances performance for both horizontal and vertical configurations; there is no asymmetry. Either a long or a short cue can enhance performance when it is valid. Thus, Chen and Cave’s cuing asymmetry seems to reflect unusual aspects of an attentional set for orientation that must be established without knowing the upcoming stimulus location. Taken together, these studies show that a location-specific cue enhances comparison independently of the horizontal advantage, while a location-nonspecific cue produces a different type of attentional set that does not enhance comparison in horizontal configurations.

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Previous studies have shown that stimulus repetition can lead to reliable behavioral improvements. Although this repetition priming (RP) effect has been reported in a number of paradigms using a variety of stimuli including words, objects, and faces, only a few studies have investigated mathematical cognition involving arithmetic computation, and no prior research has directly compared RP effects in a linguistic task with an arithmetic task. In two experiments, we used a within-subjects design to investigate and compare the magnitude of RP, and the effects of changing the color or the response hand for repeated, otherwise identical, stimuli in a word and an arithmetic categorization task. The results show that the magnitude of RP was comparable between the two tasks and that changing the color or the response hand had a negligible effect on priming in either task. These results extended previous findings in mathematical cognition. They also indicate that priming does not vary with stimulus domain. The implications of the results were discussed with reference to both facilitation of component processes and episodic memory retrieval of stimulus–response binding.

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