Blind individuals show pseudoneglect in bisecting numerical intervals

Cattaneo, Zaira; Fantino, Micaela; Silvanto, Juha; Tinti, Carla; Vecchi, Tomaso

doi:10.3758/s13414-011-0094-x

Cited by 24 publications

(33 citation statements)

References 52 publications

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“…Blind and sighted adults were for example shown to present a classic SNARC effect in two numerical comparison tasks (to 5 and to 55) and in a parity judgment task (Castronovo & Seron, 2007a; Szücs & Csépe, 2005). In addition to presenting the same SNARC effect, blind and sighted people were also shown to present the same bisection effects in number bisection tasks (Cattaneo, Fantino, Silvanto, Tinti, & Vecchi, 2011;Rinaldi, Vecchi, Fantino, Merabet, & Cattaneo, 2015). When required to indicate (without calculating) the number midway between two others, healthy and blind responded with numbers smaller than the true midpoint (Cattaneo et al, 2011), an observation reflecting the tendency to over represent the left portion of space (i.e., pseudoneglect effect; see Jewell & McCourt, 2000).…”

Section: Interactions Between Number and Space In Individuals With Blmentioning

confidence: 81%

Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

Crollen¹,

Collignon²,

Noël³

2017

J. Numer. Cogn.

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In the past few years, the role of both domain-specific and domain-general factors on numerical development and mathematics achievement has been debated. In this paper, we focus on the role of visuo-spatial processes. We will more particularly review the numerical abilities of populations presenting atypical visuo-spatial processes: individuals with blindness, hemineglect, children presenting low visuo-spatial abilities, non-verbal learning disorder or Williams syndrome. We will show that math abilities of each population are relatively unique and are not necessarily associated with generalized math impairment. We will show that a better understanding of the strengths and weaknesses of each population gives further insights into our conceptual understanding of the development of numerical cognition. We will finally demonstrate how the comparison across disorders can impact on practical rehabilitation and educational strategies.Keywords: number, space, blindness, hemineglect, NVLD, Williams syndrome Journal of Numerical Cognition, 2017, Vol. 3(2), 344-364, doi:10.5964/jnc.v3i2.44 Received: 2016-05-10. Accepted: 2017-04-13. Published (VoR): 2017-12-22.Handling Editors: Silke Goebel, University of York, York, United Kingdom; André Knops, Humboldt-Universität Berlin, Berlin, Germany; Hans-Christoph Nuerk, Universität Tübingen, Tübingen, Germany *Corresponding author at: Centre for Mind/Brain Science, University of Trento, Corso Bettini, 31, 38068 Rovereto, This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, CC BY 4.0 (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Over the past years, converging lines of evidence suggested that our representation of number is intrinsically linked to the way we represent other, non-numerical magnitude dimensions. Meck and Church (1983) were the first to speculate about a unique functional mechanism (the accumulator model) that supports numerosity and duration processing. This model was later extended by A Theory Of Magnitude (ATOM; Bueti & Walsh, 2009;Walsh, 2003) that conjectures the existence of a central magnitude system for the processing of numerosity, space and time. At the neurofunctional level, brain areas located along the right intraparietal sulcus (IPS) were accordingly shown to be involved in numerosity, length and duration discrimination (e.g., Bueti & Walsh, 2009;Cohen Kadosh et al., 2005;Dormal, Dormal, Joassin, & Pesenti, 2012;Dormal & Pesenti, 2009). At the behavioral level, several studies demonstrated similarities across different magnitude systems. Discriminating numerosities, surface areas and durations for example leads to similar patterns of performance in babies (Brannon, Lutz, & Cordes, 2006;de Hevia, Izard, Coubart, Spelke, & Streri, 2014;Lourenco & Longo, 2010;vanMarle & Wynn, 2006;Xu & Spelke, 2000; for a review, see Feigenson, 2007). And various similaritie...

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Section: Interactions Between Number and Space In Individuals With Blmentioning

confidence: 81%

Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

Crollen¹,

Collignon²,

Noël³

2017

J. Numer. Cogn.

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“…A growing set of data has indicated that early blindness does not preclude the elaboration of a semantic numerical representation (SNR) with similar spatial properties to those postulated in sighted people: a mental continuum oriented from left to right (Dehaene, 1997;Dehaene et al, 1993;Fias et al, 1996;Zorzi et al, 2006). Compared to sighted people, congenitally blind people show similar: distance, size and SNARC effects when submitted to numerical comparison (Castronovo and Seron, 2007a;Szücs and Csépe, 2005) and parity judgement tasks (Castronovo and Seron, 2007a); pseudoneglect (leftward bias) in numerical bisection task (Cattaneo et al, 2011); numerical spatial attentional shift in detection tasks (Salillas et al, 2009) and physical line bisection tasks (Cattaneo et al, 2010). Regarding the third property of SNR, its obedience to Weber's law (i.e., approximate numerical processing with increasing numerosity), congenitally blind participants' performances in numerical estimation tasks present as expected the signature to Weber's law (i.e., constant coefficients of variation across target size) (Castronovo and Seron, 2007b;Ferrand et al, 2010).…”

Section: Introductionmentioning

confidence: 85%

“…However, new data in blind people suggest that this might not be the case (Castronovo and Seron, 2007a;Cattaneo et al, 2011;Salillas et al, 2009;Szücs and Csépe, 2005). More importantly, early visual deprivation seems to have a positive impact on numerical skills (Castronovo and Seron, 2007b;Ferrand et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Superior numerical abilities following early visual deprivation

Castronovo

Delvenne

2013

Cortex

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In numerical cognition vision has been assumed to play a predominant role in the elaboration of the numerical representations and skills. However, this view has been recently challenged by the discovery that people with early visual deprivation not only have a semantic numerical representation that shares the same spatial properties with that in sighted people, but also have better numerical estimation skills. Here, we show that blind people's superior numerical abilities can be found in different numerical contexts, whether they are familiar or more general. In particular, we found that blind participants demonstrated better numerical estimation abilities than sighted participants in both an ecologic footstep and an unfamiliar oral verbal production task. Blind participants also tend to show greater working memory skills compared to sighted participants. These findings support the notion that vision is not necessary in the development of numerical cognition and indicate that early visual deprivation may even lead to a general enhancement in numerical estimation abilities. Moreover, they further suggest that blind people's greater numerical skills might be accounted by enhanced high-level cognitive processes, such as working memory.

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“…Dans toutes ces tâches, les participants étaient plus rapides lorsque les petits stimulus étaient associés au bouton réponse gauche et les grands stimulus au bouton réponse situé à droite. Il a par ailleurs été démontré que les personnes aveugles et voyantes présentaient les mêmes effets de pseudonégligence [34,35]. En effet, dans une première étude [34], des adultes voyants et non-voyants étaient invités à explorer tactilement des tiges de différentes longueurs afin d'en indiquer le centre.…”

Section: Chez Les Non-voyantsunclassified

“…Il a par ailleurs été démontré que les personnes aveugles et voyantes présentaient les mêmes effets de pseudonégligence [34,35]. En effet, dans une première étude [34], des adultes voyants et non-voyants étaient invités à explorer tactilement des tiges de différentes longueurs afin d'en indiquer le centre. Au cours de certains essais, un petit (2) ou un grand (8) nombre était présenté oralement.…”

Section: Chez Les Non-voyantsunclassified

Cognition numérique : que peuvent nous apprendre les personnes non-voyantes ?

Crollen

Collignon

2016

Med Sci (Paris)

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> Deux fonctions visuo-motrices jouent un rôle important dans le développement des compétences numériques : (1) La vision joue un rôle fondamental dans le traitement des informations environnementales chez la personne voyante en permettant une analyse extrêmement pré-cise de l'espace et des objets qui l'entourent. Depuis fort longtemps, les conséquences de la perte de la vision et les interrogations quant aux mécanismes pouvant pallier l'absence de celle-ci alimentent les débats et passionnent les chercheurs. Qu'arrive-t-il lorsque la vision n'est plus disponible et que nous devons modifier notre utilisation des autres modalités sensorielles afin d'en compenser la perte ? Quelles sont les incidences cognitives réelles de la cécité ? Telle est la question à laquelle nous allons essayer de répondre dans cette revue. Nous étudierons plus particulièrement la façon dont la privation visuelle influence la représentation que nous avons des nombres. Centré sur le développe-ment et la compréhension du système numérique, cet article n'aborde pas tous les aspects de la cognition. Cependant, nous pensons qu'il peut être utile aux cliniciens et aux chercheurs en sciences cognitives. Étudier Vignette (Photo © Inserm -Christophe Baudouin).

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Blind individuals show pseudoneglect in bisecting numerical intervals

Cited by 24 publications

References 52 publications

Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

Superior numerical abilities following early visual deprivation

Cognition numérique : que peuvent nous apprendre les personnes non-voyantes ?

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