title: Arithmetic Memory Is Modality Specific.
abstract: In regards to numerical cognition and working memory, it is an open question as to whether numbers are stored into and retrieved from a central abstract representation or from separate notation-specific representations. This study seeks to help answer this by utilizing the numeral modality effect (NME) in three experiments to explore how numbers are processed by the human brain. The participants were presented with numbers (1-9) as either Arabic digits or written number words (Arabic digits and dot matrices in Experiment 2) at the first (S1) and second (S2) stimuli. The participant's task was to add the first two stimuli together and verify whether the answer (S3), presented simultaneously with S2, was correct. We hypothesized that if reaction time (RT) at S2/S3 depends on the modality of S1 then numbers are retrieved from modality specific memory stores. Indeed, RT depended on the modality of S1 whenever S2 was an Arabic digit which argues against the concept of numbers being stored and retrieved from a central, abstract representation.
authors.affiliation: Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge, United Kingdom.
authors.forename: Timothy
authors.initials: T
authors.lastname: Myers
authors.affiliation: Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge, United Kingdom.
authors.forename: Dénes
authors.initials: D
authors.lastname: Szücs
mesh_terms: D000293:Adolescent; D000328:Adult; D001921:Brain / Q000502:physiology*; D003071:Cognition / Q000502:physiology; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics / Q000379:methods; D008568:Memory / Q000502:physiology*; D011930:Reaction Time / Q000502:physiology; D055815:Young Adult