Distance & Magnitude Effects In Rhesus Macaques & College Students

1. Distance & Magnitude Effects In Rhesus Macaques & College Students • In collaboration with: • Elizabeth Brannon (Duke University) • Lisa Son (Barnard College)

2. Which is bigger? • a fly or an elephant? • a jaguar or a cheetah? • Which city is further from San Francisco? • Sacramento or Dallas? • Sacramento or Santa Cruz? How do we represent such comparisons? • Propositionally? • requires language • Imagistically? • requires pictorial and/or spatial thinking

3. Which letter comes first in the alphabet? N or X? K or F?

5. Distance Effect Accuracy  f(distance) AccuracyCL>AccuracySU A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Reaction Time  f(distance) RTC< RTS

7. Magnitude Effect Accuracy  f(magnitude) Reaction Time  f(magnitude) A B CD E F G H I J K L M N O P Q R S T U V W X Y Z AccuracyCF >AccuracyKN > AccuracySV RTC < RTK < RTS

8. Which number is larger? 9 or 4? 2 or 3?

9. Moyer & Landauer (1967)

11. Distance & Magnitude Effects • Distance and magnitude effects are psychological and not psychophysical processes. • Differences in RTs cannot be explained by any physical parameter of stimuli. • They cannot be explained by associative processes which, indeed, predict the opposite of the observed effects. • They cannot be explained by iterative processes, which predict the opposite of observed effects.

12. How do we make relative judgments of size, distance, weight etc? • Prothetic continua • intensitive differences (loudness, brightness, etc.) • Weber’s law applies • Logarithmic (Fechner) or power (Stevens) functions • Metathetic continua • qualitative differences (hue, pitch, etc.) • Weber’s law does not apply

13. Seven-Item Lists List One List Two List Three List Four

15. SUBSET TEST: WITHIN LISTS A  B  C  D  E  F  G SAMPLE SUBSET: (Required order): B  E E B ALL SUBSETS: AB AC AD AE AF AG BC BD BE BF BG CD CE CF CG DE DF DG EF EG FG

16. SUBSET TEST B3D3 B3 D3 [WITHIN LIST] A1  B1  C1  D1  E1  G1  F1 A2  B2  C2  D2  E2  G2  F2 A3  B3  C3  D3  E3  G3  F3 A4  B4  C4  D4  E4  G4  F4 SAMPLE SUBSETS (Required order): B1F4 E3G1 E3 G1 B1 F4 D4G3 G3 D4

17. S 9 R J 7 L E

20. Terrace, Son, Brannon, Psychological Science (2003)

21. Terrace, Son, Brannon, Psychological Science (2003)

22. Terrace, Son, Brannon, Psychological Science (2003)

23. Terrace, Son, Brannon, Psychological Science (2003)

24. REQUIRED SEQUENCE 1 2 3 4 5 6 7 8 SAMPLE CONFIGURATION SAMPLE CONFIGURATION 5 4 8 1 2 8 6 3 5 7 4 1 7 2 3 6

33. “…the number faculty largely emerges through the interaction of central features of the language faculty with other cognitive capacities relating to the recognition and manipulation of concrete objects and collections.” (Hurford, 1987)

34. Arbitrary sequence B C D A Numerical sequence C A D B

35. Arbitrary sequence B C D A Numerical sequence B A C D

37. Brannon & Terrace (JEP:ABP, 2000)

38. Brannon & Terrace, (unplublished) LATENCY ACCURACY Milliseconds Percent Correct Numerical Distance

39. Brannon & Terrace, (unplublished)

40. Brannon & Terrace, (unplublished)

43. Numerical

44. Arbitrary Numerical

45. Numerical

46. DISTANCE EFFECTS: HUMAN AND MONKEY 3000 Arbitrary 6-item (Monkey) (Terrace, et al., 1966) Arbitrary 2500 Arbitrary 7-item (Monkey; Terrace, Son & Brannon, 2003) Arbitrary 8-item (Human) (Terrace & Jaswall, 1998) 2000 Letters (Human)(Hamilton & Sanford,1978) 1500 REACTION TIME (msec) Geometric Patterns (Human) (Brannon & Terrace, 2001) Numerical 1000 500 0 1 2 3 4 5 6 7 8 DISTANCE Random Dots (Human) (Buckley & Gillman,1974) Arabic Numerals (Human) (Buckley & Gillman, 1974) Arabic Numerals (Human) (Moyer & Landauer, 1976)

47. Two-item subset test A1  B1  C1  D1  E1  G1  F1 A3  B3  C3  D3  E3  G3  F3 G3  E1 C4 F2  A2 B2  C2  D2  E2  G2  F2 A4  B4  C4  D4  E4  G4  F4