Short Article: Coding Strategies in Number Space: Memory Requirements Influence Spatial–Numerical Associations
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Bibliographic record
Abstract
The tendency to respond faster with the left hand to relatively small numbers and faster with the right hand to relatively large numbers (spatial numerical association of response codes, SNARC effect) has been interpreted as an automatic association of spatial and numerical information. We investigated in two experiments the impact of task-irrelevant memory representations on this effect. Participants memorized three Arabic digits describing a left-to-right ascending number sequence (e.g., 3-4-5), a descending sequence (e.g., 5-4-3), or a disordered sequence (e.g., 5-3-4) and indicated afterwards the parity status of a centrally presented digit (i.e., 1, 2, 8, or 9) with a left/right keypress response. As indicated by the reaction times, the SNARC effect in the parity task was mediated by the coding requirements of the memory tasks. That is, a SNARC effect was only present after memorizing ascending or disordered number sequences but disappeared after processing descending sequences. Interestingly, the effects of the second task were only present if all sequences within one experimental block had the same type of order. Taken together, our findings are inconsistent with the idea that spatial-numerical associations are the result of an automatic and obligatory cognitive process but do suggest that coding strategies might be responsible for the cognitive link between numbers and space.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it