Is the attentional SNARC effect truly attentional? Using temporal order judgements to differentiate attention from response
Bibliographic record
Abstract
The spatial-numerical association of response codes (SNARC) effect reflects the phenomenon that low digits are responded to faster with the left hand and high digits with the right. Recently, a particular variant of the SNARC effect known as the attentional SNARC (which reflects that attention can be shifted in a similar manner) has had notable replicability issues. However, a potentially useful method for measuring it was revealed by Casarotti et al. using a temporal order judgement (TOJ) task. Accordingly, the present study evaluated whether Casarotti et al.'s results were reproducible by presenting a low (1) or high (9) digit prior to a TOJ task where participants had to indicate which of two peripherally presented targets appeared first (Experiment 1) or second (Experiment 2). In Experiment 1, it was revealed that the findings of Casarotti et al.'s were indeed observable upon replication. In Experiment 2, when attention and response dimensions were put in opposition, the SNARC effect corresponded to the side of response rather than attention. Taken together, the present study confirms the robustness of the attentional SNARC in TOJ tasks, but that it is not likely due to shifts in attention.
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How this classification was reachedexpand
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".