Abstract
Different numerical tasks involve different types of interference. This chapter reviews some of these interferences. Then it focuses on the relationship between the level of skill and the observed interference. It has been well documented that the interference increases with the numerical skill level. However, it seems that when a wide range of skill levels is examined, from low to extreme top, the relationship between the two factors can be better described as an inverted u shape, as from a certain point of high proficiency the observed interference might begin to decrease. Two alternative explanations have been offered for this pattern of relationship. One is numerically specific while the other is grounded in the general theory of inhibition and skill development. It is suggested that general theories regarding inhibition and automatic activations can help us rethink the findings on numerical abilities and widen our understanding in this field.
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