Comparison Task Research Articles

Retracted: Generalisability and stability of visual comparison ability

AbstractVisual comparison – or ‘pattern‐matching’ – is a generalisable ability to compare complex visual stimuli (like fingerprints or faces) and decide whether they are from the same source or different sources (e.g., fingerprint‐matching). Visual comparison evidence can play a very influential role in court. However, little is understood about the cognitive mechanisms underlying this ability – particularly individual differences in this skill. In this paper, we present two studies where we investigate the domain‐general nature of visual comparison by exploring individual differences (N = 124 in Experiment (1) in three visual comparison tasks (toolmarks, footwear, and artificial‐prints), and the stability of visual comparison by exploring test‐retest reliability (N = 160 in Experiment (2) in six visual comparison tasks (toolmarks, footwear, fingerprints, firearms, faces, and artificial‐prints). We find that visual comparison skill generalises to toolmark and footwear comparison and identify stable performance across time – providing the first empirical evidence that visual comparison is a generalisable, reliable, and stable cognitive ability

The Perception of Similarity, Difference and Opposition.

After considering the pervasiveness of same/different relationships in Psychology and the experimental evidence of their perceptual foundation in Psychophysics and Infant and Comparative Psychology, this paper develops its main argument. Similarity and diversity do not complete the panorama since opposition constitutes a third relationship which is distinct from the other two. There is evidence of this in the previous literature investigating the perceptual basis of opposition and in the results of the two new studies presented in this paper. In these studies, the participants were asked to indicate to what extent pairs of simple bi-dimensional figures appeared to be similar, different or opposite to each other. A rating task was used in Study 1 and a pair comparison task was used in Study 2. Three main results consistently emerged: Firstly, opposition is distinct from similarity and difference which, conversely, are in a strictly inverse relationship. Secondly, opposition is specifically linked to something which points in an allocentrically opposite direction. Thirdly, alterations to the shape of an object are usually associated with the perception of diversity rather than opposition. The implications of a shift from a dyadic (same/different) to a triadic (similar/different/opposite) paradigm are discussed in the final section.

German and French Students’ Strategies While Performing Geographical Comparisons in a Group Task Setting

Today’s challenges, such as climate change, require developing geographical literacy, which includes discussion and argumentation around scientific results. One important geographical method and competency is comparison. However, learning geographical methods, such as comparison, can be a challenge for students if they rarely solve open tasks that do not require simple answers. In this study, we analysed group discussions that took place during an intervention, aiming to develop comparison competency with 44 German and French students from the experimental group. Through the use of the documentary method, students’ main orientations and strategies to solve the open comparison tasks were reconstructed. We related the implementation of the comparison method during group discussions to students’ individual progress during the intervention and explored differences between French and German students. Results show that students’ main task completion orientation was challenged by their uncertainty towards the comparison task. Groups developed strategies to solve the task, showing, in a few cases, competency acquisition processes. Only a few differences were found between German and French students. Overall, implementing scientific literacy means to operate a shift in task culture at schools towards more open tasks aiming to enhance geographical competencies and argumentation.

Use of minimal working memory in visual comparison: An eye-tracking study.

In this study, we used a novel application of the previous paradigm provided by Pomplun to examine the eye movement strategies of using minimal working memory in visual comparison. This paradigm includes two tasks: one is a free comparison and the other is a single sequential comparison. In the free comparison, participants can freely view two horizontally presented stimuli until they judge whether the two stimuli are the same or not. In the single sequential comparison, participants can only view the left-side stimuli one time, and when their eyes cross the invisible boundary at the center of the screen, the left-side stimuli disappear and the right-side stimuli appear. Participants need to judge whether the right-side stimuli are the same as the disappeared left-side stimuli. Eye movement data showed significant differences between the single sequential comparison and free comparison tasks that suggests the use of minimal working memory in free comparison. Moreover, when the number of items was more than three, an average of 2.87 items would be processed in each view sequence. Participants also used the alternating left-right reference strategy that made the shortest scan path with the use of minimal working memory. The typical eye movement strategy in visual comparison and its theoretical significance were discussed.

Investigating the Small Pixel Effect in Ultra-High Resolution Photon-Counting CT of the Lung.

The aim of this study was to investigate potential benefits of ultra-high resolution (UHR) over standard resolution scan mode in ultra-low dose photon-counting detector CT (PCD-CT) of the lung. Six cadaveric specimens were examined with 5 dose settings using tin prefiltration, each in UHR (120 × 0.2 mm) and standard mode (144 × 0.4 mm), on a first-generation PCD-CT scanner. Image quality was evaluated quantitatively by noise comparisons in the trachea and both main bronchi. In addition, 16 readers (14 radiologists and 2 internal medicine physicians) independently completed a browser-based pairwise forced-choice comparison task for assessment of subjective image quality. The Kendall rank coefficient ( W ) was calculated to assess interrater agreement, and Pearson's correlation coefficient ( r ) was used to analyze the relationship between noise measurements and image quality rankings. Across all dose levels, image noise in UHR mode was lower than in standard mode for scan protocols matched by CTDI vol ( P < 0.001). UHR examinations exhibited noise levels comparable to the next higher dose setting in standard mode ( P ≥ 0.275). Subjective ranking of protocols based on 5760 pairwise tests showed high interrater agreement ( W = 0.99; P ≤ 0.001) with UHR images being preferred by readers in the majority of comparisons. Irrespective of scan mode, a substantial indirect correlation was observed between image noise and subjective image quality ranking ( r = -0.97; P ≤ 0.001). In PCD-CT of the lung, UHR scan mode reduces image noise considerably over standard resolution acquisition. Originating from the smaller detector element size in fan direction, the small pixel effect allows for superior image quality in ultra-low dose examinations with considerable potential for radiation dose reduction.

Duration perception for visual stimuli is impaired in dyslexia but deficits in visual processing may not be the culprits

Dyslexics underperform controls in estimating and comparing time intervals defined by visual stimuli. Accuracy in vision-based duration perception requires efficient processing of visual events because these will define the onset and offset of time intervals. Since dyslexics have difficulties processing dimensions of visual stimuli like luminance contrasts and motion, we do not know the extent to which these visual deficits are responsible for their difficulties in judging time intervals. To address this gap, we asked adults with dyslexia and matched controls to perform an interval comparison task involving five different types of visual stimuli with different levels of challenge regarding luminance contrasts and motion. If the expected disadvantage of dyslexics in visual duration perception increased for stimuli requiring increased luminance or motion processing, this would indicate that visual processing plays a role. Results showed poorer time discrimination in dyslexics, but this disadvantage did not change according to stimulus type. Complementary analyses of oculomotor behavior during the task suggested that the poorer timing performance of dyslexics may relate instead to attention and/or engagement with the task. Our findings strengthen the evidence in favor of visual duration perception deficits in dyslexia, but not the hypothesis that these result from purely visual problems.

Testing the whole number interference hypothesis: Contributions of inhibitory control and whole number knowledge to fraction understanding.

The present study tests two predictions stemming from the hypothesis that a source of difficulty with rational numbers is interference from whole number magnitude knowledge. First, inhibitory control should be an independent predictor of fraction understanding, even after controlling for working memory. Second, if the source of interference is whole number knowledge, then it should hinder fraction understanding. These predictions were tested in a racially and socioeconomically diverse sample of U.S. children (N = 765; 337 female) in Grades 3 (ages 8-9), 5 (ages 10-11), and 7 (ages 12-13) who completed a battery of computerized tests. The fraction comparison task included problems with both shared components (e.g., 3/5 > 2/5) and distinct components (e.g., 2/3 > 5/9), and problems that were congruent (e.g., 5/6 > 3/4) and incongruent (e.g., 3/4 > 5/7) with whole number knowledge. Inhibitory control predicted fraction comparison performance over and above working memory across component and congruency types. Whole number knowledge did not hinder performance and instead positively predicted performance for fractions with shared components. These results highlight a role for inhibitory control in rational number understanding and suggest that its contribution may be distinct from inhibiting whole number magnitude knowledge. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Magnitude representation of preschool children with autism spectrum condition.

The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation (e.g. presenting the number of a collection of objects) is a fundamental numerical ability presented since early infancy and is correlated with children's later learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in precision of magnitude representations. This study compared preschool children with and without autism spectrum condition in their precision of magnitude representation with an approximate number comparison task, in which children compared two sets of dots without counting and chose the set with more dots. Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition. This difference existed even when multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities were statistically controlled. Moreover, the individual difference of the numerical comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. In addition, the large variance in the precision of their magnitude representation suggests that individualized mathematics interventions are needed for children with autism spectrum condition.

Comparison of visual quantities in untrained neural networks

The ability to compare quantities of visual objects with two distinct measures, proportion and difference, is observed even in newborn animals. However, how this function originates in the brain, even before visual experience, remains unknown. Here, we propose a model in which neuronal tuning for quantity comparisons can arise spontaneously in completely untrained neural circuits. Using a biologically inspired model neural network, we find that single units selective to proportions and differences between visual quantities emerge in randomly initialized feedforward wirings and that they enable the network to perform quantity comparison tasks. Notably, we find that two distinct tunings to proportion and difference originate from a random summation of monotonic, nonlinear neural activities and that a slight difference in the nonlinear response function determines the type of measure. Our results suggest that visual quantity comparisons are primitive types of functions that can emerge spontaneously before learning in young brains.

A neurophenomenological fMRI study of a spontaneous automatic writer and a hypnotic cohort

Purpose: To evaluate the neurophenomenology of automatic writing (AW) in a spontaneous automatic writer (NN) and four high hypnotizables (HH). Methods: During fMRI, NN and the HH were cued to perform spontaneous (NN) or induced (HH) AW, and a comparison task of copying complex symbols, and to rate their experience of control and agency. Results: Compared to copying, for all participants AW was associated with less sense of control and agency and decreased BOLD signal responses in brain regions implicated in the sense of agency (left premotor cortex and insula, right premotor cortex, and supplemental motor area), and increased BOLD signal responses in the left and right temporoparietal junctions and the occipital lobes. During AW, the HH differed from NN in widespread BOLD decreases across the brain and increases in frontal and parietal regions. Conclusions: Spontaneous and induced AW had similar effects on agency, but only partly overlapping effects on cortical activity.

How does it feel? Passage of time judgments in speeded RT performance.

The relationship between duration perception and the feeling of time passing (passage of time) is not yet understood. In the present study, we assessed introspective reaction times (RT) and passage of time judgments in a speeded RT task. Task difficulty was manipulated in a numerical comparison task by numerical distance (distance from the number 45) and notation (digit vs. word). The results showed that both effects were reflected in introspective RTs, replicating previous results. Moreover, passage of time judgments showed a very similar pattern, with slower passage of time for more difficult comparisons. These results suggest that in the millisecond range judgments of duration and passage of time largely mirror each other when participants introspect about their own RT performance.

Miscategorized subset-knowers: Five- and six-knowers can compare only the numbers they know.

Initial acquisition of the first symbolic numbers is measured with the Give a Number (GaN) task. According to the classic method, it is assumed that children who know only 1, 2, 3, or 4 in the GaN task, (termed separately one-, two-, three-, and four-knowers, or collectively subset-knowers) have only a limited conceptual understanding of numbers. On the other hand, it is assumed that children who know larger numbers understand the fundamental properties of numbers (termed cardinality-principle-knowers), even if they do not know all the numbers as measured with the GaN task, that are in their counting list (e.g., five- or six-knowers). We argue that this practice may not be well-established. To validate this categorization method, here, the performances of groups with different GaN performances were measured separately in a symbolic comparison task. It was found that similar to one to four-knowers, five-, six-, and so forth, knowers can compare only the numbers that they know in the GaN task. We conclude that five-, six-, and so forth, knowers are subset-knowers because their conceptual understanding of numbers is fundamentally limited. We argue that knowledge of the cardinality principle should be identified with stricter criteria compared to the current practice in the literature. RESEARCH HIGHLIGHTS: Children who know numbers larger than 4 in the Give a Number (GaN) task are usually assumed to have a fundamental conceptual understanding of numbers. We tested children who know numbers larger than 4 but who do not know all the numbers in their counting list to see whether they compare numbers more similar to children who know only small numbers in the GaN task or to children who have more firm number knowledge. Five-, six-, and so forth, knowers can compare only the numbers they know in the GaN task, similar to the performance of the one, two, three, and four-knowers. We argue that these children have a limited conceptual understanding of numbers and that previous works may have miscategorized them.

Task-independent neural bases of peer presence effect on cognition in children and adults

There is ample behavioral evidence that others' mere presence can affect any behavior in human and non-human animals, generally facilitating the expression of mastered responses while impairing the acquisition of novel ones. Much less is known about i) how the brain orchestrates the modulation of such a wide array of behaviors by others' presence and ii) when these neural underpinnings mature during development. To address these issues, fMRI data were collected in children and adults alternately observed and unobserved by a familiar peer. Subjects performed a numerosity comparison task and a phonological comparison task. While the former involves number-processing brain areas, the latter involves language-processing areas. Consistent with previous behavioral findings, adults' and children's performance improved in both tasks when observed by a peer. Across all participants, task-specific brain regions showed no reliable change in activity under peer observation. Rather, we found task-independent changes in domain-general brain regions typically involved in mentalizing, reward, and attention. Bayesian analyses singled out the attention network as the exception to the close child-adult resemblance of peer observation neural substrates. These findings suggest that i) social facilitation of some human education-related skills is primarily orchestrated by domain-general brain networks, rather than by task-selective substrates, and ii) apart from attention, peer presence neural processing is largely mature in children.

Reliability in performance assessment creates a potential application of artificial intelligence in veterinary education: evaluation of suturing skills at a single institution.

To evaluate suturing skills of veterinary students using 3 common performance assessments (PAs) and to compare findings to data obtained by an electromyographic armband. 16 second-year veterinary students. Students performed 4 suturing tasks on synthetic tissue models 1, 3, and 5 weeks after a surgical skills course. Digital videos were scored by 4 expert surgeons using 3 PAs (an Objective Structured Clinical Examination [OSCE]- style surgical binary checklist, an Objective Structured Assessment of Technical Skill [OSATS] checklist, and a surgical Global Rating Scale [GRS]). Surface electromyography (sEMG) data collected from the dominant forearm were input to machine learning algorithms. Performance assessment scores were compared between experts and correlated to task completion times and sEMG data. Inter-rater reliability was calculated using the intraclass correlation coefficient (ICC). Inter-rater agreement was calculated using percent agreement with varying levels of tolerance. Reliability was moderate for the OSCE and OSATS checklists and poor for the GRS. Agreement was achieved for the checklists when moderate tolerance was applied but remained poor for the GRS. sEMG signals did not correlate well with checklist scores or task times, but features extracted from signals permitted task differentiation by routine statistical comparison and correct task classification using machine learning algorithms. Reliability and agreement of an OSCE-style checklist, OSATS checklist, and surgical GRS assessment were insufficient to characterize suturing skills of veterinary students. To avoid subjectivity associated with PA by raters, further study of kinematics and EMG data is warranted in the surgical skills evaluation of veterinary students.

Processing speed links approximate number system and arithmetic abilities

Mechanisms underlying the correlation between approximate number system (ANS) and arithmetic abilities remain unclear. We hypothesized that processing speed can explain this correlation. This correlation was significant only when the dot arrays were displayed for 200 ms, but not when they were presented until response, implying the importance of processing speed (Study 1). To examine the role of processing speed, 120 adults completed dot comparison (display time, 200 ms), arithmetic, two processing speed (inspection time and choice reaction time), and control tasks (Study 2). We observed a significant correlation between ANS and arithmetic performance. However, it disappeared after controlling for processing speed. Inspection time accounted for the correlation between the accuracies of the dot comparison and arithmetic tasks, while choice reaction time accounted for the correlation between the reaction times of the two tasks. Overall, processing speed can be an alternative mechanism for the correlation between ANS and arithmetic abilities.

Efficacy of front-of-pack warning label system versus guideline for daily amount on healthfulness perception, purchase intention and objective understanding of nutrient content of food products in Guatemala: a cross-over cluster randomized controlled experiment

BackgroundFront-of-package warning labels (FOPWL) have been adopted in many countries aiming at reducing the consumption of unhealthy food and drink products and have also been considered in Guatemala. The aim of the study is to evaluate the efficacy of FOPWL versus Guidelines for Daily Amount (GDA) on products’ healthfulness perception (HP), purchase intention (PI) and the objective understanding of the nutrient content (UNC) in Guatemala.MethodsParticipants (children and adults) (n = 356) were randomly assigned to evaluate either FOPWL or GDA during a crossover cluster randomized experiment in rural and urban areas across 3 phases of exposure. During phase 1, participants evaluated mock-up images of single products (single task) and compared pairs of products within the same food category (comparison task) without any label. In phase 2, participants evaluated labels only (without any product), and during phase 3, they evaluated the same products and questions from phase 1, now depicting the assigned front-of-package label. We generated indicators for single-task questions and scores for comparison tasks, one for each HP, PI and UNC questions. We used intention-to-treat, difference-in-difference regression analysis to test whether exposure to FOPWL was associated with HP, PI and UNC, compared to GDA. We also tested models for children and adults and by area (rural/urban) separately adjusting for sociodemographic variables.ResultsIn single tasks, FOPWL significantly decreased the PI (β -18.1, 95%CI -23.3, -12.8; p < 0.001) and the HP (β -13.2, 95%CI -18.4, -7.9; p < 0.001) of unhealthy food products compared to GDA. In the comparison task, FOPWL significantly increased the UNC (β 20.4, 95%CI 17.0, 23.9; p < 0.001), improved PI towards healthier choices (OR 4.5, 95%CI 2.9, 7.0 p < 0.001) and HP (OR 5.6, 95%CI 2.8, 11.1; p < 0.001) compared to GDA. Similar results were found in children and adults and in urban and rural settings.ConclusionsFOPWL reduces products’ healthfulness perception and purchase intention, and increases understanding of products’ nutrient content compared to GDA.

Parietal/premotor lesions effects on visuomotor cognition in neuro-oncology patients: A multimodal study

BackgroundAssessing prior to surgery the functionality of brain areas exposed near the tumor requires a multimodal approach that combines the use of neuropsychological testing and fMRI tasks. Paradigms based on motor imagery, which corresponds to the ability to mentally evoke a movement, in the absence of actual action execution, can be used to test sensorimotor areas and the functionality of mental motor representations. MethodsThe most commonly used paradigm is the Limb Laterality Recognition Task (LLRT), requiring judgments about whether a limb belongs to the left or right side of the body. The group studied included 38 patients with high-grade (N = 21), low-grade (N = 11) gliomas and meningiomas (N = 6) in areas anterior (N = 21) and posterior (N = 17) to the central sulcus. Patients before surgery underwent neuropsychological assessment and fMRI. They performed the LLRT as an fMRI task. Accuracy, and neuroimaging data were collected and combined in a multimodal study. Structural MRI data analyses were performed by subtracting the overlap of volumes of interest (VOIs) plotted on lesions from the impaired patient group vs the overlap of VOIs from the spared group. The fMRI analyses were performed comparing the impaired patients and spared group. ResultsIn general, patients were within normal limits on many neuropsychological screening tests. Compared with the control group, 17/38 patients had significantly different performance. The subtraction between the VOIs overlay of the impaired patients' group vs. the VOIs overlay of the spared group revealed that the areas maximally involved by lesions in the impaired patients' group were the right postcentral gyrus, right inferior parietal lobe, right supramarginal gyrus, right precentral gyrus, paracentral lobule, left postcentral gyrus, right superior parietal lobe, left inferior parietal lobe, and left superior and middle frontal gyrus. Analysis of the fMRI data showed which of these areas contributes to a correct LLRT performance. The task (vs. rest) in the group comparison (spared vs. impaired patients) activated a cluster in the left inferior parietal lobe. ConclusionUnderlying the altered performance at LLRT in patients with lesions to the parietal and premotor areas of the right and left hemispheres is a difference in activation of the left inferior parietal lobe. This region is involved in visuomotor processes and those related to motor attention, movement selection, and motor planning.

A survey of visualization techniques for comparing event sequences

Event sequence data is a special type of time-dependent data that captures information about the order in which discrete events occur. The time-dimension is one of the factors that makes event sequence data hard to understand. Other factors that contribute to this complexity are the dimensionality in terms of the amount of events and attributes, the frequency of events in terms of consistency and density, varying durations, and parallel occurrences. When end-users need to compare event sequences, all these characteristics need to be considered and justified. In this state-of-the-art report we review visualization techniques for the event sequence comparison task. We focus specifically on comparison, in contrast to general event sequence visualization, and review how different aspects, such as the data attributes or granularity, affect the comparison. We define a taxonomy based on five dimensions: Scale, Comparison Type, Size, Data, and Visualization & Interaction. Based on these dimensions, we provide an overview of the literature of the past 17 years. This overview is accompanied with an analysis of the strengths and weaknesses of the proposed techniques. Furthermore, we identify current gaps and research challenges in the literature.

The temporal dynamics of emotion comparison depends on low-level attentional factors

Humans are predisposed to attend to emotions conveyed by facial expressions. However, compulsory attraction to emotions gets challenging when multiple emotional stimuli compete for attention, as in the emotion comparison task. In this task, participants are asked to choose which of two simultaneously presented faces displays the most positive (happiest) or negative (angriest) emotion. Participants usually respond faster to the face displaying the most intense emotion. This effect is stronger for face pairs that contain globally positive rather than negative emotional faces. Both effects are consistent with an attentional capture phenomenon driven by the perceptual salience of facial expressions. In the present experiment, we studied the temporal dynamics of attentional capture in the emotion comparison task by tracking participants’ eye movements using gaze-contingent displays and responses. Our results show that, on the first fixation, participants were more accurate and dwelled longer on the left target face when it displayed the most intense emotion within the pair. On the second fixation, the pattern was reversed, with higher accuracy and longer gaze time on the right target face. Overall, our pattern of gazing behavior indicates that the typical results observed in the emotion comparison task arise from the optimal combination over time of two low-level attentional factors: the perceptual salience of emotional stimuli and the scanning habit of participants.

Developmental trajectories of numerical magnitude representations of fractions and decimals.

We examined the development of numerical magnitude representations of fractions and decimals from fourth to 12th grade. In Experiment 1, we assessed the rational number magnitude knowledge of 200 Chinese fourth, fifth, sixth, eighth, and 12th graders (92 girls and 108 boys) by presenting fraction and decimal magnitude comparison tasks as well as fraction and decimal 0-1 and 0-5 number line estimation tasks. Magnitude representations of decimals became accurate earlier, improved more rapidly, and reached a higher asymptotic accuracy than magnitude representations of fractions. Analyses of individual differences revealed positive relations between the accuracy of decimal and fraction magnitude representations at all ages. In Experiment 2, we presented an additional set of 24 fourth graders (14 girls and 10 boys) with the same tasks but with the decimals that were being compared varying in the number of decimal digits. The decimal advantage continued to be present for both magnitude comparison and estimation tasks, indicating that the greater accuracy with decimals was not limited to decimals with equal numbers of decimal digits, though unequal numbers of decimal digits did impact performance with decimals on both magnitude comparison and number line estimation tasks. Implications for understanding numerical development and education are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).