Number Naming Task Research Articles

The importance of spatial language for early numerical development in preschool: Going beyond verbal number skills.

Recent evidence suggests that spatial language in preschool positively affects the development of verbal number skills, as indexed by aggregated performances on counting and number naming tasks. We firstly aimed to specify whether spatial language (the knowledge of locative prepositions) significantly relates to both of these measures. In addition, we assessed whether the predictive value of spatial language extends beyond verbal number skills to numerical subdomains without explicit verbal component, such as number writing, symbolic magnitude classifications, ordinal judgments and numerosity comparisons. To determine the unique contributions of spatial language to these numerical skills, we controlled in our regression analyses for intrinsic and extrinsic spatial abilities, phonological awareness as well as age, socioeconomic status and home language. With respect to verbal number skills, it appeared that spatial language uniquely predicted forward and backward counting but not number naming, which was significantly affected only by phonological awareness. Regarding numerical tasks that do not contain explicit verbal components, spatial language did not relate to number writing or numerosity comparisons. Conversely, it explained unique variance in symbolic magnitude classifications and was the only predictor of ordinal judgments. These findings thus highlight the importance of spatial language for early numerical development beyond verbal number skills and suggest that the knowledge of spatial terms is especially relevant for processing cardinal and ordinal relations between symbolic numbers. Promoting spatial language in preschool might thus be an interesting avenue for fostering the acquisition of these symbolic numerical skills prior to formal schooling.

Speed of Cognitive Processing Within a Test of Executive Functions and Information Integration

Rapid Automatic Naming (RAN) has been widely recognized as a reliable predictor of reading proficiency. Although RAN represents the speed of cognitive processing, there are few studies that have addressed RAN as a cognitive process in its own right Furthermore, RAN performance of ELL (English Language Learners) has been less frequently investigated. We have two parts to this study. First, we examine the factor structure of an enlarged composite measure of speed measure by adding four additional tests comprising color naming, and two number naming tasks to the traditional RAN of digit and letter naming. In the second part, we determine the association of Speed with broad cognitive processes comprising Executive Functions, and Information processing. Participants were students in English medium schools in India. They were divided into two age groups (8–14 and 15–20) for statistical analyses of six Speed measures Results show a strong unitary speed factor in the 8 to 14 age group. In contrast, in the 15 to 20 group RAN tests comprising digits and letters showed a very small loading on the same factor. Addressing the second objective, which is the impact of speed on various cognitive tasks, the results show that response speed has a minimal influence on Nonverbal Configurations (simultaneous) tasks, and tasks of executive functions comprising Working Memory, and Visual-Spatial Processing. These tests will enable us to isolate specific cognitive deficiencies from response speed. In a re-examination of the relation between Reading & RAN-type tests, we could suggest that serial articulation is the common and essential feature that binds rapid naming tasks and reading fluency.

MICK (Mobile Integrated Cognitive Kit) App: Feasibility of an Accessible Tablet-Based Rapid Picture and Number Naming Task for Concussion Assessment in a Youth Ice Hockey League (P2-9.005)

<h3>Objective:</h3> We evaluated the capacity of the Mobile Universal Lexicon Evaluation System (MULES, rapid picture naming) and Staggered Uneven Number (SUN) testing to be effective during pre-season baseline testing in a cohort of youth athletes using a novel and freely-available app (Mobile Integrated Cognitive Kit, MICK) and paper-pencil testing. <h3>Background:</h3> Visual symptoms are common following concussion. Rapid automatized naming (RAN) tasks are effective for identifying individuals with concussion and with other neurological disorders, such as multiple sclerosis, Parkinson’s disease and mild cognitive impairment (MCI) due to Alzheimer’s disease. The MULES test of picture naming and the SUN test of number naming demonstrate increased time scores (worse performance) after concussion. <h3>Design/Methods:</h3> Participants from a youth hockey league (n=59, median age 13 years, range 6–17) underwent pre-season testing. Each participant completed two trials of MULES and SUN. Children &lt;10 years of age completed paper versions, while children aged 10 or greater used the MICK app. The app records completion times for each trial and is semi-automated for use while supervised by research staff. <h3>Results:</h3> As noted in prior studies, learning effects were noted between the two baseline trials for both the MULES (median improvement=11.3 sec, range=−32.3–92.0 sec, <i>p</i>&lt;0.001, Wilcoxon sign-rank test) and SUN (median improvement=0.78 sec, range=−8.0–15.1 sec, <i>p</i>=0.002). Median best baseline for the MULES was 50.4 sec (range=34.2–141.0 sec) and for SUN 71.1 sec (range=36.6–200.0 sec). Age was a predictor of best baseline times for both tests, with longer times for younger participants for MULES (<i>p</i>&lt;0.001, <i>r</i>_<i>s</i>=−0.67, Spearman rank correlation) and SUN (<i>p</i>&lt;0.001, <i>r</i>_<i>s</i>=−0.54). Degrees of learning effect did not vary across age groups in this cohort (<i>p</i>=0.14, <i>r</i>_<i>s</i>=−0.20). <h3>Conclusions:</h3> Vision-based RAN tasks, such as the MULES and SUN, can be feasibly administered using the MICK app during pre-season baseline testing in youth sports teams. These data provide a foundation for post-injury sideline testing among youth athletes. <b>Disclosure:</b> Ms. Hyman has nothing to disclose. Mr. Blacker has nothing to disclose. Mr. Bell has nothing to disclose. Marc Balcer has nothing to disclose. Binu Joseph has nothing to disclose. Dr. Galetta has nothing to disclose. An immediate family member of Dr. Balcer has received personal compensation in the range of $5,000-$9,999 for serving as a Consultant for Children’s Hospital of Philadelphia. Dr. Balcer has received personal compensation in the range of $50,000-$99,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for North American Neuro-Ophthalmology Society. Dr. Grossman has nothing to disclose.

Evaluation and Utility of the King-Devick With Integrated Eye Tracking as a Diagnostic Tool for Sport-Related Concussion.

Eye-tracking technology for detecting eye movements has been gaining increasing attention as a possible assessment and monitoring tool for sport-related concussion (SRC). To determine the diagnostic accuracy of a rapid number-naming task with eye tracking, the King-Devick Eye Tracking (K-D ET) assessment, in identifying SRC. Cohort study. One female and 1 male team of United States collegiate rugby-15 players competing during the 2018 season were recruited. Variables assessed were total saccades, saccade velocity, total fixations, fixation duration, fixation polyarea, and test duration. A generalized estimating equation was used to examine group (concussion vs nonconcussion), time (baseline vs postinjury/postseason), and sex-based differences for each outcome measure. In addition, the different components of diagnostic accuracy of the K-D ET were calculated. Baseline K-D ET assessment for 49 participants (25 male, 24 female) were assessed at the beginning of the season, with 28 participants who did not sustain a head injury during the season completing the postseason assessments and 6 participants completing a postinjury (suspected concussion) assessment. Significant differences were observed between concussed and nonconcussed groups for total saccades (P = .024), fixation duration (P = .007), and fixation polyarea (P = .030), with differences from baseline to follow-up observed for saccade velocity (P = .018) in both groups. Sex-based differences were noted for total fixations (P = .041), fixation polyarea (P = .036), and completion time (P = .035). No significant Group × Time interactions were noted. The K-D ET test duration indicated high specificity (0.86) but not high sensitivity (0.40). No other variables reported high sensitivity or specificity. Other than completion time of the K-D ET test, no K-D ET oculomotor parameter was highly sensitive or specific in the diagnosis of concussion in this study.

MICK (Mobile Integrated Cognitive Kit) app: Feasibility of an accessible tablet-based rapid picture and number naming task for concussion assessment in a division 1 college football cohort

Although visual symptoms are common following concussion, quantitative measures of visual function are missing from concussion evaluation protocols on the athletic sideline. For the past half century, rapid automatized naming (RAN) tasks have demonstrated promise as quantitative neuro-visual assessment tools in the setting of head trauma and other disorders but have been previously limited in accessibility and scalability. The Mobile Interactive Cognitive Kit (MICK) App is a digital RAN test that can be downloaded on most mobile devices and can therefore provide a quantitative measure of visual function anywhere, including the athletic sideline. This investigation examined the feasibility of MICK App administration in a cohort of Division 1 college football players. Participants (n = 82) from a National Collegiate Athletic Association (NCAA) Division 1 football team underwent baseline testing on the MICK app. Total completion times of RAN tests on the MICK app were recorded; magnitudes of best time scores and between-trial learning effects were determined by paired t-test. Consistent with most timed performance measures, there were significant learning effects between the two baseline trials for both RAN tasks on the MICK app: Mobile Universal Lexicon Evaluation System (MULES) (p < 0.001, paired t-test, mean improvement 13.3 s) and the Staggered Uneven Number (SUN) (p < 0.001, mean improvement 3.3 s). This study demonstrated that the MICK App can be feasibly administered in the setting of pre-season baseline testing in a Division I environment. These data provide a foundation for post-injury sideline testing that will include comparison to baseline in the setting of concussion.

The importance of visuospatial abilities for verbal number skills in preschool: Adding spatial language to the equation

Children’s verbal number skills set the foundation for mathematical development. Therefore, it is central to understand their cognitive origins. Evidence suggests that preschool children rely on visuospatial abilities when solving counting and number naming tasks despite their predominantly verbal nature. We aimed to replicate these findings when controlling for verbal abilities and sociodemographic factors. Moreover, we further characterized the relation between visuospatial abilities and verbal number skills by examining the role of spatial language. Because spatial language encompasses the verbalization of spatial thinking, it is a key candidate supporting the interplay between visuospatial and verbal processes. Regression analysis indicated that both visuospatial and verbal abilities, as assessed by spatial perception and phonological awareness, respectively, uniquely predicted verbal number skills when controlling for their respective influences, age, gender, and socioeconomic status. This confirms the spatial grounding of verbal number skills. Interestingly, adding spatial language to the model abolished the predictive effects of visuospatial and verbal abilities, whose influences were completely mediated by spatial language. Verbal number skills thus concurrently depend on specifically those visuospatial and verbal processes jointly indexed through spatial language. The knowledge of spatial terms might promote verbal number skills by advancing the understanding of the spatial relations between numerical magnitudes on the mental number line. Promoting spatial language in preschool thus might be a successful avenue for stimulating mathematical development prior to formal schooling. Moreover, measures of spatial language could become an additional promising tool to screen preschool children for potential upcoming difficulties with mathematical learning.

The reliability of language-switch costs in bilingual one- and two-digit number naming

Aims and objectives/purpose/research questions: Language-switch costs, which denote worse performance in language-switch than in language-repetition trials, appear to be a robust finding in bilingual language switching. The aim of the present study was to examine the intraindividual reliability of language-switch costs by means of a number-naming task with German-English bilinguals. Design/methodology/approach: In a cued language-switching paradigm, participants ( n = 36) switched between German and English. They performed a number-naming task in three different conditions: one-digit numbers; two-digit numbers with decade 10; and two-digit numbers with decade 20. Data and analysis: We examined the experimental effects with an analysis of variance (reaction time and error rate as the dependent variables), using trial language, language sequence and number condition as independent variables. In addition, we calculated the split-half reliability of language-switch costs (across all conditions) as well as the correlations of language-switch costs between the different conditions. Findings/conclusions: While significant language-switch costs emerged in all three number conditions, our results demonstrate a medium-sized correlation between the three experimental conditions. The split-half reliability shows a moderate to strong correlation between the odd- and even-numbered trials in the experiment. Originality: On the one hand, the present study extends the observation of language-switch costs from one-digit number naming to the more complex naming of two-digit numbers. On the other hand, and theoretically even more important, we explored the reliability of language-switch costs in a bilingual number-naming task by calculating both split-half reliability and correlations between different number conditions. Significance/implications: The results indicated that while language-switch costs are a robust experimental effect on the group level, they appear to be less well suited for correlational approaches. This also suggests that caution should be exerted when language-switch costs are used to diagnose the ability of an individual to perform language control.

Multilingual two-digit number naming: The influence of composition rules on language switching.

The aim of this study was to examine language switching in a two-digit number naming task. In contrast to single digits, two-digit numbers have a composition rule (i.e., morphological configuration) that may differ between languages. For example, the Arabic number 21 is read with an inverted composition rule in German (unit before decade) and a non-inverted composition rule in English (decade before unit). In the present experiment, one group of German native speakers and one group of Spanish native speakers had to name two-digit numbers in German, English, or Spanish. The results demonstrate a language-switch cost, revealing better performance in language repetition than in language-switch trials. This switch cost was further modulated by repeating or switching the composition rule, since the language repetition benefit (i.e., the switch cost) was reduced in trials with composition-rule switches compared with trials with composition-rule repetitions. This finding indicates that the language in which the number word has to be produced and its composition rule are not switched independently but rather may be integrated into one language schema.

A pilot exploratory study comparing the King-Devick test (KDT) during and between migraine attacks.

The King-Devick test is a timed rapid number naming task that involves complex cerebral functions. The objective of this pilot exploratory study is to determine whether there is a difference in the King-Devick test during a migraine attack compared to the interictal phase. We evaluated 29 adult subjects with migraine with aura or migraine without aura. For each participant, we performed King-Devick tests during migraine attacks and interictal phases. Subjects served as their own controls. The King-Devick test was slower during the migraine attack compared to the interictal baseline (median 4.6 sec slower, p < 0.001). The slowing of the King-Devick test during migraine attack was more prominent in those with migraine with aura compared to subjects with migraine without aura (median 7.5 vs. 2.8 sec, p = 0.028). This exploratory, observational study shows changes in the King-Devick test during migraine compared to the interictal phase. Future studies are required to determine if the King-Devick test may be used as a rapid and simple tool to objectively characterize migraine-associated disability.

The effect of linguistic background on rapid number naming: implications for native versus non-native English speakers on sideline-focused concussion assessments

ABSTRACTObjective: To determine if native English speakers (NES) perform differently compared to non-native English speakers (NNES) on a sideline-focused rapid number naming task. A secondary aim was to characterize objective differences in eye movement behaviour between cohorts.Background: The King-Devick (KD) test is a rapid number-naming task in which numbers are read from left-to-right. This performance measure adds vision-based assessment to sideline concussion testing. Reading strategies differ by language. Concussion may also impact language and attention. Both factors may affect test performance.Methods: Twenty-seven healthy NNES and healthy NES performed a computerized KD test under high-resolution video-oculography. NNES also performed a Bilingual Dominance Scale (BDS) questionnaire to weight linguistic preferences (i.e., reliance on non-English language(s)).Results: Inter-saccadic intervals were significantly longer in NNES (346.3 ± 78.3 ms vs. 286.1 ± 49.7 ms, p = 0.001), as were KD test times (54.4 ± 15.1 s vs. 43.8 ± 8.6 s, p = 0.002). Higher BDS scores, reflecting higher native language dominance, were associated with longer inter-saccadic intervals in NNES.Conclusion: These findings have direct implications for the assessment of athlete performance on vision-based and other verbal sideline concussion tests; these results are particularly important given the international scope of sport. Pre-season baseline scores are essential to evaluation in the event of concussion, and performance of sideline tests in the athlete’s native language should be considered to optimize both baseline and post-injury test accuracy.

Functional Near Infrared Spectroscopy Identifies Changes in Cognitive Workload Following Pediatric Concussion

PURPOSE: To determine if functional near infrared spectroscopy (fNIRS), a noninvasive imaging modality detecting oxygenation changes reflective of cognitive workload, distinguishes physiologic differences between concussion subjects and healthy controls during King-Devick (KD) testing, a rapid number naming task METHODS: We recruited 57 cases, ages 7 to 21 years, 51% female, and 17 controls, ages 10-21 years, 47% female from a subspecialty referral concussion program for this prospective case control study where the subjects performed the KD test while wearing a fNIRS device consisting of a headband which records anterior prefrontal cortex oxygenation changes with 4 optodes at a 4Hz sampling rate. The main outcome measures were KD times, symptom provocation and oxygenation change during KD testing. RESULTS: Concussion subjects demonstrated longer times and greater oxygenation change on fNIRS compared to healthy controls. However, within the group of concussion subjects, KD times did not distinguish between those with and without symptom provocation upon testing. In contrast, fNIRS was able to detect oxygenation change differences between these two subgroups, with the symptomatic group exhibiting greater oxygenation change with testing. CONCLUSIONS: Based on our data, the prolongation of KD times observed following concussion has physiologic correlates with increased cognitive workload. Among subjects with concussion, KD times did not distinguish between those with and those without symptom provocation upon testing. In contrast, fNIRS was able to differentiate between these two subgroups of concussion, with symptomatic subjects exhibiting a pattern of greater cognitive workload compared to asymptomatic. fNIRS has utility in detecting subclinical differences in cognitive workload in concussion. In addition, our data supports the concept that the physiologic basis for symptom provocation in concussion may be related to cognitive overload.Figure

Correlating the King-Devick Test With Vestibular/Ocular Motor Screening in Adolescent Patients With Concussion: A Pilot Study.

Background:The King-Devick (K-D) test is a rapid number-naming task that has been well validated as a sensitive sideline performance measure for concussion detection. Patients with concussion take significantly longer to complete the K-D test than healthy controls. Previous research suggests that ocular motor deficits, specifically saccadic abnormalities, may be an underlying factor for the prolonged time. However, these findings have not been studied at length.Hypothesis:K-D testing time of concussed adolescents at the initial clinical concussion visit will positively correlate with vestibular/ocular motor screening (VOMS) total scores.Study Design:Case series.Level of Evidence:Level 3.Methods:A total of 71 patient charts were retrospectively analyzed between October 1, 2016, and January 31, 2017. Included charts consisted of patients between the ages of 10 and 18 years with a diagnosis of concussion and who had completed K-D testing and VOMS assessment at the initial physician visit. Univariate correlation between K-D testing time and the 7 VOMS items was assessed using Pearson correlation coefficients.Results:K-D testing time strongly correlated with all 7 VOMS items (r(69) = 0.325-0.585, P < 0.01). In a linear regression model that accounted for each VOMS item, the convergence (near point) item and the visual motion sensitivity item significantly predicted K-D testing time (β = 0.387, t(63) = 2.81, P < 0.01 and β = 0.375, t(63) = 2.35, P = 0.02, respectively). Additionally, 37.5% of the 24 patients with worsening symptoms after K-D testing freely reported increased visual problems.Conclusion:Our study suggests that prolonged K-D testing times in adolescents with concussion may be related to subtypes of vestibular/ocular motor impairment that extend beyond saccadic abnormalities.Clinical Relevance:Poor K-D testing performance of adolescents with concussion may indicate a range of vestibular/ocular motor deficits that need to be further identified and addressed to maximize recovery.

Cognitive workload as the physiologic basis for symptom provocation with task performance in concussion: an fNIRS study of prefrontal brain activity

Cognitive workload as the physiologic basis for symptom provocation with task performance in concussion: an fNIRS study of prefrontal brain activity

Validity of low-resolution eye-tracking to assess eye movements during a rapid number naming task: performance of the eyetribe eye tracker

ABSTRACTObjective: To evaluate the performance of the EyeTribe compared to the EyeLink for eye movement recordings during a rapid number naming test in healthy control participants.Background: With the increasing accessibility of portable, economical, video-based eye trackers such as the EyeTribe, there is growing interest in these devices for eye movement recordings, particularly in the domain of sports-related concussion. However, prior to implementation there is a primary need to establish the validity of these devices. One current limitation of portable eye trackers is their sampling rate (30–60 samples per second, or Hz), which is typically well below the benchmarks achieved by their research-grade counterparts (e.g., the EyeLink, which samples at 500–2000 Hz).Methods: We compared video-oculographic measurements made using the EyeTribe with those of the EyeLink during a digitized rapid number naming task (the King-Devick test) in a convenience sample of 30 controls.Results: EyeTribe had loss of signal during recording, and failed to reproduce the typical shape of saccadic main sequence relationships. In addition, EyeTribe data yielded significantly fewer detectable saccades and displayed greater variance of inter-saccadic intervals than the EyeLink system.Conclusion: Caution is advised prior to implementation of low-resolution eye trackers for objective saccade assessment and sideline concussion screening.

The Validity of an Eye Tracker with Low Temporal Resolution to Assess Eye Movements during a Rapid Number Naming Task: Performance of the EyeTribe versus the EyeLink in Controls (P6.038)

The Validity of an Eye Tracker with Low Temporal Resolution to Assess Eye Movements during a Rapid Number Naming Task: Performance of the EyeTribe versus the EyeLink in Controls (P6.038)

Mobile Universal Lexicon Evaluation System (MULES) test: A new measure of rapid picture naming for concussion

ObjectiveThis study introduces a rapid picture naming test, the Mobile Universal Lexicon Evaluation System (MULES), as a novel, vision-based performance measure for concussion screening. The MULES is a visual-verbal task that includes 54 original photographs of fruits, objects and animals. We piloted MULES in a cohort of volunteers to determine feasibility, ranges of picture naming responses, and the relation of MULES time scores to those of King-Devick (K-D), a rapid number naming test. MethodsA convenience sample (n=20, age 34±10) underwent MULES and K-D (spiral bound, iPad versions). Administration order was randomized; MULES tests were audio-recorded to provide objective data on temporal variability and ranges of picture naming responses. ResultsScores for the best of two trials for all tests were 40–50s; average times required to name each MULES picture (0.72±0.14s) was greater than those needed for each K-D number ((spiral: 0.33±0.05s, iPad: 0.36±0.06s, 120 numbers), p<0.0001, paired t-test). MULES scores showed the greatest degree of improvement between trials (9.4±4.8s, p<0.0001 for trials 1 vs. 2), compared to K-D (spiral 1.5±3.3s, iPad 1.8±3.4s). Shorter MULES times demonstrated moderate and significant correlations with shorter iPad but not spiral K-D times (r=0.49, p=0.03). ConclusionThe MULES test is a rapid picture naming task that may engage more extensive neural systems than more commonly used rapid number naming tasks. Rapid picture naming may require additional processing devoted to color perception, object identification, and categorization. Both tests rely on initiation and sequencing of saccadic eye movements.

Capturing the Efferent Side of Vision in Multiple Sclerosis: New Data from a Digitized Rapid Number Naming Task (P6.317)

Capturing the Efferent Side of Vision in Multiple Sclerosis: New Data from a Digitized Rapid Number Naming Task (P6.317)

Brain bases of language selection: MEG evidence from Arabic-English bilingual language production.

Much of the world's population is bilingual, hence, language selection is a core component of language processing in a significant proportion of individuals. Though language selection has been investigated using artificial cues to language choice such as color, little is known about more ecologically valid cues. We examined with MEG the neurophysiological and behavioral effects of two natural cues: script and cultural context, hypothesizing the former to trigger more automatic language selection. Twenty Arabic-English bilinguals performed a number-naming task with a Match condition, where the cue and target language of response matched, and a Mismatch condition, with opposite instruction. The latter addressed the mechanisms responsible for overriding natural cue-language associations. Early visual responses patterned according to predictions from prior object recognition literature, while at 150–300 ms, the anterior cingulate cortex showed robust sensitivity to cue-type, with enhanced amplitudes to culture trials. In contrast, a mismatch effect for both cue-types was observed at 300–400 ms in the left inferior prefrontal cortex. Our findings provide the first characterization of the spatio-temporal profile of naturally cued language selection and demonstrate that natural but less automatic language-choice, elicited by cultural cues, does not engage the same mechanisms as the clearly unnatural language-choice of our mismatch tasks.

Neuronavigated vs. Conventional Repetitive Transcranial Magnetic Stimulation Method for Virtual Lesioning on the Broca’s Area

This study was undertaken to test the hypothesis that repetitive transcranial magnetic stimulation (rTMS) using a neuronavigational TMS system (nTMS) to the Broca's area would elicit greater virtual aphasia than rTMS using the conventional TMS method (cTMS). Eighteen healthy subjects underwent a randomized crossover experiment to induce virtual aphasia by targeting the Brodmann area 44 and 45 for nTMS, and F3 of international 10-20 system for cTMS. Reaction time for a picture naming task and the reaction duration for a six-digit number naming task were measured before and after each session of stimulation, and compared between the cTMS and nTMS. The stability of the coil positioning on the target was measured by depicting the variability of talairach coordinates (x, y, z) of the sampled stimulation localizations. At baseline, outcome variables were comparable between cTMS and nTMS. nTMS induced significant delays in reaction time from 944.0 ± 203.4 msec to 1304.6 ± 215.7 msec (p < 0.001) and reaction duration from 1780.5 ± 286.8 msec to 1914.9 ± 295.6 msec (p < 0.001) compared with baseline, whereas cTMS showed no significant changes (p = 0.959 and p = 0.179, respectively). The mean talairach space coordinates of nTMS demonstrated greater consistency of localization of stimulation with the target, and the error range relative to the target was narrower for the nTMS compared with the cTMS (p < 0.001). nTMS leads to more robust neuromodulation of Broca's area, resulting in delayed verbal reaction time as well as more accurate targeting of the intended stimulation location, demonstrating superiority of nTMS over cTMS for therapeutic use of rTMS in neurorehabilitation.

"2 x 3" primes naming "6": Evidence from masked priming

It is a common assumption for multiplication-solving models that single-digit multiplications are automatically retrieved. However, the experimental evidence for this is based on paradigms under suspicion. In this research, we employed a new procedure with the aim of assessing the automatic retrieval of multiplication more directly. In two experiments, multiplication automatism was studied using briefly presented primes (stimulus onset asynchrony = 48 msec) in a number-naming task. In Experiment 1, in the congruent conditions, the target and the prime were the same numbers (e.g., prime, 6; target, 6) or the target was the solution to the multiplication prime (e.g., prime, 2 x 3 = ; target, 6). In the incongruent conditions, no relationship existed between the primes and the targets (e.g., prime, 32; target, 6; or prime, 4 x 8 = ; target, 6). Experiment 2 explored the relevance of the equal sign for the multiplication-priming effect. Data showed that naming was faster when the solution of the multiplication prime matched the target, as compared with the incongruent condition (multiplication-priming effect), and that these effects were found irrespective of the presence of the equal sign. The fact that this priming effect was found even though the participants were unaware of the presentation of the primes supports the automatic character of single-digit multiplication. We conclude by arguing that this procedure is highly valuable for exploring the mechanisms involved in simple arithmetic solving.