The cross-format magnitude comparison experiments reveal significant effects of both physical similarity and numerical distance.
At the start of first grade, we administered measures of numerical processing (digit naming, symbolic numerical magnitude comparison, nonsymbolic numerical magnitude comparison) as well as measures of intellectual ability, preschool mathematical abilities, working memory and processing speed.
Reading/writing direction or number word formation influence performance even in basic numerical tasks such as magnitude comparison.
Magnitude comparison was performed on several typical acting forces, including Basset force, virtual mass force, Magnus force, Saffman force and Stokes force.
Here we show that young adult female fXPCs show subtle, yet significant, age- and FMR1 gene mutation-modulated cognitive impairments as tested by a quantitative magnitude comparison task.
Magnitude comparison indicates that the forces with less effect can be neglected, including virtual mass force, Basset force and convection volume force.
We also examined whether the predicted problems with numerical magnitude comparison could be explained by working memory by using three working memory tasks.
A simplified Hamiltonian of Tundra-type orbits subjected to Earth's gravitational potential is presented through a strict magnitude comparison of the involved terms.
In most previous magnitude comparison experiments, the performance of the verbal number words (e.g., English) is always worse than the written Arabic numerals.
Compared with Arabic numerals, Chinese numerals have been found to have faster responses in a naming task but slower responses in a magnitude comparison task [15].
Previous studies suggest that right occipital/cuneus areas very close to the lingual gyrus are involved in magnitude comparison and in calculation tasks in participants without mathematical problems [1], [13].
