@article{Fischer2018,
  author    = {Fischer, Martin H.},
  title     = {Why Numbers Are Embodied Concepts},
  series = {Frontiers in Psychology},
  volume    = {8},
  journal   = {Frontiers in Psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2017.02347},
  pages     = {1 -- 3},
  year      = {2018},
  language  = {en}
}
@article{HartmannLaubrockFischer2018,
  author    = {Hartmann, Matthias and Laubrock, Jochen and Fischer, Martin H.},
  title     = {The visual number world},
  series = {The quarterly journal of experimental psychology},
  volume    = {71},
  journal   = {The quarterly journal of experimental psychology},
  number    = {1},
  publisher = {Sage Publ.},
  address   = {London},
  issn      = {1747-0218},
  doi       = {10.1080/17470218.2016.1240812},
  pages     = {28 -- 36},
  year      = {2018},
  abstract  = {In the domain of language research, the simultaneous presentation of a visual scene and its auditory description (i.e., the visual world paradigm) has been used to reveal the timing of mental mechanisms. Here we apply this rationale to the domain of numerical cognition in order to explore the differences between fast and slow arithmetic performance, and to further study the role of spatial-numerical associations during mental arithmetic. We presented 30 healthy adults simultaneously with visual displays containing four numbers and with auditory addition and subtraction problems. Analysis of eye movements revealed that participants look spontaneously at the numbers they currently process (operands, solution). Faster performance was characterized by shorter latencies prior to fixating the relevant numbers and fewer revisits to the first operand while computing the solution. These signatures of superior task performance were more pronounced for addition and visual numbers arranged in ascending order, and for subtraction and numbers arranged in descending order (compared to the opposite pairings). Our results show that the visual number world-paradigm provides on-line access to the mind during mental arithmetic, is able to capture variability in arithmetic performance, and is sensitive to visual layout manipulations that are otherwise not reflected in response time measurements.},
  language  = {en}
}
@article{SixtusLindemannFischer2018,
  author    = {Sixtus, Elena and Lindemann, Oliver and Fischer, Martin H.},
  title     = {Stimulating numbers},
  series = {Psychological research : an international journal of perception, attention, memory, and action},
  volume    = {84},
  journal   = {Psychological research : an international journal of perception, attention, memory, and action},
  number    = {1},
  publisher = {Springer},
  address   = {Heidelberg},
  issn      = {0340-0727},
  doi       = {10.1007/s00426-018-0982-y},
  pages     = {152 -- 167},
  year      = {2018},
  abstract  = {Finger counting is one of the first steps in the development of mature number concepts. With a one-to-one correspondence of fingers to numbers in Western finger counting, fingers hold two numerical meanings: one is based on the number of fingers raised and the second is based on their ordinal position within the habitual finger counting sequence. This study investigated how these two numerical meanings of fingers are intertwined with numerical cognition in adults. Participants received tactile stimulation on their fingertips of one hand and named either the number of fingers stimulated (2, 3, or 4 fingers; Experiment 1) or the number of stimulations on one fingertip (2, 3, or 4 stimulations; Experiment 2). Responses were faster and more accurate when the set of stimulated fingers corresponded to finger counting habits (Experiment 1) and when the number of stimulations matched the ordinal position of the stimulated finger (Experiment 2). These results show that tactile numerosity perception is affected by individual finger counting habits and that those habits give numerical meaning to single fingers.},
  language  = {en}
}
@article{FischerShaki2018,
  author    = {Fischer, Martin H. and Shaki, Samuel},
  title     = {Repeating Numbers Reduces Results: Violations of the Identity Axiom in Mental Arithmetic},
  series = {Frontiers in psychology},
  volume    = {9},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2018.02453},
  pages     = {9},
  year      = {2018},
  abstract  = {Even simple mental arithmetic is fraught with cognitive biases. For example, adding repeated numbers (so-called tie problems, e.g., 2 + 2) not only has a speed and accuracy advantage over adding different numbers (e.g., 1 + 3) but may also lead to under-representation of the result relative to a standard value (Charras et al., 2012, 2014). Does the tie advantage merely reflect easier encoding or retrieval compared to non-ties, or also a distorted result representation? To answer this question, 47 healthy adults performed two tasks, both of which indicated under-representation of tie results: In a result-to-position pointing task (Experiment 1) we measured the spatial mapping of numbers and found a left-bias for tie compared to non-tie problems. In a result-to-line-length production task (Experiment 2) we measured the underlying magnitude representation directly and obtained shorter lines for tie-compared to non-tie problems. These observations suggest that the processing benefit of tie problems comes at the cost of representational reduction of result meaning. This conclusion is discussed in the context of a recent model of arithmetic heuristics and biases.},
  language  = {en}
}
@article{BarFischerAlgom2018,
  author    = {Bar, Hofit and Fischer, Martin H. and Algom, Daniel},
  title     = {On the linear representation of numbers},
  series = {Psychological research : an international journal of perception, attention, memory, and action},
  volume    = {83},
  journal   = {Psychological research : an international journal of perception, attention, memory, and action},
  number    = {1},
  publisher = {Springer},
  address   = {Heidelberg},
  issn      = {0340-0727},
  doi       = {10.1007/s00426-018-1063-y},
  pages     = {48 -- 63},
  year      = {2018},
  abstract  = {In the number-to-position methodology, a number is presented on each trial and the observer places it on a straight line in a position that corresponds to its felt subjective magnitude. In the novel modification introduced in this study, the two-numbers-to-two-positions method, a pair of numbers rather than a single number is presented on each trial and the observer places them in appropriate positions on the same line. Responses in this method indicate not only the subjective magnitude of each single number but, simultaneously, provide a direct estimation of their subjective numerical distance. The results of four experiments provide strong evidence for a linear representation of numbers and, commensurately, for the linear representation of numerical distances. We attribute earlier results that indicate a logarithmic representation to the ordered nature of numbers and to the task used and not to a truly non-linear underlying representation.},
  language  = {en}
}
@article{GoebelMcCrinkFischeretal.2018,
  author    = {G{\"o}bel, Silke M. and McCrink, Koleen and Fischer, Martin H. and Shaki, Samuel},
  title     = {Observation of directional storybook reading influences young children's counting direction},
  series = {Journal of experimental child psychology},
  volume    = {166},
  journal   = {Journal of experimental child psychology},
  publisher = {Elsevier},
  address   = {New York},
  issn      = {0022-0965},
  doi       = {10.1016/j.jecp.2017.08.001},
  pages     = {49 -- 66},
  year      = {2018},
  abstract  = {Even before formal schooling, children map numbers onto space in a directional manner. The origin of this preliterate spatial-numerical association is still debated. We investigated the role of enculturation for shaping the directionality of the association between numbers and space, focusing on counting behavior in 3- to 5-year-old preliterate children. Two studies provide evidence that, after observing reading from storybooks (left-to-right or right-to-left reading) children change their counting direction in line with the direction of observed reading. Just observing visuospatial directional movements had no such effect on counting direction. Complementarily, we document that book illustrations, prevalent in children's cultures, exhibit directionality that conforms to the direction of a culture's written language. We propose that shared book reading activates spatiotemporal representations of order in young children, which in turn affect their spatial representation of numbers.},
  language  = {en}
}
@article{WernerRaabFischer2018,
  author    = {Werner, Karsten and Raab, Markus and Fischer, Martin H.},
  title     = {Moving arms},
  series = {Thinking \& Reasoning},
  volume    = {25},
  journal   = {Thinking \& Reasoning},
  number    = {2},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1354-6783},
  doi       = {10.1080/13546783.2018.1494630},
  pages     = {171 -- 191},
  year      = {2018},
  abstract  = {Embodied cognition postulates a bi-directional link between the human body and its cognitive functions. Whether this holds for higher cognitive functions such as problem solving is unknown. We predicted that arm movement manipulations performed by the participants could affect the problem-solving solutions. We tested this prediction in quantitative reasoning tasks that allowed two solutions to each problem (addition or subtraction). In two studies with healthy adults (N=53 and N=50), we found an effect of problem-congruent movements on problem solutions. Consistent with embodied cognition, sensorimotor information gained via right or left arm movements affects the solution in different types of problem-solving tasks.},
  language  = {en}
}
@article{ZhouFischer2018,
  author    = {Zhou, Yuefang and Fischer, Martin H.},
  title     = {Mimicking non-verbal emotional expressions and empathy development in simulated consultations},
  series = {Patient education and counseling},
  volume    = {101},
  journal   = {Patient education and counseling},
  number    = {2},
  publisher = {Elsevier Science},
  address   = {Clare},
  issn      = {0738-3991},
  doi       = {10.1016/j.pec.2017.08.016},
  pages     = {304 -- 309},
  year      = {2018},
  abstract  = {Objective: To explore the feasibility of applying an experimental design to study the relationship between non-verbal emotions and empathy development in simulated consultations. Method: In video-recorded simulated consultations, twenty clinicians were randomly allocated to either an experimental group (instructed to mimic non-verbal emotions of a simulated patient, SP) or a control group (no such instruction). Baseline empathy scores were obtained before consultation, relational empathy was rated by SP after consultation. Multilevel logistic regression modelled the probability of mimicry occurrence, controlling for baseline empathy and clinical experience. ANCOVA compared group differences on relational empathy and consultation smoothness. Results: Instructed mimicry lasted longer than spontaneous mimicry. Mimicry was marginally related to improved relational empathy. SP felt being treated more like a whole person during consultations with spontaneous mimicry. Clinicians who displayed spontaneous mimicry felt consultations went more smoothly. Conclusion: The experimental approach improved our understanding of how non-verbal emotional mimicry contributed to relational empathy development during consultations. Further work should ascertain the potential of instructed mimicry to enhance empathy development. Practice implications: Understanding how non-verbal emotional mimicry impacts on patients' perceived clinician empathy during consultations may inform training and intervention programme development.},
  language  = {en}
}
@article{RonasiFischerZimmermann2018,
  author    = {Ronasi, Golnoush and Fischer, Martin H. and Zimmermann, Malte},
  title     = {Language and Arithmetic},
  series = {Frontiers in psychology},
  volume    = {9},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2018.01524},
  pages     = {12},
  year      = {2018},
  abstract  = {We examined cross-domain semantic priming effects between arithmetic and language. We paired subtractions with their linguistic equivalent, exception phrases (EPs) with positive quantifiers (e.g., "everybody except John") while pairing additions with their own linguistic equivalent, EPs with negative quantifiers (e.g., "nobody except John"; Moltmann, 1995). We hypothesized that EPs with positive quantifiers prime subtractions and inhibit additions while EPs with negative quantifiers prime additions and inhibit subtractions. Furthermore, we expected similar priming and inhibition effects from arithmetic into semantics. Our design allowed for a bidirectional analysis by using one trial's target as the prime for the next trial. Two experiments failed to show significant priming effects in either direction. Implications and possible shortcomings are explored in the general discussion.},
  language  = {en}
}
@article{RonasiFischerZimmermann2018,
  author    = {Ronasi, Golnoush and Fischer, Martin H. and Zimmermann, Malte},
  title     = {Language and Arithmetic},
  series = {Frontiers in Psychology},
  volume    = {9},
  journal   = {Frontiers in Psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2018.01524},
  pages     = {1 -- 12},
  year      = {2018},
  abstract  = {We examined cross-domain semantic priming effects between arithmetic and language. We paired subtractions with their linguistic equivalent, exception phrases (EPs) with positive quantifiers (e.g., "everybody except John") while pairing additions with their own linguistic equivalent, EPs with negative quantifiers (e.g., "nobody except John"; Moltmann, 1995). We hypothesized that EPs with positive quantifiers prime subtractions and inhibit additions while EPs with negative quantifiers prime additions and inhibit subtractions. Furthermore, we expected similar priming and inhibition effects from arithmetic into semantics. Our design allowed for a bidirectional analysis by using one trial's target as the prime for the next trial. Two experiments failed to show significant priming effects in either direction. Implications and possible shortcomings are explored in the general discussion.},
  language  = {en}
}