Gebuis, T. & Reynvoet, B.
Laboratory of Experimental Psychology, Katholieke Universiteit Leuven
It has been suggested that proficiency in approximating numerosities is related to mathematical abilities. Insights in numerosity processing could therefore be of great value for intervention studies for children that have difficulties with mathematics. To date, many studies try to unravel the mechanisms underlying our ability to approximate numerosities. Most of these studies focus on the higher order stages of numerosity processing while paying little attention to the visual processes preceding numerosity processing. This is a potential problem as numerosity stimuli and their visual properties are highly correlated. To account for this problem, numerosity stimuli are generally created in such a manner that their visual properties are uninformative about number. Using electroencephalography data I demonstrate certain weaknesses of the predominant method and offer possibilities for improvements. First I present data revealing that visual cues can exert influence on event-related components that mimic results generally attributed to numerosity. Next I will show that when these visual cues are properly controlled, no significant effects of numerosity remain. Last, I will directly compare the event-related components related to passive viewing and approximation of numerosity.