Finger-Number Interaction

Abstract

Recent findings have shown that processing numerical magnitude may interact with finger movements through goal-directed movements. Here we tested these number-finger interactions in a response-effect (R-E) paradigm. During a learning phase, participants read meaningless consonant-vowel (CV) syllables immediately followed by unrelated opening or closing finger movements; during a transfer test, they again named these CV syllables in response to processing a small or a large number. The results showed that responding to a large magnitude number during the transfer phase was slower in an incompatible situation, that is, when the answer was the CV syllable that had been associated to a grip closure during the learning phase. This interference effect demonstrates that ideomotor principles can account for the link between the meaning of numbers and the perception of actions through an anticipated-magnitude code.