Lincoln Colling1, Dénes Szűcs1, Damiano De Marco2,1, Krzysztof Cipora3, Rolf Ulrich3, Hans‐Christoph Nuerk3, Mojtaba Soltanlou3, Donna Bryce3, Sau-Chin Chen4, Philipp A. Schroeder5, Dion T. Henare6, Christine K. Chrystall6, Paul M. Corballis6, Daniel Ansari7, Celia Goffin7, H. Moriah Sokolowski7, Peter Hancock8, Ailsa E. Millen8, Steve Langton8, Kevin J. Holmes9, Mark S. Saviano9, Tia A. Tummino9, Oliver Lindemann10, Rolf A. Zwaan10, Jiří Lukavský11, Adéla Becková12, Marek Vranka12, Simone Cutini2, Irene C. Mammarella2, Claudio Mulatti2, Raoul Bell13, Axel Buchner13, Laura Mieth13, Jan Philipp Röer14,3, Elise Klein15, Stefan Huber15, Korbinian Moeller3,15, Brenda Ocampo16, Juan Lupiáñez17, Javier Ortiz-Tudela17, Juanma de la Fuente17, Julio Santiago17, Marc Ouellet17, Edward M. Hubbard18, Elizabeth Y. Toomarian18, Remo Job19, Barbara Treccani19, Blakeley B. McShane20
1Department of Psychology, University of Cambridge
2Department of Developmental Psychology, University of Padova
3Department of Psychology, University of Tübingen
4Department of Human Development and Psychology, TzuChi University
5Department of Psychiatry and Psychotherapy, University of Tübingen
6School of Psychology, University of Auckland
7Department of Psychology & Brain and Mind Institute, The University of Western Ontario REGISTERED REPLICATION REPORT
8Psychology, Faculty of Natural Sciences, University of Stirling, Stirling, UK
9Department of Psychology, Colorado College
10Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, Netherlands
11Institute of Psychology of the Czech Academy of Sciences
12Department of Psychology, Faculty of Arts, Charles University
13Department of Experimental Psychology, Heinrich Heine University Düsseldorf
14Department of Psychology and Psychotherapy, Witten/Herdecke University
15LeibnizInstitut für Wissensmedien, Tübingen
16School of Psychology, The University of Queensland
17Research Center for Mind, Brain, and Behavior, University of Granada
18Department of Educational Psychology, University of WisconsinMadison
19Department of Psychology and Cognitive Science, University of Trento
20Kellogg School of Management, Northwestern University
Tóm tắt
The attentional spatial-numerical association of response codes (Att-SNARC) effect (Fischer, Castel, Dodd, & Pratt, 2003)—the finding that participants are quicker to detect left-side targets when the targets are preceded by small numbers and quicker to detect right-side targets when they are preceded by large numbers—has been used as evidence for embodied number representations and to support strong claims about the link between number and space (e.g., a mental number line). We attempted to replicate Experiment 2 of Fischer et al. by collecting data from 1,105 participants at 17 labs. Across all 1,105 participants and four interstimulus-interval conditions, the proportion of times the effect we observed was positive (i.e., directionally consistent with the original effect) was .50. Further, the effects we observed both within and across labs were minuscule and incompatible with those observed by Fischer et al. Given this, we conclude that we failed to replicate the effect reported by Fischer et al. In addition, our analysis of several participant-level moderators (finger-counting habits, reading and writing direction, handedness, and mathematics fluency and mathematics anxiety) revealed no substantial moderating effects. Our results indicate that the Att-SNARC effect cannot be used as evidence to support strong claims about the link between number and space.
