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Investigates the SNARC effect in relation to cognitive load and math skills, suggesting implications for learning strategies.
The spatial–numerical association of response codes (SNARC) effect refers to the phenomenon in which responses to small numbers are faster when the left hand is used, and responses to large numbers are faster when the right hand is used. Existing research has shown that cognitive load, such as memory load, is crucial in forming the SNARC effect, and the SNARC effect is smaller for math-skilled individuals than for those with low mathematical skills. However, the underlying mechanisms of how cognitive load and mathematical proficiency affect the SNARC effect remain unclear. This study employed a one-back number comparison task in which participants were asked to compare the current number with the N-1 number under a low or high cognitive load. The results showed that participants with low mathematical skills exhibited the SNARC effect under both cognitive loads. In contrast, participants with high mathematical skills showed the SNARC effect only under the high-load condition. These findings suggest that mathematical proficiency might be beneficial for individuals in resolving conflicts in the spatial–numerical association, but this advantage disappears under a high cognitive load.
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Zhang et al. (2026) studied this question.
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