The classroom training improves Theory of Mind performance¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Improvement on the ToM task battery was significantly greater in the experimental group (2.09 ± 2.24) than in the control group (1.52 ± 2.25; interaction η² = 0.016). → Honoré N 2020

Evidence¶

Honoré N 2020¶

Honoré N, Houssa M, Volckaert A, Noël M-P and Nader-Grosbois N (2020) Training Inhibition and Social Cognition in the Classrooms. Front. Psychol. 11:1974. https://doi.org/10.3389/fpsyg.2020.01974

q3 · i1 · causal · r2

Repeated-measures ANOVA on 121 experimental and 120 control children; the group×time interaction on the 15-question ToM battery was significant (F = 3.95, p = 0.048, η² = 0.016), a small effect.

"These results reveal a significantly greater improvement in the experimental group (2.09 ± 2.24) than in the control group (1.52 ± 2.25) for the ToM task battery (Figure 4)"

Discussion¶

Related Claims¶

• The classroom training is associated with a greater DCCS flexibility gain in the experimental group, though the printed ANOVA table reports a non-significant interaction — related
• The classroom training improves inhibitory control as measured by the Tongue Task — related