Comprehension ratings diverge across training conditions over repeated passages, with a significant condition-by-trial interaction¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? A repeated measures ANOVA on comprehension ratings showed a significant effect of paragraph diversity and a significant paragraph condition × trial number interaction. → Johns 2016
Evidence¶
Johns 2016¶
Johns, B. T., Dye, M., & Jones, M. N. (2016). The influence of contextual diversity on word learning. Psychonomic Bulletin & Review. https://doi.org/10.3758/s13423-015-0980-7
q3 · i? · causal · r2
During the study phase, subjects rated each passage's comprehensibility. "A 2 (paragraph condition) × 5 (trial number) repeated measures ANOV A revealed a significant effect of paragraph diversity" plus a significant interaction; ratings for high-variability passages were systematically lower after the first passage. No standardized effect size printed.
"A 2 (paragraph condition) × 5 (trial number) repeated measures ANOV A revealed a significant effect of paragraph diversity [F(1,86) = 110.26, p < 0.001], a small effect of trial number [F(1,86) = 2.377, p = 0.05], and a significant interaction [F(4,344) = 4.565, p = 0.001]."
Discussion¶
Related Claims¶
- Repeated measures ANOVA shows significant time-of-testing effect and significant time-by-group interaction on word-problem scores — related
- In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — related
- SRL interventions in a four-week online mathematics preparation course did not significantly change the mathematics overall score (interaction marginal), while the mathematics focus score on self-chosen chapters showed a statistically significant group by time interaction — related
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Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
comprehension-ratings-diverge-by-contextual-variability |
title |
Comprehension ratings diverge across training conditions over repeated passages, with a significant condition-by-trial interaction |
description |
Comprehension ratings diverge across training conditions over repeated passages, with a significant condition-by-trial interaction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — johns-2016 |
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