Performance trajectories diverge over time: the simultaneous condition improves after instruction while sequential conditions hold or decline¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A significant condition × time point interaction shows the timing conditions followed different trajectories across the three sessions. → Congdon Eliza L. 2017 q3 i? Within the simultaneous condition, performance improved significantly from immediate test to next-day follow-up; in the sequential conditions performance did not improve and by some measures worsened. → Congdon Eliza L. 2017 (2)

Evidence¶

Congdon Eliza L. 2017¶

Congdon Eliza L., Novack Miriam A., Brooks Neon, Hemani-Lopez Naureen, O'Keefe Lucy, Goldin-Meadow Susan. (2017). Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.03.005

q3 · i? · causal · r2

Omnibus mixed-effects model collapsed across problem type (Figure 3) testing condition, time point, and their interaction; only the interaction was significant, indicating diverging trajectories rather than an overall condition difference.

"An initial model with condition, time point, and their interaction as fixed effects, and participant as a random effect, revealed a significant interaction between condition and time point (χ2 (4) = 19.99, p < .001). Neither the main effect of time point, nor the main effect of condition was significant on its own (time point: χ2 (2) = 4.68, p = .10; condition: χ2 (2) = 2.71, p =.26)."

Congdon Eliza L. 2017 (2)¶

Congdon Eliza L., Novack Miriam A., Brooks Neon, Hemani-Lopez Naureen, O'Keefe Lucy, Goldin-Meadow Susan. (2017). Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.03.005

q3 · i? · causal · r2

Follow-up logistic regressions per condition: the simultaneous group improved over time, whereas the speech-then-gesture group worsened significantly between immediate test and four-week follow-up (β = −0.67, p = .032) and the speech-then-speech group worsened at both delays.

"Within the S G condition, children's performance improved over time: Children in this condition performed significantly better at next day follow-up than at immediate test (β = 0.82, z = 2.46, p = .01), and marginally better at four week follow-up than at immediate test (β = 0.64, z = 1.92 p = .055)."

Discussion¶

Learner Variables¶

• Time and Continuity — moderator: an instructional effect differs with it

Related Claims¶

• Simultaneous and sequential instruction produce no immediate differences in solving basic or generalization math equivalence problems — related
• Using two modalities per se does not drive the benefit: sequential speech-then-gesture instruction performed no better than speech-only instruction — related
• Third graders taught with simultaneous speech and gesture retain math equivalence problems better at a one-day delay than children taught the same strategies sequentially — related
• The simultaneous speech-and-gesture advantage on math equivalence persists at a four-week delay on both basic and generalization problems — related
• Simultaneous speech-and-gesture instruction increases children's spoken use of the conceptual Equalizer strategy, which post-hoc mediates lasting learning — related