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¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? The text reports a greater performance increase in the experimental (1.48 ± 2.87) than the control (0.70 ± 2.86) group on the DCCS, while Table 6 prints a non-significant interaction (F = 0.30, p = 0.583). → 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 · i? · causal · r2
Repeated-measures ANOVA on 108 experimental and 100 control children. The text claims a significant interaction and counts DCCS among the tasks showing the program "was effective at improving children's EF capacities", but Table 6 prints F = 0.30, p = 0.583 for this interaction.
"Finally, in the DCCS task, we observed a greater increase of performance in the experimental (1.48 ± 2.87) than in the control (0.70 ± 2.86) group (Figure 3)."
Discussion¶
Related Claims¶
- CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post
- The training group outperforms controls on social problem resolution, with a significant group effect and a marginal interaction — related
- The classroom training improves Theory of Mind performance — related
- The classroom training improves inhibitory control as measured by the Tongue Task — related
- Metacognitive reflection training improves young children's DCCS performance, with behavioral and neural changes — related
- A 45-minute prompt-based programming lesson produced greater pre-to-post gains in Promptly problem solving than a code-tracing control, though not statistically significant — related
- DCCS training in preschoolers transfers to false-belief understanding — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dccs-flexibility-gain-training-group |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — honoré-n-2020 |
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