Training effects on flexibility and word problem solving are delayed, appearing at four-week follow-up but not directly after the training¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2024 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Training effects on both outcomes were not significant directly after the training, but emerged at follow-up. → Laura Gabler 2024

Evidence¶

Laura Gabler 2024¶

Laura Gabler, Stefan Ufer. (2024). Training flexibility in dealing with additive situations. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.101902

q2 · i? · causal · r?

The authors' summary of the pre-to-post contrasts for both outcomes, which were descriptively smaller and non-significant, while follow-up effects were significant. No effect size is printed for the immediate contrast in this sentence.

"Training effects on both outcomes were not significant directly after the training. This is of particular interest, since sustained effects are rarely investigated or found in research on word problem solving (Lein et al., 2020)."

Discussion¶

Learner Variables¶

• Mathematical Flexibility — outcome: instruction changes it

Related Claims¶

• Training restructuring strategies improves grade-2 students' word problem solving skills at four-week follow-up relative to a control group — related
• Descriptively, the experimental group's strongest word problem solving gains from pretest to follow-up appeared for compare problems — related
• Three weeks of explicit language-focused strategy instruction produced no significant word-problem gain in this study — related
• Interleaved practice yields lasting learning effects at delayed posttests in spelling and second-language grammar — a broader claim this one bears on
• Training restructuring strategies fosters grade-2 students' flexibility in dealing with additive situations relative to a control group, with stronger growth at follow-up — related