Exam effects on unrelated graphical memory show no gender differences¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2018 · 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? Two-way ANOVAs found a significant main effect of control type but no main effect of gender and no interaction for exam effects on Memory Index. → P. Lopes da Cunha 2018
Evidence¶
P. Lopes da Cunha 2018¶
P. Lopes da Cunha, D. Ramirez Butavand, L. B. Chisari, F. Ballarini and H. Viola (2018). Exams at classroom have bidirectional effects on the long-term memory of an unrelated graphical task. npj Science of Learning 3:19. https://doi.org/10.1038/s41539-018-0036-7
q3 · i? · causal · r2
Two-way ANOVA (control type CTRw/CTRs × gender M/F) on Memory Index showed only a main effect of control type; gender and interaction effects were non-significant. Exam-induced increments and decrements were also similar for M and F students (e.g., +1 h weak: exam F(1,56) = 11.89, p < 0.01; gender p = 0.84).
"We found a signi ficant main effect of control type, F(1,258) = 57.13, p < 0.0001, but no main effect of gender, F(1, 258) = 0.02, p = 0.88, neither signi ficant interaction, F(1, 258) = 1.97, p = 0.16."
Discussion¶
Learner Variables¶
- Gender — moderator: an instructional effect differs by group
Related Claims¶
- An exam taken 1 h after copying improves long-term retention of weakly learned graphical material — related
- The overall gender difference across the six graphical languages is statistically significant after controlling for non-verbal ability — related
- The nap effect on encoding is consistent across male and female students, with a significant main effect of group — related
- Gender and baseline performance show no significant main effects or interactions with time on long-term training aftereffects, though descriptively the sustainability of effects was higher in the male group — related
- A classroom exam bidirectionally modulates 24-h retention of an unrelated graphical task depending on when it occurs relative to learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
exam-ltm-effects-no-gender-differences |
title |
Exam effects on unrelated graphical memory show no gender differences |
description |
Exam effects on unrelated graphical memory show no gender differences |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — p-lopes-da-cunha-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.