The KITS intervention produced no significant group differences in the ERN or Pe on incorrect trials, nor in behavioral task performance¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Neither the main effect for group nor any interactions were significant for the ERN on incorrect trials. → McDermott 2017 q3 i? For the Pe on incorrect trials, there were no significant main or interaction effects. → McDermott 2017 (2) q3 i? There was neither a significant main effect of group nor a significant time x group interaction on behavioral accuracy. → McDermott 2017 (3)

Evidence¶

McDermott 2017¶

McDermott, J. M., Pears, K. C., Bruce, J., Kim, H. K., Roos, L. E., Yoerger, K., & Fisher, P. A. (2017). Improving Kindergarten Readiness in Children with Developmental Disabilities: Changes in Neural Correlates of Response Monitoring. Applied Neuropsychology: Child. https://doi.org/10.1080/21622965.2017.1286239

q3 · i? · causal · r2

RM-ANOVA on response-locked ERN for incorrect trials in the RCT ERP subsample. Only a time trend emerged; no group effect or interactions were significant. The authors note the ERN was not clearly delineated at T1 in this sample.

"The main effect for time showed a trend toward significance with a more negative ERN at T2 (M = -0.76 µV, SD = 7.45 µV) compared to T1 (M = 1.46 µV, SD = 6.55 µV). Neither the main effect for group nor any of the interactions were significant."

McDermott 2017 (2)¶

McDermott, J. M., Pears, K. C., Bruce, J., Kim, H. K., Roos, L. E., Yoerger, K., & Fisher, P. A. (2017). Improving Kindergarten Readiness in Children with Developmental Disabilities: Changes in Neural Correlates of Response Monitoring. Applied Neuropsychology: Child. https://doi.org/10.1080/21622965.2017.1286239

q3 · i? · causal · r2

RM-ANOVA on the Pe for incorrect trials in the same subsample found no significant main or interaction effects, so the intervention did not change this internal error-processing component.

"For the incorrect trials, there were no significant main or interaction effects."

McDermott 2017 (3)¶

McDermott, J. M., Pears, K. C., Bruce, J., Kim, H. K., Roos, L. E., Yoerger, K., & Fisher, P. A. (2017). Improving Kindergarten Readiness in Children with Developmental Disabilities: Changes in Neural Correlates of Response Monitoring. Applied Neuropsychology: Child. https://doi.org/10.1080/21622965.2017.1286239

q3 · i? · causal · r2

RM-ANOVA on percent correct on the flanker task (congruent vs. incongruent, T1 vs. T2) in the RCT subsample. Contrary to hypotheses, "neither a significant main effect of" group nor a significant time x group interaction emerged; equivalence was not tested.

"There was neither a significant main effect of Running head: IMPROVING KINDERGARTEN READINESS IN CHILDREN 18 group nor a significant interaction of time x group."

Discussion¶

Related Claims¶

• Children's flanker-task accuracy improved over the summer and showed the expected congruency effect, regardless of intervention group — related
• Growth mindset is unrelated to the ERN (early, automatic error-processing component) in children — related
• Growth mindset endorsement is associated with larger Pe amplitude (greater attention to errors) in school-aged children — related
• Growth mindset endorsement is associated with higher post-error accuracy but not post-correct accuracy in children — related