Children with lower pre-test executive function and social cognition skills improve more, while attendance, teacher involvement, age and school year do not predict gains¶

Claim · All claims
Evidence · 2 studies · 2 causal r2 · q3 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Change in the EF factor correlated negatively with EF factor at pre-test (r = −0.457) and change in the social cognition factor with social cognition at pre-test (r = −0.535), both p < 0.001. → Honoré N 2020 q3 i? All other correlations with age, school year, attendance, teacher involvement, years of service and family characteristics were non-significant. → Honoré N 2020 (2)

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 · i3 · causal · r2

Correlational analysis on factorial change scores computed from pre-test principal component analyses of four EF tasks and two social cognition tasks (KMO = 0.56 and 0.50); Table 10 prints r = −0.457 and r = −0.535, both p < 0.001.

"The correlational analyses ( Table 10 ) showed a significant negative correlation between the change in the EF factor and the EF factor at pre-test as well as between the change in the social cognition factor and the social cognition factor at pre-test."

Honoré N 2020 (2)¶

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

The same correlational analysis tested teacher and child characteristics as moderators of gain; none besides pre-test level was significant, so neither attendance nor teacher involvement predicted improvement.

"However, the other correlations are non-significant, which means that the change in EF and social cognition does not depend on the age and school year of the children, the number of sessions they attended, or the intensity of their teacher's involvement in the project or their number of years of service."

Discussion¶

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