No interaction effect of executive functions and theory of mind on semantic fluency in preschool children¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The EF × TOM interaction on semantic fluency was not statistically significant (F=0.21, p=.88). → Biscevic 2018

Evidence¶

Biscevic 2018¶

Biscevic, I., Pasalic, A., & Memisevic, H. (2018). The effects of executive functions and theory of mind on semantic fluency in preschool children. Problems of Education in the 21st Century, 76(1). https://www.scientiasocialis.lt/pec/ doi:10.33225/pec/18.76.21

q3 · i? · associational · r1

The two-way ANOVA's interaction term (EF * TOM, df=1) printed in Table 2 shows F=0.21, p=.88; the article reports "lack of interaction effects of EF and TOM on semantic fluency". No effect size is printed.

"The table also shows lack of interaction effects of EF and TOM on semantic fluency."

Discussion¶

Learner Variables¶

• Self-Regulation — moderator: an instructional effect differs with it
• Executive Function — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — the general claim this finding bears on, with the studies behind it
• Executive function performance significantly predicts semantic fluency in preschool children — related
• Preschool children who pass both EF and TOM tests score significantly higher on semantic fluency than children who fail both — related
• Theory of mind effect on semantic fluency in preschool children is statistically non-significant but approaches significance — related
• Executive function at age 3 predicts theory of mind at age 4, controlling for gender, income-to-needs, and receptive language — related