No differences in attention span based on sex were found or expected in this age group¶
Claim · All claims
Evidence · 1 study · causalr1·q1
Currency · newest study 2016 · 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.
q1 i? The article reports that differences based on sex were not provided because gender roles do not settle at this age. → Altun 2016
Evidence¶
Altun 2016¶
Altun, M., Hazar, M., & Hazar, Z. (2016). Investigation of the Effects of Brain Teasers on Attention Spans of Pre-School Children. International Journal of Environmental & Science Education, 11(15), 8112-8119. http://creativecommons.org/licenses/by/4.0/
q1 · i? · causal · r1
Authors' interpretation in the discussion section, citing Davies and Parasuraman (1982) via Yaycı (2007) that attention is affected by age rather than sex; no statistical test of sex differences is reported in the article.
"As gender roles do not settle in this age group, differences based on sex were not provided. According to Davies and Parasuraman (1982), attention is affected by the varia ble of age rather than sex"
Discussion¶
Learner Variables¶
- Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- The between-group comparison favored the brain teasers curriculum over the National Education Ministry Pre-School curriculum for attention spans — related
- Male and female WM growth trajectories do not differ: sex-by-age interactions are non-significant after multiple-comparison correction — related
- Sex-specific subgroup models show the same functional forms for boys and girls, though cubic coefficients for boys were not significant after correction — related
- The mediated EC-achievement model is not moderated by children's sex, age, or SES — related
- Exploratory moderation analyses found no significant moderators (age, gender, SES, baseline self-control, baseline life events) of the life events–self-control relation — related
- The PSU–achievement relationship is not significantly moderated by sex, region, age, year of publication, study quality, achievement indicator, PSU assessment format, or publication status — related
- The simulation advantage and interest differences hold across subgroups of age, gender, school form, and grade — related
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