After the intervention, the intervention group scored significantly higher than the control group on the Cognitive Scale, with no between-group differences before the intervention¶

Claim · All claims
Evidence · 2 studies · 2 causal r1 · q2
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The intervention group scored significantly higher than the control group on the Cognitive Scale after the intervention (U = 732, Z = 3.32, p < 0.01), whereas the groups did not differ significantly before it. → van Eeden 2017 q2 i? No significant between-group differences were found before the intervention on any of the cognitive subscales, indicating the groups were matched in ability at baseline. → van Eeden 2017 (2)

Evidence¶

van Eeden 2017¶

van Eeden, R. & van Vuuren, J., 2017, 'The cognitive processing potential of infants: Exploring the impact of an early childhood development programme', South African Journal of Childhood Education 7(1), a499. https://doi.org/10.4102/sajce.v7i1.499

q2 · i? · causal · r1

Mann–Whitney U comparison of the intervention (N = 29) and control (N = 34) groups after the intervention. The article reports the intervention group "scored significantly higher after the intervention on the Cognitive Scale"; no effect size is printed.

"However, Table 4 shows that the intervention group scored significantly higher after the intervention on the Cognitive Scale ( U = 732, Z = 3.32, p < 0.01)."

van Eeden 2017 (2)¶

van Eeden, R. & van Vuuren, J., 2017, 'The cognitive processing potential of infants: Exploring the impact of an early childhood development programme', South African Journal of Childhood Education 7(1), a499. https://doi.org/10.4102/sajce.v7i1.499

q2 · i? · causal · r1

Baseline Mann–Whitney U comparisons on all three cognitive subscales for the full sample of 63 infants confirmed the groups were matched in terms of ability before the programme began; all p-values were non-significant.

"As seen in Table 3, no significant differ ences were found before the intervention on any of the subscales (Cognitive Scale U = 482, Z = -0.16; p = 0.83; Language Scale U = 507, Z = 0.19, p = 0.85; Motor Scale U = 582, Z = 1.23, p = 0.22)."

Discussion¶

Related Claims¶

• Infants exposed to the Numbers in Nappies programme showed a statistically significant increase on the BSID (III) Cognitive Scale from before to after the intervention — related
• The experimental and control groups were homogeneous in grammar knowledge before the intervention — related
• The Numbers in Nappies programme showed no statistically significant effect on the Language or Motor scales of the BSID (III) — related
• Social–emotional functioning of intervention infants rose numerically from the high to the very superior range after the programme, which the authors attribute to added parent stimulation — related