Behavioural letter recognition improves more after printing than visual-only training, but not significantly¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Letter recognition showed only a trend toward a training-group by pre/post interaction (F(1,5) = 5.0, p < .07, partial eta squared = .50); the sensori-motor group improved (M = 7.5 to 8.0) while the control group stayed the same. → James 2010

Evidence¶

James 2010¶

James, K. H. (2010). Sensori-motor experience leads to changes in visual processing in the developing brain. Developmental Science, 13(2), 279-288. https://doi.org/10.1111/j.1467-7687.2009.00883.x

q3 · i? · causal · r1

Four-alternative forced-choice letter identification administered each training session in the same twelve children. The interaction fell short of significance ("p < .07, partial eta squared = .50"); means were descriptive only (experimental 7.5 to 8.0; control 7.8 unchanged). Equivalence was not tested.

"Behavioural results measured before and after training revealed a trend towards an interaction among training group and pre-and post-training letter recognition (F(1,5) = 5.0, p < .07, partial eta squared = .50)."

Discussion¶

Learner Variables¶

• Visual Processing — outcome: instruction changes it

Related Claims¶

• Printing (sensori-motor) training, but not visual-only training, increases left posterior fusiform activation during letter perception in pre-school children — related
• Printing training increases letter response in right anterior fusiform but produces no change in right posterior fusiform — related
• Printing training increases letter-evoked activation in left anterior fusiform gyrus of pre-school children — related