The training group outperforms controls on social problem resolution, with a significant group effect and a marginal interaction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Across testing times the experimental group scored higher on the RES (5.34 ± 0.76) than the control group (5.04 ± 0.87; group effect η² = 0.044), and the interaction was marginal (p = 0.069). → Honoré N 2020

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 · i2 · causal · r2

Repeated-measures ANOVA on 121 experimental and 119 control children on the Social Problem Resolution Task; the group effect was significant (F = 10.92, p = 0.001, η² = 0.044) and the group×time interaction marginal (F = 3.34, p = 0.069, η² = 0.014).

"Significant effects of group were observed in the RES [with higher performance in the experimental group (5.34 ± 0.76) than in the control group (5.04 ± 0.87)]"

Discussion¶

Related Claims¶

• The training shows no significant transfer to academic learning tasks, with only a marginal post-test advantage in number conservation — related
• The classroom training is associated with a greater DCCS flexibility gain in the experimental group, though the printed ANOVA table reports a non-significant interaction — related
• Repeated measures ANOVA shows significant time-of-testing effect and significant time-by-group interaction on word-problem scores — related