Theory of mind effect on semantic fluency in preschool children is statistically non-significant but approaches significance¶
Claim · All claims
Evidence · 1 study · associationalr1·q3
Currency · newest study 2018 · 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.
q3 i? The effect of TOM (Sally-Anne pass/fail) on semantic fluency was statistically non-significant, approaching significance (p=.06). → 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
In the same two-way ANOVA of 116 preschool children, the TOM main effect (Sally-Anne pass/fail) did not reach the p<.05 threshold; Table 2 prints p=.06. The article reports no effect size, so no magnitude is claimed.
"TOM was not statistically significant, but this value needs to be interpreted cau- tiously as it almost reached statistical significance."
Discussion¶
Related Claims¶
- Executive function performance significantly predicts semantic fluency in preschool children — related
- No interaction effect of executive functions and theory of mind on 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tom-marginal-non-significant-semantic-fluency |
title |
Theory of mind effect on semantic fluency in preschool children is statistically non-significant but approaches significance |
description |
Theory of mind effect on semantic fluency in preschool children is statistically non-significant but approaches significance |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — biscevic-2018 |
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