Treatment x verbal ability interaction replicated only after excluding the high-variance middle ability group (Experiment 2)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 1978 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? When the middle verbal ability group was eliminated, Experiment 2 showed a significant Treatment x Verbal ability interaction, mirroring Experiment 1's finding. → Marli E.D.A. Andre and Thomas H. Anderson 1978

Evidence¶

Marli E.D.A. Andre and Thomas H. Anderson 1978¶

Marli E.D.A. Andre and Thomas H. Anderson. (1978). The Development and Evaluation of a Self-Questioning Study Technique. Center for the Study of Reading Technical Report No. 87. https://eric.ed.gov/?q=The+Development+and+Evaluation+of+a+Self-Questioning+Study+Technique

q3 · i? · causal · r2

Post hoc ANOVA in Experiment 2 with three treatment groups, two verbal ability groups (middle eliminated), and two item types. The Treatment x Verbal ability interaction was significant, F(2,40) = 3.81, p < .05, along with main effects for treatment and verbal ability.

"This analysis yielded the following results: a significant interaction between treatment and verbal ability, F(2,40) = 3.81, p < .05; a significant interaction between item type and verbal ability F(1,40) = 15.20, p < .005;"

Discussion¶

Learner Variables¶

• General Cognitive Ability — moderator: an instructional effect differs with it

Related Claims¶

• Self-questioning during study benefits low verbal ability high school students more than high verbal ability students (Experiment 1) — possibly the same claim (merge candidate)
• Ability moderates the hierarchical-organization advantage: low-ability subjects showed no significant benefit, while medium-ability subjects did — related