The training shows no significant transfer to academic learning tasks, with only a marginal post-test advantage in number conservation¶

Claim · All claims
Evidence · 2 studies · 2 causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? No significant group×time interaction emerged for any academic task; a post-hoc t-test showed only a marginal difference in the Number Conservation Task (K3), t = 1.85, p = 0.067, favouring the experimental group. → Honoré N 2020 q3 i? Post-test comparison in number conservation: experimental 1.31 ± 1.71 vs control 0.79 ± 1.33. → Honoré N 2020 (2)

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 · i? · causal · r2

Repeated-measures ANOVAs on language (K3 and P1), number conservation, additions (K3) and arithmetic problems (P1) found no significant group×time interaction; equivalence was not tested.

"The repeated-measures analyses revealed no significant interaction effect between test time and group for any of the tasks assessing academic learning ( Table 7 )."

Honoré N 2020 (2)¶

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 · i? · causal · r2

Post-hoc independent-samples t-tests on post-test scores, justified by equivalent pre-test performance; only the K3 number conservation comparison was marginal (t = 1.85, p = 0.067), with no effect size printed.

"indicate a marginal difference between the two groups in the Number Conservation Task (K3), with a higher score in the experimental group (1.31 ± 1.71) than in the control group (0.79 ± 1.33)."

Discussion¶

Related Claims¶

• Processing speed showed no significant group × time interaction, with only a marginal intervention advantage at 4 weeks — related
• The training group outperforms controls on social problem resolution, with a significant group effect and a marginal interaction — related
• Symbolic number magnitude training, but not non-symbolic training, significantly improves preschoolers' exact arithmetic — related
• Symbolic training transfers to the auditory modality, improving spoken number-word magnitude comparison — related
• Trained students outperformed controls at selecting the more reliable of two contradictory texts, at both post-tests — related