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Most People Often Laugh At DDR1 - But Now We Laugh At Them

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Pressbox (Press Release) - Older www.selleckchem.com/products/ABT-888.html children were accurate more frequently than younger children, X2(4) = 24.71, p <0.001, M4= 2.70, SD4 = 1.20, M5 = 3.39, SD5 = 0.98. There were

no significant differences based on learning condition, X2(8) = 6.37, p = 0.61. Second, we examined children��s accuracy on the metacognitive certainty scale responses. For the metacognitive questions after each within-subjects condition, children were asked who they thought provided more right answers and how sure they were about this selection. Responses were converted to a 6-point scale, with six indicating certainty that the knowledgeable informant provided the most right answers and 1 indicating certainty that the inaccurate/guesser informant provided the most right answers. A 3 (learning Temozolomide condition) �� 2 (age group) ANOVA on the metacognitive certainty scale responses was conducted. There was a main effect of age group, F(1,182) = 10.03, p = 0.002, ��p2 = 0.052; older children were more confident in an accurate direction than younger children, M4 = 4.89, SD4 = 1.29, M5 = 5.42, SD5 = 1.01. There was also a main effect of learning condition, F(2,182) = 4.86, p = 0.009, ��p2 = 0.051. Post hoc tests with Bonferroni correction found that children were significantly more confident in the correct informant in the

tell condition than in the show condition, Mtell = 5.50, SDtell = 0.85, Mshow = 4.88, SDshow = 1.36, p = 0.011. Performance on the show & tell condition was somewhere between these two conditions, Mshow&tell = 5.09, SDshow&tell =

1.24. The interaction between learning condition and age group was not significant, F(2,182) = 0.17, p = 0.85. See Figure ?Figure22. FIGURE 2 Mean scores (possible range 1-6, where higher numbers indicate greater certainty toward the correct informant) on the metacognitive certainty scale for 4- and 5-year-olds for the three learning conditions. Understanding What and How Much to Ask Asking Effective Questions The vast majority of children��s questions were effective (?90%) rather than ineffective. This appears to mirror past work using a similar paradigm (?87%; see Mills et al., 2011). The most common effective question by far was about a property of the item such as color or shape (75% of effective questions), although children also sometimes asked about the item��s function (22% of effective DDR1 questions). Although ineffective questions were rare, the most common ineffective questions were either a ��why�� question that did not help children gather information to solve the problem (e.g., ��why is that cat brown?��; 35% of ineffective questions) or a direct question regarding which item was inside the box, which we had explicitly stated could not be answered (e.g., ��what��s in the box?��; 35% of ineffective questions). To move forward with analyses, we first calculated the percentage of children��s effective questions out of the total number of questions. Both the number and the percentage of effective questions were not normally distributed (Shapiro�CWilks, both ps <0.

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