They also observed no significant effect of listener aptitude on learning success: there was an overall trend for listeners with greater perceptual aptitude (i.e., those who performed better on a pre-test discrimination task) to improve more over the course of the training.
The second research question was: (RQ2) When examining the hierarchical effects of CL on students’ learning outcomes in a cross-domain analytical framework (affective, cognitive, physical, social), how does the measurable effect trend? The meta-analytic findings revealed that the effect of CL on students’ learning outcomes exhibited statistically significant differences across learning domains in PE: The highest standardized ES was observed for social domain (0.612), followed by a decreasing trend for cognitive (ES = 0.589), physical (ES = 0.471) and affective (ES = 0.304) domains.
The dimension Volitional Control consistently exhibited a highly significant reduction, aligning with the expected dream-like experiences during flotation-REST (see Flotation-REST ).
Switch predictability produced a marginally significant effect, showing participants made more errors under the high switch predictability condition than the low switch predictability condition.
The interaction between RTC and Diversity revealed a marginally significant trend that cultural change for conformists occurred to the greatest degree in the combination of High RTC and High Diversity, as indicated by F (4, 216) = 2.31, p < 0.059, η 2 = 0.041 (see Figure 3B ). 4.2.3.
Although both the endurance and the resistance groups showed lower mean absolute increase in response to stress than the untrained group, the group effect fell short of significance.
Additionally, across three different levels of peer relationships, the mediating effect of the parent–child relationship also exhibits a decreasing trend (refer to Table 5 ).
The t -test results yielded a T-statistic of 11.31 and a P -value of 0.00035, indicating that the observed difference in attendance rates between the two methods is highly significant (well below the common significance threshold of 0.05).
There was also an overall trend toward decreasing the number of steps in the knot-tying process when comparing the original stimuli to the knots demonstrated by the last participant, though this did not reach statistical significance.
A study examining the differences in cerebral hemispheric activation associated with different hedonic responses to a single compound at low concentrations showed a decreasing trend in alpha associated with the liking response ( Owen and Patterson, 2002 ).
Proactive control showed a trend of improvement after an 8-week mindfulness practice for the training group; however, enhanced reactive control for the training and control groups could not be attributed directly to the 8-week mindfulness practice.
An increasing trend was observed between MD + 2 to MD-1 in task specificity, number of players and space (see Figure 2 ); on the other hand, the highest time pressure, decision-making and competitive stimulus are found in sessions MD-3 and MD-2 presenting a parabolic trend throughout the microcycle.
Although our data showed a trend for decreased error on KR versus no-KR trials during the second half of practice (for the Self-After, Self-Both, Yoked-Before, and Yoked-After groups), these differences were not statistically significant (see Table 1 ).
Importantly, when patients were asked to perform an estimation of the two horizontal length of two rectangles, by perceptual matching, the comparison of the performances of seven patients with left hyperschematia and controls revealed only a trend toward significance.
When the actor and partner effects are in addition set equal, the fit deteriorates drastically (Δχ 2 = 23-405; df = 4; p = 0.000) proving that the actor-partner difference is highly significant.
Some research has shown a clear trend that individuals initially escalate their commitment to a failing course of action, especially if they were responsible for the initial decision ( Staw, 1976 ).
Large changes or differences in instructional experience may be needed to produce practically significant violations of assumptions, and the effects may be very specific and limited to few items of a test (Linn, 1990 ).