Publication Date:
2016-03-12
Description:
Berkowitz et al. (Reports, 9 October 2015, p. 196) described a randomized field experiment testing whether a math app designed to increase parent-child interaction could also bring academic benefits. A reanalysis of the data suggests that this well-designed trial failed to find strong evidence for the efficacy of the intervention. In particular, there was no significant effect of the intervention on math performance.〈br /〉〈span class="detail_caption"〉Notes: 〈/span〉Frank, Michael C -- New York, N.Y. -- Science. 2016 Mar 11;351(6278):1161. doi: 10.1126/science.aad8008. Epub 2016 Mar 10.〈br /〉〈span class="detail_caption"〉Author address: 〈/span〉Department of Psychology, Stanford University, Stanford, CA, USA. mcfrank@stanford.edu.〈br /〉〈span class="detail_caption"〉Record origin:〈/span〉 〈a href="http://www.ncbi.nlm.nih.gov/pubmed/26965619" target="_blank"〉PubMed〈/a〉
Keywords:
*Educational Status
;
Female
;
Humans
;
*Intergenerational Relations
;
Male
;
Mathematics/*education
;
*Parent-Child Relations
;
Students/*psychology
Print ISSN:
0036-8075
Electronic ISSN:
1095-9203
Topics:
Biology
,
Chemistry and Pharmacology
,
Computer Science
,
Medicine
,
Natural Sciences in General
,
Physics
