The effects of gesture and action training on the retention of math equivalence.

A mixed effect logistic regression, predicting the likelihood of making this type of error (1, 0) by condition, controlling for time point and problem type revealed that this difference was marginally significant: Children in the action condition made more adding-the-first-two-numbers errors than children in the gesture condition [χ 2 (1) = 3.50, p = 0.062].

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