Barely Significant
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Computational markers show specific deficits for dyslexia and ADHD in complex learning settings.

NPJ Sci Learn · 2025 · PMC12166045 · PMID 40514383

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0.0700
closest p · 1.4× alpha
0.0700
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marginally significantp = 0.07so close (0.05 < p ≤ 0.1)
Despite the lack of significance, simple t-tests (one-tailed) indicated that the dyslexia group differed from the control group in the Explicit-Assist task, t (41) = 2.405, p = 0.02, with a marginally significant difference in the No-Explicit-Assist task, t (41) = 1.85, p = 0.07 (after Bonferroni correction).

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