The enigma of number: why children find the meanings of even small number words hard to learn and how we can help them do better.

PLoS One · 2011 · PMC3144900 · PMID 21818329

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marginally significantp<0.06so close (0.05 < p ≤ 0.1)

There was also marginally significant effect of item-type, F(1,54) = 3.839, p<0.06, which reflected the children's overall better performance on the even numbers – 2, 4 & 6 – than the odd numbers – 3, 5 & 7 – in both the pre- and post-tests.

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