Learning through instructions vs. learning through practice: flanker congruency effects from instructed and applied S-R mappings.

Psychol Res · 2015 · PMC4624831 · PMID 26511962

Europe PMC DOI

hedged sentences

0.0100

closest p · 0.2× alpha

0.1600

boldest claim

The sentences

highly significantp < 0.01actually significant

Furthermore, for errors, the interaction between block type and congruency was highly significant, F (1,24) = 14.3, p < 0.01, MSE = 5, indicating that the FCE was more pronounced for applied (4.7 %) than for instructed (1.4 %) flanker blocks. 4 Results from a MANOVA that jointly considered RTs and errors as dependent variables mirror the results of the error analysis and revealed significant ma

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approached significancep = 0.06so close (0.05 < p ≤ 0.1)

The main effect of block half approached significance, F (1,24) = 3.9, p = 0.06, MSE = 1,194.7, reflecting the fact that mean RTs now slightly increased from 451 ms on first block halves to 456 ms on second halves.

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failed to reach significancep > 0.16not close (p > 0.1)

The interaction between block half and congruency failed to reach significance, F (1,24) = 2.1, p > 0.16, MSE = 163.9.

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