marginally significantp < 0.082
Finally, the Group × Testing point x Problem size interaction was marginally significant ( F (1, 22) = 3.33, n2p = 0.20, p < 0.082), showing that the problem size effect in Kindergarten was higher in keepers (+43% for small problems, F = 21.29, p < 0.001) than in stoppers (+23%, F = 7.05, p = 0.014), whereas in Grade 2, the problem size effect was still present in stoppers (+9% for small problems, F = 7.49, p = 0.012), but not in keepers (+2%, F < 1). 3.3.