The curvature of the LOIC was marginally significant [a4 = 0.14, 95% CI (−0.004, 0.277), p = 0.056], suggesting that whether adolescents or parents hold high educational expectations is related to better parent–child relationships as reported by parents (see Figure 2B ).
Excerpts
Personal Event Mann–Whitney U -tests on free recall performance revealed significant differences for two periods: recent past ( z = 2.93, p = 0.004, η 2 = 0.25), near future ( z = 2.41, p = 0.01, η 2 = 0.18) and a marginally significant effect for the distant future ( z = 1.95, p = 0.056, η 2 = 0.11).
Significant correlations were obtained between the percentages of immediate choices and mean N2 peak amplitudes of all conditions on FCz ( r = -0.415, p = 0.011) and nearly significant correlation on mean of all selected electrodes ( r = -0.205, p = 0.056), indicating that the N2 amplitudes over the frontal region may predict individual’s choice.
The FRN for loss ( M = 5.86, SE = 1.18 μV) was smaller than that for gain ( M = 12.89, SE = 1.21 μV) in HN, F (1,40) = 83.90, p < 0.001, η p 2 = 0.68, whereas this difference ( M loss = 10.51, SE = 1.18 μV; M gain = 12.01, SE = 1.21 μV) was marginally significant in LN, F (1,40) = 3.87, p = 0.056, η p 2 = 0.09.
Normative arousal ratings indicated that positive (mean = 5.24) and neutral (mean = 4.31) images were significantly different from one another in arousal (b = 0.926, t 93 = 4.112, Bonferroni-corrected p < 0.001, 95% CI = [0.377, 1.475]), while the difference between negative (mean = 4.85) and neutral images was marginally significant (b = 0.539, t 93 = 2.391, Bonferroni-corrected p = 0.056, 95% CI = [−0.011, 1.088]).
A repeated measures ANOVA in which site (SMG, AG), TMS condition (no TMS, TMS), and trial type (illusion, double flash) were within subject factors revealed a significant main effect of trial type [ F (1, 8) = 13.655, p = 0.006] and a strong trend toward significant interaction between TMS condition and site [ F (1, 8) = 4.994, p = 0.056].
We found a marginally significant effect of robot verbal support on participants' psychological safety scores ( c = 0.35, SE = 0.18, p = 0.056), where participants in groups with robot verbal support had slightly higher psychological safety scores ( M = 6.06, SD = 0.74) than participants in groups without robot verbal support ( M = 5.92, SD = 0.74).
approached significancep = 0.056
The main effect of emotional valence approached significance [ β = 0.107, t = 1.913, p = 0.056, 95% CI = (−0.003, 0.217)], suggesting a marginal tendency for reaction times to differ between positive and negative words.
approached significancep = 0.0567
Connect and winning scenarios approached significance ( p = 0.0567).
A two-way mixed analysis of variance (ANOVA) on age group (3) as a between-participants factor × stimulus condition (2) as a within-participants factor revealed a significant main effect of condition [ F (1, 2) = 0.505, p = 0.0385] and marginally significant interactions between the two factors [ F (2, 53) = 3.154, p = 0.0568].
approached significancep = 0.057
The main effect of Target Type only approached significance [ F T (1,18) = 4.14, p = 0.057, η G 2 = 0.00024] whereas the effect of Retinal Size was not significant [ F R (1,18) = 0.51, p = 0.484] as well as the remaining interactions (all F ≤ 2.33; all p ≥ 0.144).
STRESS AMBIGUOUS WORDS There was a near-significant negative correlation between WM capacity and the proportion of final stress assigned ( r S = –0.321, p = 0.057), but no significant correlation between WM capacity and the proportion of APU stress assigned ( r S = 0.195, p = 0.254; see Figure 2 ).
This association became marginally significant when covariates were added (β = –5.3, p = 0.057).
The main effect of epoch was marginally significant, F (2.601, 36.410) = 2.865, p = 0.057, η p 2 = 0.170, BF 10 = 133.666, with 19 ms faster in Epoch 10 compared with Epoch 1 (651 and 670 ms of Epochs 10 and 1, respectively).
As can be seen in Table 3 , for the OQ-45 total score, a marginally significant moderating effect of type of therapy was found ( B = 0.68, t = 1.96, 95% CI: −0.02;1.39, p = 0.057), where changes in entrapment were more predictive of changes in total distress scores in the crisis intervention psychotherapy group ( B = 1.30, p < 0.001) as compared to the short-term psychotherapy outpatient group ( B = 0.62, p = 0.054).
Moreover, we detected that the group main effect was marginally significant ( F 1,36 = 3.85, P = 0.057).
A significantly reduced Stroop interference was observed in the EXD group [ F (1,34) = 12.917, p = 0.001, partial η 2 = 0.275], whereas the CON group showed a marginally significant change [ F (1,34) = 3.898, p = 0.057, partial η 2 = 0.103; Table 3 and Figure 2A ].
The main effect of Position was marginally significant with the tendency of faster responses to lower targets than higher targets [ F (1,40) = 3.854, p = 0.057, η 2 = 0.088].
approached significancep = 0.057
The main effect of group approached significance ( F (1, 65) = 3.75, p = 0.057), although a one-tailed test, which is appropriate for the prediction that accuracy is lower in the SCZ group, was significant ( t (65) = 1.94, p = 0.028).
Additionally, a marginally significant main effect of AI ( B = 0.097, SE = 0.050, t = 1.93, p = 0.057, semipartial r = 0.21) emerged.
Results showed a marginally significant effect of depiction on the frequency of ToM-self, χ 2 (4) = 9.16, p = 0.057.
The relationship between explanations and condition were marginally significant for 5-year-olds [χ 2 (2) = 5.73, p = 0.057]. “No idea” responses were comparable in both conditions, however, there were more 5-year-olds in the arbitrary condition who referred to wrong explanations than in causal condition and there were more children in causal condition that referred to the “correct explanation” than in the arbitrary condition.
Correlation between age of onset and language dominance was marginally significant, χ 2 (2) = 5.728, p = 0.057, φ = 0.383. 7 Recall that there were significant differences between 2L1 and eL2 children with regard to paternal school education and between MON and 2L1 children as well as between 2L1 and eL2 children regarding non-verbal IQ (see Table 1 ).
In addition, the interaction between group and valence was marginally significant, F (1, 57) = 3.769, p = 0.057, η p 2 = 0.062.
The linear regression for educational toys was marginally significant, F (1,159) = 3.67, p = 0.057, because again, the higher the AQ, the less likely the selection of an educational toy, see Figure 4B .