scholarly journals Cross-linguistic influence in simultaneous and early sequential bilingual children: a meta-analysis

2021 ◽  
pp. 1-33
Author(s):  
Chantal VAN DIJK ◽  
Elise VAN WONDEREN ◽  
Elly KOUTAMANIS ◽  
Gerrit Jan KOOTSTRA ◽  
Ton DIJKSTRA ◽  
...  

Abstract Although cross-linguistic influence at the level of morphosyntax is one of the most intensively studied topics in child bilingualism, the circumstances under which it occurs remain unclear. In this meta-analysis, we measured the effect size of cross-linguistic influence and systematically assessed its predictors in 750 simultaneous and early sequential bilingual children in 17 unique language combinations across 26 experimental studies. We found a significant small to moderate average effect size of cross-linguistic influence, indicating that cross-linguistic influence is part and parcel of bilingual development. Language dominance, operationalized as societal language, was a significant predictor of cross-linguistic influence, whereas surface overlap, language domain and age were not. Perhaps an even more important finding was that definitions and operationalisations of cross-linguistic influence and its predictors varied considerably between studies. This could explain the absence of a comprehensive theory in the field. To solve this issue, we argue for a more uniform method of studying cross-linguistic influence.

Author(s):  
M. Ifdal Hafiz Chan ◽  
Edja Annisa Septia ◽  
Kurnia Febrianti ◽  
Desnita Desnita

ABSTRAKTujuan dari penelitian ini adalah untuk melihat efektivitas dari beberapa model pembelajaran dalam meningkatkan pemahaman konsep fisika siswa SMA. Penelitian ini merupakan penelitian meta-analisis yang menggambarkan effect size dari penelitian-penelitian pendidikan mengenai pengaruh model-model pembelajaran terhadap pemahaman konsep fisika siswa SMA. Model pembelajaran yang di bandingkan dalam penelitian meta-analisis ini adalah model pembelajaran Discovery Learning, Inkuiri, Kooperatif, Direct Instruction, dan Problem Based Learning. Model pembelajaran yang memiliki efektivitas tertinggi adalah model pembelajaran Langsung (Direct Instruction) dengan nilai rata-rata effect size 1.43 yang termasuk dalam kategori tinggi. Model pembelajaran lain yang juga memiliki nilai rata-rata effect size yang termasuk dalam kategori tinggi adalah model pembelajaran Inkuiri dengan nilai rata-rata effect size 1.39, model pembelajaran Kooperatif dengan nilai rata-rata effect size 1.11, model pembelajaran Discovery Learning dengan nilai rata-rata effect size 0.96, serta model pembelajaran Problem Based Learning dengan nilai rata-rata effect size 0.92. Kata kunci: Meta-Analisis; Discovery Learning; Inkuiri; Kooperatif; Direct Instruction; Problem Based Learning; Pemahaman Konsep; Fisika ABSTRACT The purpose of this study was to see the effectiveness of several learning models in improving the understanding of physics concepts for high school students. This research is a meta-analysis that describes the effect size of educational studies regarding the influence of learning models on the understanding of physics concepts for high school students. The learning models compared in this meta-analysis are the Discovery Learning, Inquiry, Cooperative, Direct Instruction, and Problem Based Learning learning models. The learning model that has the highest effectiveness is the Direct Instruction model with an average effect size value of 1.43 which is included in the high category. Other learning models that also have an average effect size value that is included in the high category are the Inquiry learning model with an average effect size value of 1.39, the Cooperative learning model with an average effect size value of 1.11, and the Discovery Learning learning model with an average value. the average effect size is 0.96, as well as the Problem Based Learning model with an average effect size value of 0.92. Keywords: Meta-Analysis; Discovery Learning; Inquiry; Cooperative; Direct Instruction; Problem Based Learning; Concept Understanding; Physics.


1996 ◽  
Vol 15 (2) ◽  
pp. 157-174 ◽  
Author(s):  
Richard P. Niemiec ◽  
Christian Sikorski ◽  
Herbert J. Walberg

This article concerns the effects of learner control in computer-assisted instruction (CAI). After reviewing previous reviews of research on the topic, twenty-four studies of learner control were subjected to meta-analysis. The results of both the review and meta-analysis are equivocal. Several reviews indicate that learner control works less well with younger, less able students. Other reviews indicate that, given optimal conditions, learner control can work with any students. The meta-analysis, however, yielded an average effect size that was small and negative suggesting that the average student would be slightly better off without it. Although learner control has theoretical appeal, its effects on learning seem neither powerful nor consistent.


2021 ◽  
pp. 1932202X2110615
Author(s):  
Russell T. Warne

Recently, Picho-Kiroga (2021) published a meta-analysis on the effect of stereotype threat on females. Their conclusion was that the average effect size for stereotype threat studies was d = .28, but that effects are overstated because the majority of studies on stereotype threat in females include methodological characteristics that inflate the apparent effect size. In this response, I show that Picho-Kiroga et al. (2021) committed fundamental errors in their meta-analysis that undermine confidence in the article and warrant major corrections. But even if the data were not flawed, the conclusion that Picho-Kiroga et al. (2021) should have reached is that their results are most consistent with a population effect size of zero. There is no compelling evidence that stereotype threat is a real phenomenon in females.


2017 ◽  
Vol 31 (2) ◽  
pp. 137-159 ◽  
Author(s):  
Fuschia M. Sirois ◽  
Danielle S. Molnar ◽  
Jameson K. Hirsch ◽  
Mitja Back

The equivocal and debated findings from a 2007 meta–analysis, which viewed perfectionism as a unidimensional construct, suggested that perfectionism was unrelated to procrastination. The present meta–analysis aimed to provide a conceptual update and reanalysis of the procrastination–perfectionism association guided by both a multidimensional view of perfectionism and self–regulation theory. The random–effects meta–analyses revealed a small to medium positive average effect size ( r = .23; k = 43, N = 10 000; 95% confidence interval (95% CI) [0.19, 0.27]) for trait procrastination and perfectionistic concerns and a small to medium negative average effect size ( r = −.22; k = 38, N = 9544; 95% CI [−0.26, −0.18]) for procrastination and perfectionistic strivings. The average correlations remained significant after statistically accounting for the joint variance between the two perfectionism dimensions via semi–partial correlations. For perfectionistic concerns, but not perfectionistic strivings, the effects depended on the perfectionism measure used. All effects did not vary by the trait procrastination measure used or the respondent's sex. Our findings confirm that from a multidimensional perspective, trait procrastination is both positively and negatively associated with higher–order perfectionism dimensions and further highlights the value of a self–regulation perspective for understanding the cognitive, affective and behavioural dynamics that characterise these traits. Copyright © 2017 European Association of Personality Psychology


2021 ◽  
Author(s):  
Robbie Cornelis Maria van Aert ◽  
Jelte M. Wicherts

Outcome reporting bias (ORB) refers to the biasing effect caused by researchers selectively reporting outcomes based on their statistical significance. ORB leads to inflated average effect size estimates in a meta-analysis if only the outcome with the largest effect size is reported due to ORB. We propose a new method (CORB) to correct for ORB that includes an estimate of the variability of the outcomes' effect size as a moderator in a meta-regression model. An estimate of the variability of the outcomes' effect size can be computed by assuming a correlation among the outcomes. Results of a Monte-Carlo simulation study showed that effect size in meta-analyses may be severely overestimated without any correction for ORB. The CORB method accurately estimates effect size when overestimation caused by ORB is the largest. Applying the new method to a meta-analysis on the effect of playing violent video games on aggressive cognition showed that the average effect size estimate decreased when correcting for ORB. We recommend to routinely apply methods to correct for ORB in any meta-analysis. We provide annotated R code and functions to facilitate researchers to apply the CORB method.


2018 ◽  
Author(s):  
Michele B. Nuijten ◽  
Marcel A. L. M. van Assen ◽  
Hilde Augusteijn ◽  
Elise Anne Victoire Crompvoets ◽  
Jelte M. Wicherts

In this meta-study, we analyzed 2,442 effect sizes from 131 meta-analyses in intelligence research, published from 1984 to 2014, to estimate the average effect size, median power, and evidence for bias. We found that the average effect size in intelligence research was a Pearson’s correlation of .26, and the median sample size was 60. Furthermore, across primary studies, we found a median power of 11.9% to detect a small effect, 54.5% to detect a medium effect, and 93.9% to detect a large effect. We documented differences in average effect size and median estimated power between different types of in intelligence studies (correlational studies, studies of group differences, experiments, toxicology, and behavior genetics). On average, across all meta-analyses (but not in every meta-analysis), we found evidence for small study effects, potentially indicating publication bias and overestimated effects. We found no differences in small study effects between different study types. We also found no convincing evidence for the decline effect, US effect, or citation bias across meta-analyses. We conclude that intelligence research does show signs of low power and publication bias, but that these problems seem less severe than in many other scientific fields.


2020 ◽  
Vol 8 (4) ◽  
pp. 36
Author(s):  
Michèle B. Nuijten ◽  
Marcel A. L. M. van Assen ◽  
Hilde E. M. Augusteijn ◽  
Elise A. V. Crompvoets ◽  
Jelte M. Wicherts

In this meta-study, we analyzed 2442 effect sizes from 131 meta-analyses in intelligence research, published from 1984 to 2014, to estimate the average effect size, median power, and evidence for bias. We found that the average effect size in intelligence research was a Pearson’s correlation of 0.26, and the median sample size was 60. Furthermore, across primary studies, we found a median power of 11.9% to detect a small effect, 54.5% to detect a medium effect, and 93.9% to detect a large effect. We documented differences in average effect size and median estimated power between different types of intelligence studies (correlational studies, studies of group differences, experiments, toxicology, and behavior genetics). On average, across all meta-analyses (but not in every meta-analysis), we found evidence for small-study effects, potentially indicating publication bias and overestimated effects. We found no differences in small-study effects between different study types. We also found no convincing evidence for the decline effect, US effect, or citation bias across meta-analyses. We concluded that intelligence research does show signs of low power and publication bias, but that these problems seem less severe than in many other scientific fields.


Author(s):  
Stefania Veltri

The main aim of the article is to offer a systematic review of the literature on the relation between Intellectual Capital (IC) and Firm Performance (FP) through the statistical technique of meta-analysis (MA). MA synthesizes the quantitative results of different empirical studies on the relationship between explicative, independent variables (IC in our case) and dependent variables (FP) in a common metric called the effect size (Rosenthal, 1984, Hedges and Olkin, 1985, Hunter and Schmidt, 2004/1990). Meta-analysis is scarcely used in business sciences, even if applications in these research areas have increased in the last few years. The originality of the article consists in applying a relatively new technique for business sciences and particularly new for the IC literature. The research of a correlation between IC and FP has always been considered relevant for both a firm’s managers and Scholars (Ittner, 2008; Kamiyama et al., 2004), but has encountered many drawbacks, not least the difficulties in measuring IC. Researches on a correlation between IC and FP received a great boost after the publication of the VAICTM method by Ante Pulic, (1998, 2000, 2204) which allows the IC performance to be calculated by starting from accounting data. The article, despite the limits deriving from the effectiveness of the measures of the two variables and from a lack of reliability in the measurement of the studies included in the MA, tries to summarize, from a statistical point of view, for the first time in the IC literature, the researches existing on such a connection and, above all, to search for the variables responsible for the heterogeneity between studies (moderators). On the whole, there are two ways to conceptualize MA: fixed-effects and random-effects MA (Hedges and Vevea, 1998; Hunter and Schmidt, 2004/1990). The fixed-effect methods assumes that all studies in an MA comes from a population with a fixed-average effect size, whilst random-effect methods assume that average effect size in the population vary from study to study. I chose to utilize a random-effects method, in particular the Hedges and colleagues’ method (Hedges and Olkin, 1985, Hedges and Vevea, 1998), since the data collected for the MA are real-world data, likely to have variable-population parameters and because the random-effects method allows inferences that generalize beyond the studies included in MA (Field, 2009). The moderator analysis has been carried out by using a multi-level regression model, due to the hierarchical nature of our data (multiple FP measures in the same study). With respect to the traditional meta-analytic techniques, multilevel modelling structure accounts for dependencies in the data whilst also allowing each study to contribute different effect sizes (Hox, 2002; Van Den Noortgate and Onghena, 2003; Goldstein et al., 2000). Despite to its potential efficacy (Hofmann and Gavin, 1998), few published MA utilized this method, for a distinct lack of prescriptive instructions on how to conduct a MA using multilevel modelling (O’Mara et al., 2005). The main MA result is a positive true effect size of the correlation between IC and firm’s performance, whilst, from the moderator analysis, it emerges that the different economic context is the main responsible for the between-study variance, together with the industry and the FP measures. Stefania Veltri. Researcher in Business Economics, Department of Business Sciences, University of Calabria. [email protected]


2021 ◽  
Vol 2 (1) ◽  
pp. 27-28
Author(s):  
Meungguk Park ◽  
Simon Pack

Due to the COVID-19 pandemic, a significant number of people experienced higher levels of depression. Concerning the unprecedented impact of depression on physical health, it is important to combat this situation. Physical activity (PA) has been found to have a positive effect on reducing depression (Schuch et al., 2018). However, there is a lack of a systematic review of the association between PA and depression during these unique times of the COVID-19 pandemic. This study was designed to serve as a meta-analysis of the overall effects of PA on depression in studies conducted before and during the COVID-19 pandemic. Empirical studies on the link between PA and depression were searched from academic databases including PubMed and EBSCO. A total of 15 studies (total participants were 170,195) qualified for inclusion in the meta-analysis. Comprehensive Meta-Analysis version 3 was used to compute weighted average effect size and random-effects analyses were conducted. The average effect size (odds ratio) across all 15 studies was 0.722 (95% CI = 0.651, 0.800, Z = -6.229, p < .001), demonstrating that study participants with high levels of PA had lower incidence of depression, compared to those with low PA levels. For the subgroup analysis, significant effects of high PA were found in the 11 studies conducting before the COVID 19 as well as in the four studies that assessed the influence of the COVID-19 (odds ratio = .734, p < .001; odds ratio = .683, p < .001 respectively). The Q-value (Q = 41.061, p < .001) and I-squared value (65.904) demonstrated that the studies were heterogeneous. The main finding of this study supported the evidence that PA can play an important role in reducing depression, especially during the COVID-19 pandemic. Public health professionals should incorporate the significance of improving PE levels into social distancing guidelines (CDC, 2020).


2021 ◽  
Vol 1 (01) ◽  
pp. 1-9
Author(s):  
Tomi Apra Santosa ◽  
Abdul Razak ◽  
Lufri Lufri ◽  
Zulyusri Zulyusri ◽  
Elmayana Fradila ◽  
...  

Abstrak: Tujuan penelitian ini untuk menganalisis pengaruh bahan ajar ekologi berbasis pendekatan STEM terhadap pembelajaran Abad-21. Metode penelitian ini adalah meta-analisis dengan menelaah sumber data yang berasal dari jurnal nasional atau internasional terbitan empat tahun terakhir (2016-2020). Hasil penelitian menunjukan bahwa studi meta-analisis berpengaruh pada bahan ajar ekologi berdasarkan pendekatan STEM berdasarkan tingkat pendidikan, jenis media yang digunakan, dan pendekatan STEM dalam pembelajaran ekologi. Temuan penelitian menunjukkan bahwa pengaruh bahan ajar ekologi berdasarkan pendekatan ilmiah memiliki harga rata-rata lebih tinggi di tingkat SMA dibandingkan dengan sekolah dasar dan menengah pertama. Harga ukuran efek rata-rata untuk tingkat pendidikan menengah atas, menengah pertama dan dasar adalah: 1,63; 1,56; dan 1,19 pada kategori tinggi. Sedangkan dari segi media pembelajaran akan lebih efektif jika diaplikasikan dalam modul, dibandingkan dengan media lain, rata-rata effect size modul, LKS/LKPD, dan bahan ajar masing-masing adalah: 2,05; 1,14; dan 0,62 pada kategori tinggi. Berdasarkan hasil belajar kognitif dan keterampilan siswa, pengaruh harga rata-rata terhadap effect size proses sains, hasil belajar, berpikir kritis, dan pemecahan masalah adalah 1,32; 1,61; 2.32; dan 1.83 dengan kategori tinggi maka diikuti kompetensi siswa dengan memberikan pengaruh pada kategori sedang yaitu: 0,61. Kata Kunci: Bahan Ajar, Pendekatan STEM, Ekologi Abstract: The purpose of this study was to analyze the effect of ecology teaching materials based on the STEM approach on 21st-century learning. This research method is a meta-analysis by examining data sources from national or international journals published in the last four years (2016-2020). The results showed that the meta-analysis study affected ecology teaching materials based on the STEM approach based on the level of education, the type of media used, and the STEM approach in ecological learning. The research findings showed that the effect size of ecological teaching materialbased on scientific approach has a higher average prize at senior secondary level compared to primary and junior secondary. The average effect size prices for senior secondary, junior secondary, and primary education levels were: 1.63; 1.56; and 1.19 in the high category. Meanwhile, in terms of learning media, it will be more effective if applied in modules, compared to other media, the average effect size of the module, student worksheet, and teaching materials respectively are: 2.05; 1.14; and 0.62 in the high category. Based on students' cognitive learning outcomes and skills, the effect of the average price on the effect size of the science process, learning outcomes, critical thinking, and problem-solving was 1.32; 1.61; 2.32; and 1.83 with the high category, followed by student competence by giving influence to the medium category, namely: 0.61. Keywords: Teaching Materials, STEM, ecology


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