Thanks for that extra infoāthat all makes sense to me :)
And perhaps I interpreted your statements as suggesting stronger and more durable effects (or stronger evidence of that) than you actually intended to suggest.
Though āmoderateā effects on ālogical reasoningā and āreading abilityā still sounds like a fairly big deal (though I say this without having checked precisely whatās meant by any of those three terms, in this context). Although maybe itās the sort of pattern I and Khorton allude to, where a wide range of interventions will all cause benefits compared to business-as-usual, due to additional attention, passion, etc. when an intervention is being delivered and studied.
In any case, there could indeed be value in:
Looking into the existing evidence more closely and exhaustively (or, if youāve already done that, additional people doing that)
Gathering additional evidence on this sort of intervention
Perhaps rolling this sort of intervention out even if we get no additional, or additional and less promising, evidence about outcomes such as logical reasoning and reading ability. We might do this for the other potential benefits of this sort of intervention, e.g. for moral circle expansion or EA movement-building.
My wording may have been slightly over-positive, but I agree that the evidence seems good enough to warrant further investigation. I wouldnāt say I have done an exhaustive review by any means.
I agree with your suggestions! I probably need a little bit of time to reflect on feedback but I may reach out to some people (e.g. SHIC folks) to see if there is anyone who is interested in investigating further and who has more specialised expertise in education than I do.
(Just want to note that itās possible your wording was as positive as I initially thought and that that was appropriate, as I havenāt actually read the studies, so I canāt rule out that the effects really are very good and very well-evidenced.)
Thanks for that extra infoāthat all makes sense to me :)
And perhaps I interpreted your statements as suggesting stronger and more durable effects (or stronger evidence of that) than you actually intended to suggest.
Though āmoderateā effects on ālogical reasoningā and āreading abilityā still sounds like a fairly big deal (though I say this without having checked precisely whatās meant by any of those three terms, in this context). Although maybe itās the sort of pattern I and Khorton allude to, where a wide range of interventions will all cause benefits compared to business-as-usual, due to additional attention, passion, etc. when an intervention is being delivered and studied.
In any case, there could indeed be value in:
Looking into the existing evidence more closely and exhaustively (or, if youāve already done that, additional people doing that)
Gathering additional evidence on this sort of intervention
Perhaps rolling this sort of intervention out even if we get no additional, or additional and less promising, evidence about outcomes such as logical reasoning and reading ability. We might do this for the other potential benefits of this sort of intervention, e.g. for moral circle expansion or EA movement-building.
My wording may have been slightly over-positive, but I agree that the evidence seems good enough to warrant further investigation. I wouldnāt say I have done an exhaustive review by any means.
I agree with your suggestions! I probably need a little bit of time to reflect on feedback but I may reach out to some people (e.g. SHIC folks) to see if there is anyone who is interested in investigating further and who has more specialised expertise in education than I do.
(Just want to note that itās possible your wording was as positive as I initially thought and that that was appropriate, as I havenāt actually read the studies, so I canāt rule out that the effects really are very good and very well-evidenced.)