Thanks for that extra info—that 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 “moderate” effects on “logical reasoning” and “reading ability” still sounds like a fairly big deal (though I say this without having checked precisely what’s meant by any of those three terms, in this context). Although maybe it’s 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 you’ve 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 wouldn’t 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 it’s possible your wording was as positive as I initially thought and that that was appropriate, as I haven’t actually read the studies, so I can’t rule out that the effects really are very good and very well-evidenced.)
Thanks for that extra info—that 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 “moderate” effects on “logical reasoning” and “reading ability” still sounds like a fairly big deal (though I say this without having checked precisely what’s meant by any of those three terms, in this context). Although maybe it’s 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 you’ve 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 wouldn’t 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 it’s possible your wording was as positive as I initially thought and that that was appropriate, as I haven’t actually read the studies, so I can’t rule out that the effects really are very good and very well-evidenced.)