The ANOVA for repeated measures yielded no significant changes (p > 0.05) between the three MVPT strength measurements, indicating that there were no learning effects from the first to the third measurements for the intra- and inter-tester observers.
The dogs' latencies to approach relative to the control test did not differ between the delay tests A1 and B (repeated-measures ANOVA, n = 5, delay test: F1,4 = 1.408, p = 0.274), and there were no learning effects within a test (trial order: F1,4 = 0.580, p = 0.471; delay test × trial order interaction: F1,4 = 0.002, p = 0.962).
The dogs' latencies to pull relative to the control test did not differ between the delay tests A1 and B (repeated-measures ANOVA, n = 5, delay test: F1,4 = 2.635, p = 0.149), and there were no learning effects within a test (trial order: F1,4 = 0.040, p = 0.848; delay test × trial order interaction: F1,4 = 0.134, p = 0.726).
The proportion of successful pulls increased from the first (A1: 10%% ± 3) to the second (A2: 30%% ± 3) delay test, but there were no learning effects when comparing the first and second half of trials within a test (Fig. 5a; repeated-measures ANOVA, delay test: F = 10.67, p = 0.031; trial order: F = 3.08, p = 0.154; delay test × trial order interaction: F = 0.19, p = 0.688).
The non-delayed dogs' latencies to approach relative to the control test showed a decrease from delay test A1 to delay test A2 (repeated-measures ANOVA, n = 5, test: F1,4 = 9, p = 0.04), but there were no learning effects within a test (trial order: F1,4 = 0.416, p = 0.554; delay test × trial order interaction: F1,4 = 0.192, p = 0.684).
The dogs' latencies to approach relative to the control test did not differ between the delay tests B and A2 (repeated-measures ANOVA, n = 5, delay test: F1,4 = 1.429, p = 0.271), and there were no learning effects within a test (trial order: F1,4 = 0.100, p = 0.761; delay test × trial order interaction: F1,4 = 0.139, p = 0.720).
This indicates that there was no learning effect and that experience with the technique does not improve a participant's accuracy.
"There's no learning effect passed along to next generation".
In his landmark book In Their Own Way, learning specialist Thomas Armstrong writes that "there are no learning disabled children".
We were disappointed to learn that there was no learning effect for E4 cases and that specificity was low.
The TOVA test may be repeated many times and remains a valid indicator of attention span and reaction time because there is no learning experience with this test.
