Microsoft Word 1-Experimental Analysis on the Development of Cognitive Processes in Childhood through Body Experience

L3-Speeded Naming Outcomes 
As for the model assumptions, there are no outliers and the data are distributed normally, as evidenced by 
Shapiro-Wilk’s normality test (p > 0.05). Mauchly’s sphericity test indicates that the assumption of sphericity is 
not confirmed for the interaction between didactics * time, 
χ
2
(2) = 0.05, p = 0.795. The initial inspection of the 
line graph (Figure 5) allows obtaining an initial impression of the interaction between the “between-subjects” 
factor and the “within-subjects” one, which does not seem to exist among the participants under investigation. 
In fact, the three lines seem to be quite parallel to each other. To investigate the effect of interaction on the 
subjects (Fox, 2008), we refer to the F-test. Actually, there is no statistically significant interaction between 
didactics and time on L3, F (2, 42) = 0.761, 
p
= 0.473, partial 
η
2
= 0.03. This value indicates that the initial 
inspection correctly interpreted the absence of different effects of the different groups (type of didactics) on the 
“Language L3” mean over time. In practice, this means that L3 mean does not change differently over time 
depending on the type of didactics, i.e., if it is of classic, Montessori or unstructured type. 
Figure 5. 
L3-Speeded Naming Outcomes.
 
L4-Phonological Processing Outcomes 
As for the model assumptions, there are no outliers and the data are distributed normally, as evidenced by 
Shapiro-Wilk’s normality test (p > 0.05). Mauchly’s sphericity test indicates that the assumption of sphericity is 
not confirmed for the interaction between didactics * time, 
χ
2
(2) = 0.3, 
p
= 0.898. The initial inspection of the 
line graph (Figure 6) allows obtaining an initial impression of the interaction between the “between-subjects” 
factor and the “within-subjects” one, which does not seem to exist among the participants under investigation. 
In fact the three lines seem to be quite parallel to each other. To investigate the effect of the interaction on the 
subjects (Fox, 2008), we refer to the F-test. Actually, there is no statistically significant interaction between 

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COGNITIVE PROCESSES IN CHILDHOOD THROUGH BODY EXPERIENCE 
540 
didactics and time on L4, F (2, 42) = 2.295, 
p
= 0.113, partial 
η
2
= 0.1. This value indicates that the initial 
inspection correctly interpreted the absence of different effects of the different groups (type of didactics) on the 
“Language L4” mean over time. In practice, this means that L4 means does not change differently over time 
depending on the type of didactics, i.e., if it is of classic, Montessori or unstructured type. 
Figure 6.
L4-Phonological Processing Outcomes.