University of Chicago, Chicago, IL, USA.
Science. 2016 Mar 11;351(6278):1161. doi: 10.1126/science.aad8555. Epub 2016 Mar 10.
Frank presents an alternative interpretation of our data, yet reports largely similar results to those in our original Report. A critical difference centers on how to interpret and test interaction effects. Frank finds no mistakes in our analyses. We stand by our original conclusions of meaningful effects of the Bedtime Learning Together (BLT) math app on children's math achievement.
弗兰克对我们的数据提出了另一种解释，但报告的结果与我们最初的报告基本相似。一个关键的区别在于如何解释和测试交互效应。弗兰克在我们的分析中没有发现错误。我们坚持我们最初的结论，即“睡前一起学习”（BLT）数学应用程序对儿童的数学成绩有显著的影响。
