Table 1.
Children with MLD were matched across groups (sham vs. tRNS) by their age, gender, mathematical abilities, and working memory capacity.
| Controlled variable | tRNS | sham | Differences between groups |
|---|---|---|---|
| Age (months) Mean (SD) | 114.8 (6.6) | 112.8 (8.5) | t(10) = 0.46, p > 0.66 |
| Gender | 5 boys, 1 girl | 5 boys, 1 girl | χ²(1) = 0, p = 1 |
| Mathematical performance Mean (SD) | 13.5 (8.2) | 13.2 (5.5) | t(10) = 0.08 p > 0.94 |
| Equivalent Mathematical Age (SD) | 87.8 (15.2) | 88.8 (10.6) | t(10) = −0.13, p > 0.9 |
| Working memory Mean (SD) | |||
| Verbal | |||
| Forward | 4.67 (0.52) | 4.17 (0.98) | t(10) = 1.1, p > 0.3 |
| Backward | 2.67 (0.81) | 2.5 (0.55) | t(10) = 0.41, p > 0.69 |
| Visuospatial | |||
| Forward | 4.17 (0.98) | 3.83 (1.33) | t(10) = 0.49, p > 0.63 |
| Backward | 3.0 (0.63) | 3.0 (0.89) | t(10) = 0, p = 1 |
| Guessed condition | 6/6 real | 6/6 real | χ²(1) = 0, p = 1 |
While MALT provided the equivalent mathematical age based on raw scores, it did not provide a standardised score below a certain level of performance. Therefore, we presented the raw scores and the mathematical age equivalence. Working memory capacity is represented by standard scores.