Psychological studies of children's endowments show schools must set different aims and materials for different classes of children, and have broken up lock-step promotion¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2 · q1
Currency · newest study 1916 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Studies on the mental endowments of children show the school must not strive to attain the ideal aims of education for all classes of children, and must use markedly different materials of instruction for various classes. → J. D. Heilman 1916 q1 i? In many cities the lock-step system of promotion has been broken up because it retarded both the bright and the dull child, and special classes and schools have been established. → J. D. Heilman 1916 (2)

Evidence¶

J. D. Heilman 1916¶

J. D. Heilman. (1916). Psychology in the Schoolroom. The Journal of Educational Psychology. https://doi.org/10.1037/h0073918

q1 · i? · theoretical · r2

The article reports that psychological studies on children's mental endowments made clear that, for the school to do its work economically and well, it must not strive for the ideal aims for all classes of children; it also states specific aims are needed for children of superior or very different capacities.

"There are classes of children in the public schools for whom the aims must be very low, such as training in right conduct, but not in the comprehension of right and wrong"

J. D. Heilman 1916 (2)¶

J. D. Heilman. (1916). Psychology in the Schoolroom. The Journal of Educational Psychology. https://doi.org/10.1037/h0073918

q1 · i? · theoretical · r2

The article describes this as a change in school management practice influenced by psychological studies of retardation and endowments, naming the lock-step system as retarded for both bright and dull children; no statistics are printed.

"In many cities the lock-step system of promotion has been broken up through a realization of the fact that it retarded both the bright and the dull child; and special classes and schools have been established in recognition of the widely different endowments of children."

Discussion¶

Related Claims¶

• IQs obtained by dividing mental by chronological age remain fairly constant up to the age of 14, which supports treating yearly increments of intelligence as equal absolute units up to about age 14. — related
• Yerkes-Bridges coefficients of intelligence of 1.20 or more are attained by very different percentages of children at successive ages (34.5% at ages 4-5 down to 0% at ages 16-17 and 18-on), so they do not represent the same degree of brightness at all ages. — related
• In the Yerkes-Bridges alteration of the Binet Scale, equal point increments are assigned to digit-span steps whose growth intervals, as placed in the Binet Scale, are approximately 1, 3, 3, and 4 years. — related
• Psychology contributes to educational aims by defining, limiting, and suggesting features of them, and helps measure whether an aim is attainable. — a broader claim this one bears on