Claims

Arithmetic work in the Bruckner free-order experiment was distinctly inferior to that of children with the same amount of schooling

Claim · All claims
Evidence · 1 study · causal r? · q1
Currency · newest study 1911 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q1 i? Arithmetic work was reported distinctly inferior to that of other children with the same amount of schooling. → Kohl 1911

Evidence

Kohl 1911

Kohl, C. C., & Hughes, P. (1911). Communications and discussions. The Journal of Educational Psychology. https://eric.ed.gov/?q=Journal+of+Educational+Psychology

q1 · i? · causal · r?

Third reported result of the two-year free-order classroom experiment: the teacher judged the arithmetic work "distinctly in- ferior to that of the other children with the same amount of school- ing." No quantitative measures are printed.

"third, the arithmetic work has been distinctly in- ferior to that of the other children with the same amount of school- ing"

Discussion

Page metadata
Field Value
type claim
id bruckner-arithmetic-inferior
title Arithmetic work in the Bruckner free-order experiment was distinctly inferior to that of children with the same amount of schooling
description Arithmetic work in the Bruckner free-order experiment was distinctly inferior to that of children with the same amount of schooling
status review
evidence_strength weak
newest_evidence 1911
generated by process:wiki-ingest on 2026-10-24
trust unverified — no one has confirmed this page's content
sources 1 — kohl-1911

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