Ability to abstract increases strikingly in the earlier school years but less markedly in later years, with striking individual differences¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1912 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Using Grünbaum's figure-recognition method, Bühler found a striking increase in abstraction ability in earlier school years, a less marked increase in later years, and striking individual differences in mental endowment. → Peters 1912

Evidence¶

Peters 1912¶

Peters, W. (1912). Pedagogy at the Berlin Psychological Congress. The Journal of Educational Psychology, 3, 452-457. https://eric.ed.gov/?q=Pedagogy+at+the+Berlin+Psychological+Congress

q2 · i? · associational · r1

School experiments presented by Bühler on "The Development of Abstract Thinking in School Children," using Grünbaum's method: a group of figures was shown to pupils who later had to recognize and identify members of the group among other figures.

"Biihler found a striking increase in ability in the earlier school years, but in the later years the increase was less marked. The results showed striking individual diffex*-ences in mental endowment."

Discussion¶

Related Claims¶

• The test battery showed striking parallelism between growth of intelligence and age in unretarded children, with leaps at grade transitions — related
• Latin translation ability varies strikingly across schools, with first-year pupils in some schools outperforming third- and fourth-year pupils in others — related
• Individual differences in quick visual apprehension are striking and material-specific, negating the notion of a general ability to apprehend visually — related