Auditory memory (digit-span) tests are overrepresented in the adult scale and depress the rankings of otherwise high-performing students¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1919 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students high in estimated intelligence and grades failed only the auditory memory tests (1-5, AI 1, II-3, II-5), and the author argues three such tests constitute too much of the adult score. → Caldwell 1919

Evidence¶

Caldwell 1919¶

Caldwell, Helen Hubbert. (1919). Adult Tests of the Stanford Revision Applied to College Students. The Journal of Educational Psychology, X(10). https://doi.org/10.1037/h0074484

q2 · i? · associational · r1

Error-pattern analysis of verbatim response records in the 48-student study: high-ranked students "missed only those questions in the tests involving auditory memory," and two digit-span tests fall within one group of six, constituting one-third of that group's score.

"A number of students who ranked high in both estimated intelligence and grades, missed only those questions in the tests involving auditory memory, i, e, 1-5, AI 1, II-3 and II-5, thus falling far below in their test rankings.."

Discussion¶

Related Claims¶

• The study's conclusions rest on only sixty-five individually tested unretarded cases, limiting generalization — related
• Teachers' classifications of pupils as good, fair, or poor agree only weakly with digit memory-test standing — related
• Test-retest correlations of memory span are low, questioning the validity of a single memory span test — related
• The digit memory-span increases with age rather than with grade-promotion measures of intelligence, reaching a limit of six digits for most grammar and high school pupils — related