The reported difficulty values are based on scholastically advanced adults, and whether the proportions would hold for less mature subjects remains an open question.¶

Claim · All claims
Evidence · 1 study · design r2 · q1
Currency · newest study 1912 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The standardization values derive from reactions of scholastically advanced adults; generalization to less mature subjects is uncertain. → Walter R. Miles and Julian E. Butterworth 1912

Evidence¶

Walter R. Miles and Julian E. Butterworth 1912¶

Walter R. Miles and Julian E. Butterworth. (1912). A Tentative Standardization of a Completion Test. The Journal of Educational Psychology, pp. 329-336. https://www.google.com/search?q=%22A+Tentative+Standardization+of+a+Completion+Test%22

q1 · i? · design · r2

The authors' own scope limitation: it is, in their words, "a question whether the proportions of difficulty would remain the same if less mature subjects were tried out in the same way with the test." The 100 normal-school girls' similar unit values are offered as partial support.

"It must be remembered that the values of the various sentence units and of the various elisions which are here suggested are based on the reactions of scholasticallj advanced adults."

Discussion¶

Related Claims¶

• Unit values from 100 first-year normal school girls are strikingly like those obtained from the 25 advanced university subjects, suggesting maturity differences may not change relative difficulty proportions. — related
• Women were less accurate than men on the opposites tests but were less mature and less advanced in scholarship — related
• Easy opposites scores correlate with scholastic rank, faculty and graduates outscoring seniors and juniors — related
• Applying the difficulty weights yields highly unequal per-elision values within a sentence, e.g. elision 8 of unit 1 worth 15.19% of the unit versus 3.99% for several others. — related