In a Standard I infants class, the group working arithmetical reasoning tests at 10.25 A.M. improved more on preliminary records than the group working at 9.40 A.M.¶
Claim · All claims
Evidence · 1 study · causalr2·q2
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.
q2 i? The 10.25 A.M. group improved 14.5 per cent on its preliminary record while the 9.40 A.M. group improved 8.7 per cent. → W. H. Winch 1911
Evidence¶
W. H. Winch 1911¶
W. H. Winch. (1911). Mental Adaptation During the School Day as Measured by Arithmetical Reasoning.—Part II. The Journal of Educational Psychology. https://eric.ed.gov/?q=Mental+Adaptation+During+the+School+Day+as+Measured+by+Arithmetical+Reasoning
q2 · i? · causal · r2
Third series: a Standard I class (56 children beginning, 25 paired per group, average age 6 years 11 months) was divided into equal groups on preliminary tests; Group A worked final tests at 9.40 A.M. and Group B at 10.25 A.M. The article reports "the group working at 10.25 improve 14.5 per cent" versus 8.7 per cent for the earlier group; no effect size is printed.
"The group working at 9.40 A. M. improve on their preliminary record 8.7 per cent., whilst the group working at 10.25 improve 14.5 per cent."
Discussion¶
Related Claims¶
- In a Standard VII girls' class, the later-working group (11.25 A.M.) improved 21 per cent on preliminary records versus 15 per cent for the earlier-working group (10 A.M.). — related
- In a London boys' school class, the group working problematic arithmetic later in the morning improved about 5 per cent more than the group working it early — related
- In a boys' school where three-fourths of pupils rose early for work, the earlier-working group (9.40 A.M.) improved more (about 14 per cent) than the later-working group (11.30 A.M., 9 per cent). — reports the opposite
- In a London girls' school class, the group working problematic arithmetic later in the morning improved about 5 or 6 per cent more than the early group — related
- Section-by-section analyses in the infants and girls' series show the later-working group's advantage across proficiency levels, while the boys' series shows the reverse in every section. — related
- The equal-group tests showed high test-retest and between-group correlations, supporting the reliability of the arithmetical-reasoning marking method. — related
- In one very poor neighborhood school the exception occurred: the earlier-working group improved more rapidly than the later-working group — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
infants-later-morning-greater-improvement |
title |
In a Standard I infants class, the group working arithmetical reasoning tests at 10.25 A.M. improved more on preliminary records than the group working at 9.40 A.M. |
description |
In a Standard I infants class, the group working arithmetical reasoning tests at 10.25 A.M. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
1911 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — w-h-winch-1911 |
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