Judd argued that mental tests aimed at concrete products rather than processes of mental development have proven futile for education¶

Claim · All claims
Evidence · 1 study (2 entries) · review r1 · q1
Currency · newest study 1910 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Tests measuring products rather than processes miss differences in degree of development in motor coordination behind equal products. → Bingham 1910 q1 i? Experiments on skill acquisition show that acquiring with knowledge of the changes has value lacking when the learner is unaware of the improvement, with identical subject-matter acquired. → Bingham 1910 (2)

Evidence¶

Bingham 1910¶

Bingham, W. Van Dyke. (1910). Educational Psychology at the Boston Meeting of the American Association for the Advancement of Science. The Journal of Educational Psychology. https://doi.org/10.1037/h0071377

q1 · i? · theoretical · r2

A theoretical argument presented by Judd in his paper on the application of the experimental method to problems in education, contending that two writing samples equal in legibility and beauty may reflect "vastly different degrees of development in motor coordination".

"One reason, said Professor Judd, why so much of the recent work upon mental tests has proven futile and valueless for education is found in the fact that it has been directed toward concrete products, instead of toward the ability to improve."

Bingham 1910 (2)¶

Bingham, W. Van Dyke. (1910). Educational Psychology at the Boston Meeting of the American Association for the Advancement of Science. The Journal of Educational Psychology. https://doi.org/10.1037/h0071377

q1 · i? · review · r1

Judd's reported experimental evidence, cited in his conference paper as showing a value of "acquisition with knowledge of the changes" that is absent when learners are unaware of the nature of the improvement.

"For example, experiments upon the acquisition of skill have shown that acquisition with knowledge of the changes has a value which is lacking where the learner is unaware of the nature of the improvement, although the subject-matter acquired is identical in the two cases."

Discussion¶

Related Claims¶

• Baerwald's study of motor imagery finds no relation between development of musical performance skill and degree of native motor endowment — related
• The validity of mental testing rests on the assumption that those tested have had common opportunity to learn — related