The tutored and class-taught groups showed no meaningful difference in time taken per test example¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 1913 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Average time per example was 2.21 minutes for the tutored group and 2.05 minutes for the class group, from which the author draws no conclusions. → Felix Sachs 1913

Evidence¶

Felix Sachs 1913¶

Felix Sachs. (1913). Preliminary Study of the Relative Efficiency of Inductive and Deductive Teaching of Logical Reasoning. The Journal of Educational Psychology. https://www.jstor.org/journal/jeducpsyc

q2 · i? · causal · r1

Timing was recorded from reading each test example to the end of the observer's report, though observers were told time was incidental. The class group's frequent failure even to attempt naming would account for any real difference in times. No statistical test is reported.

"From the record of time taken in solving the examples no conclusions can be drawn; nor, indeed, was it contemplated as a matter of particular import. The average time per example was 2.21 min. for the tutored and 2.05 min. for the class group."

Discussion¶

Related Claims¶

• Students taught fallacy detection by inductive drill on concrete examples decided argument validity more accurately than students taught by the regular deductive logic course — related
• Inductively trained observers carried their learned fallacy patterns over to new material, deciding correctly on every one of 47 additional untabulated test examples — related
• The inductively tutored group gave distinctly better-quality explanations of the fallacies they detected than the class-taught group — related
• Instructed students allocated more total time to learning, and time was correlated with successful retrieval attempts — related