Organized study of a subject leaves more definable terms than sporadic unsupervised study, per the author's interpretation¶

Claim · All claims
Evidence · 1 study · associational r1 · q1
Currency · newest study 1919 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The difference between first and second termers' D's and E's illustrates the difference between pursuing regular, organized study and pursuing a subject sporadically without constant supervision. → Grier 1919

Evidence¶

Grier 1919¶

Grier, N. M. (1919). The range of information in biology: III. Botany. Journal of Educational Psychology, 10(10), 509–516. doi:10.1037/h0073567

q1 · i? · associational · r1

The author's interpretation of the Table I contrast between 97 first-term and 86 second-term pupils; this is an explanatory inference, not a tested manipulation. Completion of organized study is inferred to leave ability to define or explain more words.

"the difference between the number of D's and E's of the 1st and 2nd termers is illustrative of the difference between pursuing the regular, organized study of a subject and pursuing it sporadically without constant supervision."

Discussion¶

Related Claims¶

• Second-term high school pupils who have just completed botany define and explain more botanical terms and report fewer new terms than first-term pupils — a narrower finding that bears on this claim
• Second-term botany pupils show lower definition error rates (3.84%) than first-term pupils (4.7%) — related
• The supervised school system showed a larger range of grade-to-grade drawing progress (5.53 units from grade 1A to 8A) than the unsupervised system (2.44 units) — related