In one very poor neighborhood school the exception occurred: the earlier-working group improved more rapidly than the later-working group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q1–q2
Currency · newest study 1911 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the single exceptional school, in a very poor neighborhood, the group working early in the morning improved more rapidly than the group working later. → Winch 1911 q1 i? The author suggests this reversal occurs because about half the boys in that class "go to work" before school, so their general mental adaptation peaks earlier in the morning. → Winch 1911 (2)

Evidence¶

Winch 1911¶

Winch, W. H. (1911). Mental adaptation during the school day as measured by arithmetical reasoning.—Part I. The Journal of Educational Psychology. https://www.google.com/search?q=%22Mental+adaptation+during+the+school+day%22+Winch+1911

q2 · i? · causal · r2

The article's general summary states the exception among the schools studied: "the earlier working group improves more rapidly than the one working later" in the very poor neighborhood school. The detailed experimental section for this school appears in the concluded part not supplied here.

"In one case, that of a school in a very poor neighborhood, the earlier working group improves more rapidly than the one working later."

Winch 1911 (2)¶

Winch, W. H. (1911). Mental adaptation during the school day as measured by arithmetical reasoning.—Part I. The Journal of Educational Psychology. https://www.google.com/search?q=%22Mental+adaptation+during+the+school+day%22+Winch+1911

q1 · i? · causal · r1

The author's offered explanation (type e) for the exception: the poor-school boys' employment before school is said to make "their general mental adaptation ... at its height earlier in the morning than that of children in other schools." This is interpretation, not a tested result.

"About half the boys in this class "go to work" very early in the morning before commencing school, and nearly all of them do some work before school begins."

Discussion¶

Related Claims¶

• 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 — 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 — reports the opposite
• Exception: the top section of afternoon workers did better work than the corresponding morning section — related
• 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.). — reports the opposite
• 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. — 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). — related