Teachers' classifications of pupils as good, fair, or poor agree only weakly with digit memory-test standing¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1909 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only 8.5 per cent more of the pupils teachers classed as good were classed A rather than C by the memory tests, leading the authors to conclude good memory is not necessarily accompanied by intellectual acuteness. → Patterson 1909

Evidence¶

Patterson 1909¶

Patterson, T. L. (1909). Pedagogical Suggestions from Memory Tests. The Journal of Educational Psychology. https://books.google.com

q2 · i? · associational · r1

Teachers in the Oxford and Freeland Street Schools and Worcester high schools rated pupils' general standing as good, fair, or poor; ratings were cross-classified with memory-test classes expressed as percentages of the teachers' classes. Descriptive percentages only.

"Only eight and a half per cent, more of the pupils who were clas- sed A by the teachers have been classed A rather than C by the memory tests."

Discussion¶

Related Claims¶

• Inversion of digit order is the most frequent recall error, at 53 per cent of errors, followed by substitution at 31 per cent and over- or under-estimation of digit number at 15 per cent — related
• The digit memory-span increases with age rather than with grade-promotion measures of intelligence, reaching a limit of six digits for most grammar and high school pupils — related
• Schuyten argues experimental study of children should be the basis for pupil classification that removes causes of inattention — related
• Auditory memory (digit-span) tests are overrepresented in the adult scale and depress the rankings of otherwise high-performing students — related
• Good pupils average younger than poor pupils, by amounts ranging from equal age to two and a half years — related