The Terman (Stanford Revision) vocabulary test words show an order of difficulty for kindergarten and Grade I children that is noticeably different from the order indicated on the test blank.¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1921 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Tabulation of per-word scores from vocabulary examinations of kindergarten and Grade I children revealed a difficulty order noticeably different from that indicated on the test blank. → Cobb 1921

Evidence¶

Cobb 1921¶

Cobb, Margaret V. (1921). Tentative Order of Difficulty of the Terman Vocabulary with Very Young Children. The Journal of Educational Psychology. https://en.wikipedia.org/wiki/Journal_of_Educational_Psychology

q2 · i? · associational · r1

Tabulation of per-word success, failure, and half-credit scores from Stanford-Binet vocabulary examinations of kindergarten and Grade I children, conducted by five examiners. The tabulated words "show an order of difficulty for small children which is noticeably different from that indicated on the blank."

"it became evident that the words in the Vocabulary Test (Stanford Revision) show an order of difficulty for small children which is noticeably different from that indicated on the blank."

Discussion¶

Related Claims¶

• For very young children, more abstract vocabulary terms such as afloat, haste, mellow, noticeable, outward and skill are relatively more difficult, while more concrete terms such as dungeon, envelope, eyelash, nerve, plumbing, pork and snip are learned earlier. — related
• With the original word order, several Terman vocabulary words were unknown to all examined kindergarten and Grade I children and were needlessly asked. — related
• The first four Terman vocabulary words appear in the same order for the kindergarten and IB subgroup as for the IA children, and the first 13 words for the two groups are the same words though in different order. — related