With the original word order, several Terman vocabulary words were unknown to all examined kindergarten and Grade I children and were needlessly asked.¶

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 times each word was asked showed that with the present word order, certain words were unknown to every child and needlessly asked. → 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 times asked and credits for each word in both vocabulary columns, from the kindergarten and Grade I examinations. Words in both columns were "unknown to any of these children, were needlessly asked" under the original order.

"With the present word order, the following words, unknown to any of these children, were needlessly asked:"

Discussion¶

Related Claims¶

• 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. — 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
• 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