Gifted, highly trained adults working a novel abstract task produce error-ridden problem work comparable in character to that of school pupils¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 1922 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On 15 test problems, adult learners' scores ranged from 0 to about 12.5 correct with a median of 5, showing substantial inadequacy and confusion. → Thorndike 1922 q2 i? Of 341 answers given to the book problems, only 53 per cent were right, and few answers carried any expression of doubt. → Thorndike 1922 (2)

Evidence¶

Thorndike 1922¶

Thorndike, E. L., & Upton, C. B. (1922). An Experiment in Learning an Abstract Subject. The Journal of Educational Psychology, 13(6). https://doi.org/10.1037/h0065229

q2 · i? · associational · r1

Observational study of a score of college graduates learning electricity and magnetism over ten hours. The authors report the problem-score distribution: "the median was 5; half were from 3 to 7 inclusive."

"This is evidenced by the records with the problems. The highest score was 12-S^ correct out of 15; the lowest was 0; the median was 5; half were from 3 to 7 inclusive."

Thorndike 1922 (2)¶

Thorndike, E. L., & Upton, C. B. (1922). An Experiment in Learning an Abstract Subject. The Journal of Educational Psychology, 13(6). https://doi.org/10.1037/h0065229

q2 · i? · causal · r1

Analysis of the adults' written problem work found "341 answers given of which only 53 per cent were right," with little apology or doubt expressed about wrong answers.

"In the book problems there were (counting each task requiring a separate answer as one problem) 341 answers given of which only 53 per cent were right."

Discussion¶

Learner Variables¶

• General Cognitive Ability — predictor: learners who differ on it differ in outcomes

Related Claims¶

• On novel, hard tasks, superior trained adults tend to jump at conclusions, accept results without surety, and become confused, more than orthodox psychology supposes — related
• The authors estimate that clearly stating the meaning of gauss would have saved each learner about 30 minutes, much irritation, and at least ten per cent in errors — related
• Having teachers study themselves as learners of a comparably hard abstract subject increases their appreciation of pupils' difficulties and sympathy with their efforts — a broader claim this one bears on