Claims

Students in the upper and lower tenths of an intelligence test show wide divergence in the character of their work

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 1924 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Miss Koerth showed that there was a wide divergence in the character of work done by those who stood in the upper and lower tenths in the intelligence test. → Frank N. Freeman 1924

Evidence

Frank N. Freeman 1924

Frank N. Freeman. (1924). The Toronto Meeting of the Sections on Psychology and Education of the American Association for the Advancement of Science. The Journal of Educational Psychology. https://psycnet.apa.org/search?q=Freeman%20Toronto%20Meeting%20Journal%20of%20Educational%20Psychology

q2 · i? · review · r1

Meeting report of Koerth's study of University of Iowa students, contrasting the character of work done by students in the upper and lower tenths of the intelligence test; no statistics are printed.

"Miss Koerth showed that there was a wide divergence in the character of work done by those who stood in the upper and lower tenths in the intelligence test."

Discussion

Page metadata
Field Value
type claim
id upper-lower-tenths-divergent-college-work
title Students in the upper and lower tenths of an intelligence test show wide divergence in the character of their work
description Students in the upper and lower tenths of an intelligence test show wide divergence in the character of their work
status review
evidence_strength weak
newest_evidence 1924
generated by process:wiki-ingest on 2026-10-24
trust unverified — no one has confirmed this page's content
sources 1 — frank-n-freeman-1924

Frontmatter is the page's machine-readable record — see the Schema & Guide.