Cases with Differences of minus 9 or below — 21.5 per cent of the standardization sample — are described as marked cases of wasted intelligence whose ability is not being utilized¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 1920 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 21.5 per cent of cases having Differences of minus 9 or below are judged to be wasting ability, and one stated reason is misplacement in grade. → Pintner 1920

Evidence¶

Pintner 1920¶

Pintner, R., and Marshall, H. (1920). A Combined Mental-Educational Survey. The Journal of Educational Psychology. https://www.google.com/search?q=A+Combined+Mental-Educational+Survey+Pintner+Marshall

q2 · i? · associational · r2

From the frequency distribution of Differences of 4303 cases, the authors identify the band of minus 9 and below (19.0 plus 2.5 per cent) as wasted intelligence and state that finding the reasons and stimulating these pupils is the school's business. No effect size is reported.

"The 21.5 per cent having Differences of minus 9 or below are obviously marked cases of wasted intelligence. They have ability to do nruch better and for some reason or other this ability is not being Titilized."

Discussion¶

Learner Variables¶

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

Related Claims¶

• A Difference score comparing educational and mental index values diagnoses whether a child's attainment is commensurate with measured ability, with Differences between minus 8 and plus 8 occurring in about half of cases — related
• For schools, where the Difference derives from median indices, the middle 50 per cent of 56 tested schools fell within plus 3 to minus 3, making school differences beyond 3 significant — related
• Brighter pupils tend to work below capacity: the authors argue the greatest wastage exists among the brightest children, who may keep up to group averages while working under their ability — related