Abstract
Many assumptions have been made concerning the probable effects of extended periods of non-schooling. A typical assumption is that basic learning such as the attainment of verbal concepts, reading comprehension, and arithmetic reasoning can be acquired more readily in a formal school setting with a teacher trained in educational methodology. However, a review of the literature indicates that the above assumption, so often taken for granted, rarely has been empirically assessed. This lack of psychological research on the effects of non-schooling stems from the -national trend of universal school attendance.
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