**SIGGS Educational System Hypotheses**

- These hypotheses are from the educational
theory developed by
Maccia and Maccia (1966), pp. 138 - 167. There
are 201 hypotheses, but some are not listed here
because they contain specific kinds of affect
relations for
**schools**. Maccia and Maccia originally developed their theory for schools, not education systems in general. These hypotheses are just that. They will need verification before they can be assumed to be true.

1. If educational system environmental change increases, then change in educational system input is greater than some value.

2. If educational system environmental change increases, then change in fromput is greater than some value.

3. If educational system environmental change increases, then change in feedback is greater than some value.

4. If educational system environmental change increases, then change in filtration is greater than some value.

5. If educational system toput increases, then input increases to some value and then decreases.

6. If educational system toput greater than some value increases, then fromput increases.

7. If educational system toput is nearly minimum, then fromput increases.

8. If educational system toput increases, then filtration decreases to some value and then increases.

9. If educational system toput increases, then regulation less than some value increases.

10. If educational system input decreases, then fromput decreases.

11. If educational system input decreases, then storeput decreases.

12. If educational system input increases, then filtration decreases.

13. If educational system input decreases, then filtration increases.

14. If educational system input is greater than some value, then regulation is greater than some value.

15. If educational system output increases, then fromput increases.

16. If educational system storeput decreases, then feedout decreases.

17. If educational system storeput increases, then adaptability increases.

18. If educational system storeput increases, then efficiency decreases.

19. If educational system feedin increases, then fromput increases to some value and then decreases.

20. If educational system feedin increases, then spillage increases.

21. If educational system feedthrough increases, then compatibility increases.

22. If educational system feedthrough is less than some value, then filtration is greater than some value or spillage is greater than some value.

23. If change in educational system feedback is greater than some value, then system environmental change increases.

24. If educational system feedback is greater than some value, then storeput is less than some value.

25. If educational system feedback is greater than some value, then regulation is less than some value.

26. If educational system filtration is greater than some value, then compatibility is greater than some value.

27. If educational system is filtration less than some value, then compatibility is less than some value.

28. If educational system filtration increases, then adaptability increases.

29. If educational system openness increases, then efficiency decreases.

30. If educational system environmental change increases and fromput increases, then change in feedout is greater than some value.

31. If educational system environmental change increases and fromput increases, then change in feedthrough is greater than some value.

32. If educational system environmental change is greater than some value and feedthrough is greater than some value, then stability is greater than some value.

33. If educational system toput increases and fromput increases, then feedthrough increases.

34. If educational system toput is constant and efficiency is greater than some value, then regulation is less than some value.

35. If educational system input is constant and fromput is constant, then output is constant.

36. If educational system input increases and storeput is constant, then feedout increases.

37. If educational system input increases and storeput is less than some value, then change in input equals change in storeput.

38. If change in educational system input is greater than change in feedthrough, then spillage increases.

39. If educational system input is greater than some value and spillage is less than some value, then storeput increases.

40. If educational system input is less than some value and spillage is less than some value, then storeput decreases.

41. If educational system input is constant and efficiency at a given time is less than some value, then efficiency increases.

42. If the ratio of maximum educational system selective information to input decreases, then feedout decreases.

43. If educational system fromput increases and output is less than some value, then feedout decreases.

44. If change in educational system fromput is less than some value and change in storeput is less than zero and change in fromput is greater than zero and the negative of change in storeput is greater than some value, then efficiency decreases.

45. If educational system output increases and feedback is greater than some value, then input increases.

46. If educational system storeput increases and (filtration decreases or spillage decreases), then information growth increases.

47. If educational system feedthrough is greater than some value and spillage is less than some value and feedback is greater than some value, then efficiency is greater than some value.

48. If educational system (feedin increases and feedout is constant and compatibility is constant) or (feedin is constant and feedout increases and compatibility is constant) or (feedin is constant and feedout is constant and compatibility decreases), then openness increases.

49. If educational system (feedin decreases and feedout is constant and compatibility is constant) or (feedin is constant and feedout decreases and compatibility is constant) or (feedin is constant and feedout is constant and compatibility increases), then openness decreases.

50. Change in educational system input is greater than change in fromput.

51. Change in educational system feedin is greater than change in feedout.

52. Educational system efficiency is equal to the maximum efficiency if and only if feedin is equivalent to feedout.

53. If educational system complete connectivity increases, then flexibility increases.

54. If educational system strongness decreases, then wholeness increases.

55. If educational system strongness increases, then hierarchical order decreases.

56. If educational system strongness increases, then flexibility increases.

57. If educational system unilateralness, then hierarchical order.

58. If educational system disconnectivity is greater than some value, then independence increases.

59. If educational system disconnectivity is greater than some value, then segregation increases.

60. If educational system vulnerability increases, then complete connectivity decreases.

61. If educational system passive dependence increases, then centrality increases.

62. If educational system active dependence increases, then centrality decreases.

63. If educational system interdependence increases, then complexity growth increases.

64. If educational system hierarchical order increases, then vulnerability increases and flexibility decreases.

65. If educational system compactness increases, then hierarchical order decreases.

66. If educational system centrality increases, then passive dependence increases.

67. If educational system centrality increases, then active dependence decreases.

68. If educational system centrality is less than some value, then independence increases.

69. If educational system centrality is less than some value, then centrality increases.

70. If educational system wholeness increases and hierarchical order is constant, then integration increases.

71. The limit of the ratio of educational system active dependence to passive dependence as unilateralness increases is equal to one.

72. - 85. Not applicable here because they deal with specific kinds of school system affect relations (governing, instructional, inquiring, legitimate, referent, reward, etc.)

86. If educational system state steadiness is greater than some value, then strain increases.

87. If educational system stress is less than some value, then state steadiness is constant.

88. If educational system stress greater than some value increases, then strain increases.

89. Educational system (state steadiness increases if and only if state determinacy increases) and (state steadiness decreases if and only if state determinacy decreases).

90. If educational system toput increases, then centrality decreases.

91. If educational system feedin decreases, then unilateralness decreases.

92. If educational system feedin less than some value decreases, then hierarchical order decreases.

93. If educational system feedin decreases, then complexity degeneration increases.

94. If educational system feedout is less than some value, then complexity degeneration increases.

95. If educational system feedthrough increases, then weakness is less than some value.

96. If educational system toput is nearly minimum and fromput increases, then disconnectivity increases.

97. If educational system feedin increases and compatibility is nearly minimum, then disconnectivity increases.

98. If educational system storeput increases and (filtration decreases or spillage decreases), then integration increases.

99. Not applicable because specific to the referent affect relation.

100. If educational system complete connectivity increases, then feedin increases.

101. If educational system weakness is greater than some value, then feedthrough is less than some value.

102. If educational system interdependence increases, then feedin increases.

103. If educational system wholeness increases, then regulation is less than some value.

104. If educational system compactness greater than some value increases, then efficiency increases.

105. If educational system centrality increases, then toput decreases.

106. If educational system complete connectivity increases or strongness increases, then toput increases.

107. If educational system complete connectivity increases or strongness increases, then input increases.

108. If educational system complete connectivity increases or strongness increases, then filtration decreases.

109. If educational system complete connectivity increases or strongness increases, then spillage increases.

110. If educational system complete connectivity increases or strongness increases, then zero is less than change in fromput, and change in fromput is less than change in input.

111. If educational system complete connectivity increases or strongness increases, then change in storeput is greater than change in fromput.

112. If educational system strongness increases and hierarchical order is constant, then regulation decreases.

113. If educational system wholeness increases and hierarchical order is constant, then efficiency decreases.

114. If educational system weakness and hierarchical order, then flexibility decreases.

115. If educational system unilateralness, or weakness increases, or disconnectivity increases, then input decreases and fromput decreases.

116. - 136. are not applicable because they contain specific affect relations.

137. If educational system feedout is greater than some value and compatibility is less than some value, then segregation is less than some value.

138. If educational system toput increases and compactness greater than some value increases then regulation increases.

139. If educational system toput increases and it is not the case that compactness greater than some value increases, then efficiency decreases.

140. If educational system (fromput is constant or fromput decreases) and complete connectivity increases and strongness increases, then feedthrough decreases.

141. - 142. are not applicable because they contain specific affect relations.

143. If educational system feedin is constant then homeostasis is less than some value.

144. If educational system filtration decreases, then isomorphism increases.

145. If educational system filtration is greater than some value, then stability is greater than some value.

146. If educational system adaptability is greater than some value, then stability decreases.

147. If educational system toput increases and feedout is nearly minimum, then stress increases.

148. If educational system environmental change is greater than some value, and it is not the case that feedthrough is greater than some value, and feedback is greater than some value, then stability is less than some value.

149. Not applicable (ibid.)

150. If educational system automorphism increases, then input increases and storeput increases and fromput decreases and feedout decreases and filtration decreases and spillage decreases and efficiency decreases.

151. If educational system isomorphism increases, fromput decreases and feedout decreases.

152. If educational system state steadiness is greater than some value, then adaptivity is less than some value.

153. If educational system state determinacy increases, then regulation decreases.

154. If educational system state determinacy increases, then selective information decreases.

155. If educational system equifinality is greater than some value, then regulation is less than some value.

156. If educational system equifinality at a given time and education system homeostasis is greater than some value, then regulation is less than some value.

157. Not applicable (ibid.)

158. If educational system toput increases and size is constant, then feedback increases.

159. If educational system environmental change is greater than some value and compatibility is greater than some value and stability is greater than some value, then storeput is greater than some value or filtration is greater than some value or spillage is greater than some value.

160. If educational system toput increases and fromput increases and size is constant, then feedout increases.

161. If educational system output is constant and automorphism decreases and homomorphism is greater than some value, then feedout decreases.

162. If educational system toput is less than some value and feedin increases and stability is less than some value, then stability increases.

163. If educational system toput is greater than some value and feedin decreases and stability is less than some value, then stability increases.

164. If educational system independence increases, then stability is less than some value.

165. If educational system flexibility decreases, then state determinacy increases.

166. If educational system centrality increases, then state steadiness increases.

167. If educational system complexity greater than some value increases, then size increases.

168. If educational system independence increases and wholeness increases, then state steadiness is greater than some value.

169. If educational system wholeness is greater than some value and centrality is greater than some value, then state determinacy is greater than some value.

170. - 171. Not applicable (ibid.)

172. If educational system automorphism increases, then wholeness decreases.

173. If educational system automorphism increases, then centrality decreases.

174. Change in educational system size is greater than change in hierarchical order.

175. If educational system complexity degeneration increases, then size degeneration increases or disconnectivity increases.

176. If educational system state steadiness is less than some value, then segregation is less than some value and integration is less than some value and homeostasis is less than some value.

177. If educational system weakness is maximum and size increases, then passive dependence increases or active dependence increases.

178. If educational system hierarchical order at a given time is greater than some value and size at a given time is greater than some value, then independence at a later time increases.

179. If educational system size increases and complexity growth is constant, then vulnerability increases.

180. If educational system size increases and complexity growth is constant, then flexibility decreases.

181. If educational system size increases and complexity growth is constant, then centrality decreases.

182. If educational system size is constant and complexity degeneration increases, then disconnectivity increases.

183. If educational system size decreases and complexity degeneration increases, then disconnectivity decreases.

184. If educational system complexity increases and size growth is constant, then compactness decreases.

185. If educational system complexity increases and size growth is constant, then centrality increases.

186. If educational system centrality increases and stress is greater than some value, then stability decreases.

187. If educational system stress is equal to zero and centrality increases, then stability increases.

188. If educational system size increases and complexity growth is constant, then state determinacy increases.

189. Not applicable (ibid.)

190. If educational system homomorphism at time 2 is greater than homomorphism at time 1, then toput is nearly maximum and size degeneration is nearly maximum and complexity degeneration is nearly maximum.

191. If educational system efficiency is greater than some value and compactness is greater than some value, then state determinacy is greater than some value.

192. If educational system size growth decreases and selective information growth is constant, then complexity growth increases.

193. If educational system size degeneration decreases and selective information growth is constant, then complexity degeneration increases.

194. If educational system size increases and complexity growth is constant, then toput increases.

195. If educational system size increases and complexity growth is constant, then feedin decreases.

196. If educational system size increases and complexity growth is constant, then feedout increases and change in feedout decreases.

197. If educational system size increases and complexity growth is constant, then feedthrough increases.

198. If educational system size increases and complexity growth is constant, then feedback decreases.

199. If educational system size increases and complexity growth is constant, then regulation increases to some value and then decreases.

200. If educational system size increases and complexity growth is constant, then compatibility decreases.

201. If educational system size increases and complexity growth is constant, then efficiency increases to some value and then decreases.

Go to the top of this document.

Go to SIGGS Home Page.