ABSTRACT
The test outcomes justify retaining the theory, but its predictive power, predictive accuracy in particular, leaves much desired. The problem introduced by synchronic temporal quantifiers appears to be the greatest for Referential of Level of Educational Attainment (RLEA) theorems. Exploratory work on the temporal quantifiers may enhance the theory's predictive magnitude, there is a distant goal. Alternative might enhance the predictive accuracy of the RLEA theorems more than does any other alternative, but ostensibly comparable data are available for a few countries. Despite the range of alternatives, the outcome of the exploratory research would be a simple matrix showing the international correlation between pairs of particular alternative sets of RLEA referents. A theory's intensity depends on variety of types of space-time relations to which the theory pertains; the greater the variety, the greater the intensity. The theory's unit phrase indicates more than minimal intensity, because the phrase means that the asserted relation in question holds both cross-sectionally and over time.
