Well, we know they have computers in front of them and as PSA employees I'm sure they have access to the pop reports. Whether they take the time to look certain cards up is another question.
I am pretty sure that some graders are interested in the relative-rarity of the items they grade.
EVEN I know some low-pop cards, and I know many low-pop items in stamps/coins/currency. MANY card collectors know MANY pop-#s. It's not a great feat of memorization; more about knowing what is rare/scarce.
If a "perfect" card that has been pop1 in 10 for years presents at a grader's station, I would expect him to know that. There is nothing untoward about having that knowledge; it seems likely, though, that there might be some extra attention paid to making sure that a firm consensus was reached.
Protecting a population of high-grades from sliders presents no conflicts.
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Does it cause them to "look hard" at certain cards? Probably.
ALL "value-added" services are about "wealth-creation." Inflation must be guarded against.
And why would graders want to spend time memorizing pop report figures for cards or looking up pop report figures?
Nick
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And why would graders want to spend time memorizing pop report figures for cards or looking up pop report figures?"
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I am pretty sure that some graders are interested in the relative-rarity of
the items they grade.
EVEN I know some low-pop cards, and I know many low-pop items
in stamps/coins/currency. MANY card collectors know MANY pop-#s.
It's not a great feat of memorization; more about knowing what is rare/scarce.
If a "perfect" card that has been pop1 in 10 for years presents at a grader's station, I
would expect him to know that. There is nothing untoward about having that
knowledge; it seems likely, though, that there might be some extra attention
paid to making sure that a firm consensus was reached.
Protecting a population of high-grades from sliders presents no conflicts.