Aptitude- versus content-treatment interactions
ABSTRACT Interest in adapting instructional methodology to accommodate individual learner characteristics has been stimulated by the
recent popularity of aptitude-by-treatment interaction research. While relevant to a descriptive theory of learning, ATI has
failed to provide an adequate conceptual or empirical basis for a prescriptive set of adaptive instructional designs. The
validity of adaptive designs as a focus for interaction research is questioned. Based upon cognitive task analysis and content
analysis, the search for content-treatment interactions and their applications to instructional development should make adaptive
designs more feasible, efficient, and consistent as well as developing important cognitive skills that may be short-circuited
by learner-adaptive designs. Examples of research-based content-treatment interactions are provided.
- NSPI Journal. 02/2007; 19(1):16 - 26.
- Journal of Educational Psychology. 01/1960; 51:267-272.
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ABSTRACT: Two instructional design variables were investigated that relate directly to the learning of coordinate concepts. The 1st variable, content structure, tested the hypothesis that simultaneous presentation of coordinate concepts enhances concept learning more than successive or collective presentation. In this study, the data analysis showed that 90 high school students who were given concepts simultaneously performed significantly better on the posttest than those who received concepts successively or collectively. The 2nd variable, instructional control strategy, contrasted an adaptive control strategy with a learner control strategy. Posttest performance was above the criterion level for the adaptive condition, but it was below the criterion level for the learner control condition. (21 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)Journal of Educational Psychology 07/1980; 72(4):499-505. · 3.08 Impact Factor