Changing Aptitude Achievement and Relationships in Instruction: A Comment

Abstract

Findings of variable relationships between cognitive aptitudes and instructional outcomes were seen as a challenge to the aptitude treatment interaction paradigm. This paper points out that correlations between preceding and succeeding modules were generally as high as those between module outcomes and the 24 cognitive aptitudes. These data lend further support to the variability of the achievement treatment interaction formulation. Keywords: Instruction, Cognition, Treatment, Achievement, Individual differences.

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Document Details

Document Type
Technical Report
Publication Date
Aug 01, 1990
Accession Number
ADA226879

Entities

People

  • Sigmund Tobias

Organizations

  • City College of New York

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  • Human Systems

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  • Abstracts
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  • Cognition
  • Drilling
  • Educational Psychology
  • Factor Analysis
  • Instructions
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  • Naval Personnel
  • New York
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  • United States

Fields of Study

  • Education

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