Changing Aptitude Achievement and Relationships in Instruction: A Command

摘要

Findings of variable relationships between cognitive aptitudes and instructionaloutcomes 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. (sdw)