Experimental Factors Related to Aptitude-Treatment Interactions

Bracht, Glenn H.

doi:10.2307/1169460

Cited by 40 publications

(33 citation statements)

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“…In regards to other than prior achievement categories of aptitudes, there was less consistent empirical support found for stable aptitude-treatment interactions (Bracht 1970). The suggested reasons included inadequate aptitude measures that were designed for selection rather than diagnostic purposes (e.g., batteries of aptitude tests based on artificially simplified tasks in laboratory conditions) and inability to apply such measures dynamically, thus ignoring learning and practice effects.…”

Section: Expertise Reversal Effect and Aptitude-treatment Interactionsmentioning

confidence: 99%

Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction

2007

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The interactions between levels of learner prior knowledge and effectiveness of different instructional techniques and procedures have been intensively investigated within a cognitive load framework since mid-90s. This line of research has become known as the expertise reversal effect. Apart from their cognitive load theory-based prediction and explanation, patterns of empirical findings on the effect fit well those in studies of Aptitude Treatment Interactions (ATI) that were originally initiated in mid-60s. This paper reviews recent empirical findings associated with the expertise reversal effect, their interpretation within cognitive load theory, relations to ATI studies, implications for the design of learnertailored instructional systems, and some recent experimental attempts of implementing these findings into realistic adaptive learning environments.Keywords Expertise reversal effect . Prior knowledge . Expertise . Cognitive load theory . Learner-tailored instructionAlthough advantages of individualized learner-tailored instruction have been recognized for long time and continue to be aspired (e.g., see VanLehn et al. 2007 for the most recent manifestation) it still remains a mainly unrealized dream for the majority of educators. Most instructional materials are designed in a fixed, one-for-all fashion, and by default, implicitly if not explicitly, assume novices as intended learners. Unavailability of suitable real-time (online) diagnostic assessment techniques has also impeded the development of learnertailored environments. Because of the involvement of many complex factors, issues of managing cognitive load by adapting instructions to individual learners, although recognized as important, have been mostly avoided by recent research projects in the field. On the other side, specific developmental projects in adaptive e-learning have been focused mostly on technical issues of tailoring instructional content to learner preferences, interests, choices, history of previous on-line behavior etc. and not based on fundamental cognitive characteristics of learners and evidence-based principles of instructional design.

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Section: Expertise Reversal Effect and Aptitude-treatment Interactionsmentioning

confidence: 99%

Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction

2007

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“…Such interactions appear to be much easier to discover in relation to personality than to ability Bracht (1970),Cronbach & Snow (1969). andGage & Unruh (1967) have commented on the absence of such interactions in the ability field.…”

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confidence: 99%

The development of personality and its relation to learning

Eysenck

1978

Melbourne Studies in Education

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“…At the psychological level, the concern has been to understand why certain instructional methods or materials are more effective with some types of pupils than with others. Terms such as 'aptitude-treatment interaction' (Bracht, 1970), 'trait-treatment interaction' (Berliner and Cahen, 1973), and 'behaviour-person-environment paradigm' (Hunt, 1975) have been commonly used to describe the interaction taking place between individual personality traits and an educational treatment to produce a particular behavioural outcome.…”

Section: The Interaction Of School Environment and Student Traitsmentioning

confidence: 99%