Toward a theory of cognitive aptitude for learning from instruction.

Abstract

This article reviews progress toward the development of a cognitive theory of aptitude for learning and presents descriptive and prescriptive goals for aptitude theories. Preliminary hypotheses about the nature of cognitive processes in aptitude for learning from instruction are reviewed. Twelve constituent points of the descriptive theory are presented. Some of these points are summary conclusions of much prior research, whereas others are less well supported at present. However, all contribute to the effort to describe learning and aptitude for learning in conformable terms. Finally, some prescriptive implications of the theory are discussed.The existence of individual differences in cognitive aptitude for learning from instruction is the most longstanding, wellestablished fact in educational psychology. This fact has been extensively studied and variously interpreted over the history of the field; it has been given its place in many theoretical models of school learning, both old and new, and a formidable measurement

Why g matters: The complexity of everyday life

“…Research in educational settings finds that low-g learners require highly structured, detailed, concrete, and "contextualized" instruction that omits no intermediate steps, but that such "complete" instruction is actually dysfunctional for high-g individuals. The latter easily fill gaps in instruction on their own and benefit most from abstract, self-directed, incomplete instruction that allows them to assemble new knowledge and reassemble old knowledge in idiosyncratic ways (Snow & Lohman, 1984).…”

Factors That Influence Training Effectiveness: A Conceptual Model And Longitudinal Analysis

“…Snow and Lohman (1984) suggested that highly able learners thrive on abstract instruction, while less able learners may be best trained by highly structured, concrete demonstrations. Unfortunately, we have not seen consistent ATI patterns as suggested by Snow and Lohman.…”

Performance Appraisal Feedback: A Foundation for Effective Self-Development

“…A highly structured self-development activity represents a less demanding learning environment for learners because learning activities with high structure impose an explicit direction for learning (Snow, 1989). For instance, such activities provide guidance and scaffolding in the form of explicit, sequential learning strategies for the learner to employ throughout the activity (Snow & Lohman, 1984). This externally-provided structure reduces anxiety and self-doubt in regard to one's capability to successfully learn the content of the activity.…”

“…The instructional design attributes of content relevancy, learner engagement, challenge, and structure have consistently been acknowledged for their effect on learning, retention, and transfer (e.g., Azevedo & Bernard, 1995;Knowles, 1980;Kraiger, 2003;McCauley et al, 1995;Shute, Gawlick, & Gluck, 1998;Snow & Lohman, 1984;Rigney et al, 1979;Taylor, 1981). Further, these attributes determine the quality of both formal activities and self-development activities (Campbell & Kuncel, 2001;Gagne & Briggs, 1979).…”