Trait‐treatment Interactions and Learning1

Berliner, David C.; Cahen, Leonard S.

doi:10.1002/j.2333-8504.1972.tb00448.x

Cited by 8 publications

(7 citation statements)

References 106 publications

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“…It is reasonable to expect, however, that for subjects with differing abilities and personality traits the effects of adjunct question placement and level may vary. Such considerations refer to "aptitude by treatment interactions" (see Berliner and Cahen, 1973;Cronbach and Snow, 1977).…”

Section: Individual Differences and Inserted Questionsmentioning

confidence: 99%

Inserted questions as aids to reading text

Rickards

Denner

1978

Instr Sci

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There has been a major shift in the psychology of language from a behavioristic to a cognitive view of learning. One important reason for this shift in thinking was that behavioristic theory simply could not account for language behavior as portrayed in Chomsky's theory of language. Within educational psychology, instructional research has assumed a more cognitive posture as well, particularly research involving the stimulation of prose processing through interspersing questions in text. Originally based on the associative or behavioristic model, early (1965)(1966)(1967)(1968)(1969)(1970) adjunct question research can be Characterized as having a "variables orientation". Within this orientation, primary consideration was given to examining the effects of manipulating question position (before or after text segments) and question frequency on text comprehension. In this early research, inserted questions were invariably pitched at a rote or verbatim learning level. Since the onset (c. 1970) of the cognitive revolution, however, adjunct question research has been focussed on examining the effects of different cognitive levels of inserted questions on text comprehension, and on developing methods for assessing processes produced by adjunct questions. However, the degree to which cognitive levels as operationalyzed in the experiments reviewed here captures the richness of cognition as it occurs in the schools is, of course, open to question. Other areas of cognitively-oriented research include the assessment of the relationship between individual differences and adjunct question treatments, and the generation of questions by subjects while reading. This more recent thrust in adjunct question research can be termed a "processes orientation". Research associated with both the "variables orientation" and the "processes orientation" are reviewed. Finally, some remarks are made concerning the paucity of theory in adjunct question research, the possible use of semantic memory theories as a basis for future research within the adjunct question paradigm, and the need for new question paradigms that more closely "match" question answering in general.* Appreciation is extended to Michael Macdonald-Ross for his critical comments and suggestions on an earlier version of this paper.

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Section: Individual Differences and Inserted Questionsmentioning

confidence: 99%

Inserted questions as aids to reading text

Rickards

Denner

1978

Instr Sci

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“…As Salomon (1972) has noted, 'ATI [Aptitude Treatment Interaction] research still seems to work on the basis of trial and error'. Several researchers have noted this problem and have suggested the need for a theory which would accommodate the concept of instructional interactions (Berliner and Cahen, 1973;Cronbach, 1967;DiVesta, 1974;Snow, 1977)_ MIMI helps fill this need for a comprehensive theory of instruction by providing a conceptual framework in which interactions can be studied and interpreted. This framework provides a method for both retrospectively interpreting the results of past interaction studies and prospectively designing future studies.…”

Section: Relevance To Instructional/counseling Researchmentioning

confidence: 99%

“…Cronbach (1975) has stated that "once we attend to interactions we enter a hall of mirrors that extends to infinity'. MIMI provides interaction researchers with a doorway out of the hall of mirrors_ It refutes Berliner and Cahen's (1973) notion that instructional interactions is an approach to rather than an area of research by providing the framework for a clearly defined and unified area of interaction research. Implicit in this interactional model is the expectation that all future designs for instructional/counseling development, improvement and remediation would take into account the various UC's involved in order that client outcomes be optimized.…”

Section: Relevance To Instructional/counseling Researchmentioning

confidence: 99%

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A psychoeducational model of counseling

Short

Pagliaro

1981

Int J Adv Counselling

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“…In order to reach the same goal it is often necessary to apply different kinds of interventions (have various curricula), dependent upon the characteristics of the child. In a recent review, Berliner and Cahen [1973] make a strong argument for this position in educational programs and, more importantly, in the evaluation of their effectiveness. It is important to remember that it is the evaluation of environment effectiveness which is one way to consider the effectiveness of learning on the child's intellectual capacity.…”

Section: Implications For Intervention Programsmentioning

confidence: 99%

Infant Intelligence Tests: Their Use and Misuse

Lewis

1973

Human Development

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Data from a variety of infant intelligence test scores make clear that it is not possible to consider (1) that infant intelligence is a measurable, unitary construct, (2) that there is a general g factor easily discernible in infancy, (3) that there is stability of scores both within and across scales, or (4) that there is predictability across age. These facts are discussed for their implications for models of intelligence, the use of intelligence tests in infancy, and finally intervention programs. It is concluded that the implicit model of general intelligence rests upon its function for society rather than its scientific merit. An alternative model of infant development is offered which is related to the acquisition of specific skills, the learning of which is dependent upon the match between the subject and the nature of the learning experience.

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Trait‐treatment Interactions and Learning1

Cited by 8 publications

References 106 publications

Inserted questions as aids to reading text

Inserted questions as aids to reading text

A psychoeducational model of counseling

Infant Intelligence Tests: Their Use and Misuse

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