Aptitude, Learning, and Instruction

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ability
Act Production
Act Production System
Adaptive Instruction
adaptive instructional design
Add Er
Aptitude Treatment Interaction
Category=JMR
cognition
Cognitive process analyses
cognitive task analysis
complex learning processes
Dienes Blocks
Elaborative Conception
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ERP
ERP Amplitude
ERP Component
Estimated Regression Lines
Geometry Problem Solving
individual differences
individual differences research
information processing
Initial Performance Levels
learning strategies
Longer Encoding Times
mental imagery models
Office of Naval Research
P300 Amplitude
P300 Latency
Planning Nets
proceedings
process analysis in educational psychology
Prompt Instructions
Psychological Assessment
Relevant Treatment Variables
semantic memory theory
Sight Word Identification
Standard Group Instruction
Target Procedure
Vice Versa

Product details

  • ISBN 9780367755928
  • Weight: 453g
  • Dimensions: 156 x 234mm
  • Publication Date: 31 May 2021
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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For the previous 6 years before publication, Office of Naval Research (ONR) had been conducting a thematically oriented contract research program aimed, in large part, at developing the kind of broad theoretical framework necessary for a workable process interpretation of aptitude, learning, and performance. Originally published in 1980, the papers in this collection are generally addressed to three broad areas that were central to those interests of the ONR Personnel and Training Research Programs. One area is concerned with individual differences information processing, as revealed in simple laboratory or psychometric tests. The second area focuses on the structural aspects of learning and performance, using tools and concepts from semantic memory theory to describe what is learned and how it is learned. And the third area is aimed at the management of instruction: It addresses itself to the kinds of research and instructional designs required for effective implementation of adaptive instruction.

Richard E. Snow, Pat-Anthony Federico, William E. Montague