Aptitude, Learning, and Instruction

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adaptive instruction process analysis
Alternative Instructional Treatments
Aptitude Constructs
Categorical Syllogisms
Category=JMR
cognition
cognitive learning strategies
Cognitive Style
Completion Terms
Conditional Syllogisms
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General Behavior Theory
Geometric Analogy
individual differences
individual differences analysis
information processing
information processing theory
instructional design research
learning strategies
Linear Syllogisms
LR Alternative
Memory Set
Mental Rotation
Metaphoric Thinking
Mixture Theory
Office of Naval Research
Perceptual Encoding
Phonemic Translation
proceedings
reading comprehension measurement
Response Search Time
semantic memory research
semantic memory theory
Sentence Picture Verification Task
Sentence Verification Task
Spatial Information Processing
Test Shape
Verbal Aptitude
Vice Versa
Visual Span

Product details

  • ISBN 9780367755362
  • 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