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Cited by 20Learning Styles and Cognitive DifferencesEducation, Achievement, and GiftednessCognitive Abilities and Testing

Reassessing Aptitude: Introduction to a Special Issue in Honor of Richard E. Snow

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Kyllonen, Patrick C., Lajoie, Susanne P.·2003·Educational Psychologist
DOI 10.1207/s15326985ep3802_2
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Abstract

Richard Snow's research influenced many students and colleagues, both directly through his findings and indirectly by inspiring others to carry on the work. A cross-section of his influence is represented in the articles presented in this special issue. Snow was guided by a respect for empirical, quantitative approaches, applications, and a concern for large issues. We present several themes in his work, including the importance of multivariate considerations of individual differences, adapting instruction to individual learners, a process understanding of aptitude, and an enlarged role for spatial ability.

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  • Much of the ATI work provides a clear antecedent to the expertise reversal effect, according to which instructional methods that are effective for novices become less effective as expertise increases.

    “Much of this work provides a clear antecedent to the expertise reversal effect, discussed earlier, according to which instructional methods that are effective for novices become less effective as expertise increases.”

    From Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) · cites this paper as Kyllonen & Lajoie, 2003

    The Woltz Article section reports that stronger treatments benefited less able learners, whereas weaker treatments benefited more able learners—an ATI pattern that could be viewed as an antecedent. It does not specifically discuss novices becoming experts or identify an expertise reversal effect, and it describes the ATI findings as somewhat inconsistent. No page number is available in our copy. (LLM, conf=0.83)

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  • Constructivist approaches to instruction are based, in part, on a concern that individual differences moderate the impact of instruction.

    “Constructivist approaches to instruction are based, in part, on a concern that individual differences moderate the impact of instruction.”

    From Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) · cites this paper as Kyllonen & Lajoie, 2003

    The THEMES section describes aptitude–treatment interactions and says instruction should accommodate individual learners’ aptitudes. That supports the concern that individual differences affect how instruction works, but the paper does not connect that concern specifically to constructivist approaches. No page number is available in our copy. (LLM, conf=0.85)

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Authors
Kyllonen, P. C., & Lajoie, S. P.
Affiliations
Educational Testing Service (US)
Corresponding author
Kyllonen, Patrick C.
ORCID
Venue
Educational Psychologist
Publisher
Informa UK Limited
Published
2003-01-01
Volume
38
Issue
2
Pages
79-83
ISSN
  • 0046-1520 (ISSN-L)
  • 1532-6985
DOI
10.1207/s15326985ep3802_2
OpenAlex
W1993971731
Cited by
20
References
14
Citations by year
2023: 1 · 2022: 1 · 2021: 4 · 2020: 1 · 2018: 1 · 2015: 2 · 2014: 1
FWCI
1.84
Type
journal article
Language
en
Open access
Locations
  • Educational Psychologist (publishedVersion)
  • eScholarship@McGill (McGill) (submittedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Keywords
aptitude, individual differences, multivariate analysis, personalized learning, spatial ability

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