Theory Name: Aptitude-Treatment Interaction

Authors: Cronbach, Lee, Snow, Richard

Associated Learning Theory
Cognitive Learning Theory

Model Description
The model describes how to create instruction that will match individual’s aptitude.

Specification of Theory
(a) Goals and preconditions
Adults will learn based on their aptitude. The instruction of material must align with the learners’ aptitude. ATI research covers a broad range of aptitudes and instructional variables; it has been used to explore new teaching strategies and curriculum design, especially in mathematics and reading.

(b) Principles
a. Aptitudes and instructional treatments interact in complex patterns and are influenced by task and situation variables.
b. Highly structured instructional environments tend to be most successful with students of lower ability; conversely, low structure environments may result in better learning for high ability students.
c. Anxious or conforming students tend to learn better in highly structured instructional environments; non-anxious or independent students tend to prefer low structure.

(c) Condition of learning
The best supported ATI effect involves treatments that differ in the structure and completeness of instruction and high or low "general" ability measures. Highly structured treatments (e.g., high level of external control, well-defined sequences/components) seem to help students with low ability but hinder those with high abilities (relative to low structure treatments).

(d) Required media
None

(e) Role of facilitator
The adult is both the facilitator and the learner.

(f) Instructional strategies

(g) Assessment method

Formative Research & Application
(a) Tested context: Higher Ed. K-12
(b) Research method: Qualitative
(c) Research description Case studies.
(d) Resources