This review of the research on aptitude-treatment interaction (ATI) discusses four methods or assumptions that might explain why ATI research has not generated the anticipated empirical support: (1) the lack of a theoretical base; (2) disagreement over what a given aptitude means and how it should be measured; (3) difficulties in defining…

Explores how research in learning styles can benefit from findings in cognitive psychology. Discusses difficulties of research on learning styles and two relevant findings in cognitive research: the influence of prior knowledge on learning and the potential value to learners of metacognitive awareness. Urges rigorous conceptual and empirical…

Reviews current research on different learning styles and capabilities of experts and novices which may guide software design: memory, cognitive processing, and performance differences; automatization, and coping strategies. Procedures which may enhance expert and novice performance when built into software are outlined. (MBR)

This paper reviews several studies on aptitude treatment interaction, the interaction between the learners' individual differences and methods of instruction. Specifically, it investigates the relationship between previous knowledge, including previously held misconceptions, and instructional methods. It is suggested that significant interactions…

Examines the role of experience in the use of orthographic structure by good and poor sixth-grade readers. Results showed that poor sixth-grade readers used orthographic structure to speed their matching judgments just as effectively as good sixth-grade readers. (HOD)

Reviews the current literature concerning prior knowledge in an attempt to clarify problems with the terminology. Identifies the three main problems: lack of definition or vagueness, nominal versus real definitions, and different names/same constructs or same name/different constructs. Includes a conceptual map of prior knowledge terminology. (MJP)