The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different…

This paper outlines a schema for the systematic investigation of individual differences in learning through the use of aptitude-treatment interaction studies, and provides an approach to incorporating these studies into an ongoing evaluation system. (Editor)

Advantages and disadvantages of three analytic methods are discussed. A hypothetical data set is employed to make the discussion complete. It is suggested that commonality analysis can be usefully employed in research studies in education, particularly when aptitute-treatment interaction studies are involved. (Author/LMO)

Effects of cognitive style matching on interaction patterns in teacher-student dyads were investigated. Cognitive similarity/dissimilarity was not associated with the interaction patterns. Dyadic interaction was affected by factors including cognitive style and sex of teachers and students and contextual factors, particularly whole class v…

Hypothesis predicting ordinal interactions between self-concept and high and low guidance methods of instruction were tested with 92 elementary school subjects. General and academic self-concept were independent variables, the dependent variables being recall and two types of transfer skill. Multiple regression analysis showed the interaction…

The effects that locus of control has upon mathematics achievement were analyzed using inductive and deductive methods of instruction. The analysis revealed a significant interaction for the subtest of items testing lower-level understanding. (Author/PN)

The hypothesis was tested that students with a field-independent cognitive style would learn most about numeration systems if they had minimum guidance and maximum opportunity for discovery through the use of manipulative materials. Data were gathered on 46 prospective elementary school teachers. The hypothesis was supported. (Author/MH)

High school students of various ability levels were presented economics concepts lessons, varied according to their organization or structure. Test questions over concept ranged from simple recall of information to application of economics principles. Students scored generally higher when they were presented highly structured lessons. (LMO)

This study examined the effects of selected reader and task variables on reading comprehension performance. Several reader and task interaction effects were found to be significant, particularly for lookback conditions and constructed response tasks. Cognitive style interacted with hearing state on tasks involving lookback options. (Author/DWH)

The relationship between locus of control and three dimensions of discovery learning was investigated. Mathematics students were assigned to treatments differing in level of guidance, inductive or deductive sequencing, or use of small groups. Aptitude-treatment interaction occurred between locus of control and small-group instruction. (Author/GK)

This study examined the interaction between field independence and two treatments: small group and individual mathematics instruction. There was significant interaction when achievement was the dependent variable, but not when student ratings of the course were used. The interaction was due more to general ability than cognitive style. (Author/GSK)

The interactive effect of cognitive entry behaviors (CEB) with mastery versus non-mastery learning strategies is studied. The subjects, 180 third graders were randomly assigned to four treatment groups: 90 percent mastery; 70 percent mastery, non-mastery, and control. The results showed a significant CEB x treatment interaction on immediate…

Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to high self-efficacy across grades and promoted performance among third and fourth graders.…

The effectiveness of a strategy for improving performance on multiple-choice items for examinees was assessed using an aptitude-treatment interaction model. Results showed that for low-anxious examinees, generation of an answer before selecting a response led to higher performance, but not for highly anxious examinees. (Author/JAZ)