Abstract
The aptitude-treatment interaction (ATI) study reported here explored the relationship between cognitive restructuring ability, as measured by the Group Embedded Figures Test (GEFT), and treatments varying in amounts of teacher guidance. It specifically investigated how these two variables affected performance on rational number tasks involving perceptual distracters. Perceptual distracter problems evolved from the work of the Rational Number Project (Behr & Post, 1981). Such problems contain visualstimulus information inconsistent with the demands of the task that must
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