Learner control: Beyond aptitude-treatment interactions

Abstract

Cronbach and Snow (in press) have prepared an extensive review of the theoretical orientation and methodology of an aptitude-treatment interaction (ATI) approach to revision of curriculum and instructional methods, and have summarized related research. In this paper, I attempt to state briefly their theoretical position and examine some of the premises that seem to provide the basis for their argument. Following a synopsis of their views, I propose alternative premises which seem to be less limiting than those of Cronbach and Snow. This paper is not a critique of ATI research. It discusses the philosophy and premises underlying the ATI approach, not ATI procedure and methodology. I have attempted to substantiate that ATI does represent a philosophy. And I suggest an alternative theoretical methodology that follows from revised premises. In my view, the study of aptitudeEditor's Note. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education and Welfare. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinions of the National Institute of Education.