Abstract
This chapter contains two messages. One message is methodological and conceptual. Aptitude-treatment interaction (ATI) research strategies must be powerful enough to forge generalizations about instruction. In the future, more treatments should involve learning through instruction rather than learning through practice, be longer in duration, and be more realistic, educationally. The other message is substantive. Aptitude-treatment interactions exist and can be practically important. In addition to being directly useful in instruction, ATI effects can suggest mechanisms in learning from instruction that can be the basis of a framework for learning-from-instruction theory.
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