Abstract
The purpose of this study was to search for interactions between six cognitive aptitudes and two different treatments or sequences of treatments concerned with mathematical inequalities. Outcome measures consisted of a midtest, retention test, and transfer test. One hundred seventeen subjects were administered the aptitude tests and then randomly assigned to experimental treatments. Subsequently, outcome measures were obtained. A regression analysis revealed two disordinal interactions. “Learning to learn” emerged as an important variable for investigation in future studies. The selection of more relevant aptitude measures and an improved design of outcome measures also appear to be important for future consideration.
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