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Remaking the concept of aptitude : extending the legacy of Richard E. Snow / Lyn Corno ... [and others] for the Stanford Aptitude Seminar ; edited by Lee J. Cronbach.
- Format:
- Book
- Series:
- Educational psychology series
- The educational psychology series
- Language:
- English
- Subjects (All):
- Ability--Congresses.
- Ability.
- Genre:
- Conference papers and proceedings.
- Physical Description:
- xxv, 288 pages : illustrations ; 24 cm.
- Place of Publication:
- Mahwah, N.J. : Lawrence Erlbaum Associates, 2002.
- Summary:
- Richard E. Snow's final book, unfinished at his death in 1997, has been organized & completed by a panal of his colleagues. The book identifies questions that research should address to combine aptitude theory with theory of social & cognitive processes.
- Contents:
- 1 Aptitude: The Once and Future Concept 1
- The aim of this book and some of its features 1
- What characteristics constitute aptitudes? 3
- Historical conceptions 6
- The broad view 6
- Ancient origins 6
- Dictionary usages 8
- The vision is narrowed 9
- Evolving themes of research 11
- Measures of general ability and their application 11
- Differential prediction and choice among treatments 16
- Multiple abilities 16
- Classification and placement decisions 18
- Individual differences in response to instruction 20
- Snow's early research at Stanford 20
- Research on processes 24
- Learning in groups 29
- The path ahead, and a vision from Snow in midcareer 30
- The topics of later chapters 30
- Snow's educational vision 32
- 2 Conflicting Themes 35
- The challenge of the participant metaphor 35
- Intellectual growth as a social process 36
- Situated cognition 38
- A preliminary reconciliation 41
- A suggestive theory from the 1970s 42
- The inclusive view of aptitude 43
- Achievements as aptitudes 46
- The repertoire of propensities 49
- The developmental picture and the underlying transactions 50
- 3 Mapping the Terrain 56
- Taxonomies: Development and uses 56
- The form of taxonomies 57
- Use of taxonomies 58
- How taxonomies are developed 59
- Current categories for propensities 59
- Cognitive abilities: Skills and knowledge 60
- Taxonomies based on logical analysis 62
- The procedural/declarative contrast 62
- Levels of generality 62
- Process taxonomies based on logical distinctions 63
- Empirical taxonomies 65
- Older factor analyses 65
- Carroll's synthesis 67
- Multidimensional scaling; General ability in the bull's-eye 69
- Analyses of measures of learning rate 72
- Some empirical distinctions in mathematics and science 73
- Issues surrounding G 73
- Are G and Gf distinguishable? 74
- Gardner's challenge to the idea of general ability 76
- Sternberg's triarchic proposals 78
- Competing interpretations of G 80
- Subdivisions of affect and conation 82
- Affective variables 84
- Temperament 84
- Mood 86
- Links to personality 86
- Conative variables 87
- Taxonomy for situations 90
- Ambiguity in treatment labels 91
- The problem as seen in a meta-analysis 91
- Pertinent taxonomic methods 93
- Theory of educational situations: A short history 94
- Snow's challenge, and a new terrain 96
- 4 Antecedents of Success in Learning 98
- Forecasting educational outcomes 99
- Abilities as predictors 99
- Accounting for rate of learning 100
- Predicting school marks 103
- Other predictors 106
- Personality measures 106
- Past history 107
- Attitudes and beliefs 108
- The aptitude requirements of alternative instructional situations 110
- Learning from live and filmed demonstrations in physics 111
- Procedure 112
- Findings 113
- Evaluation of the research 115
- Propensities acting in combination 116
- Joint action of ability and anxiety 117
- Structure and demand for participation as treatment variables 117
- Procedure 119
- Findings 121
- Companion studies 123
- Evaluation 126
- 5 Analyses of Cognitive Process 128
- Artificial intelligence 131
- General problem solving and expert systems 131
- Anderson's ACT system 133
- Simulation of ability tests 135
- Modeling rule induction 135
- A goal monitor as aid to reasoning 136
- Processes within cognitive performance 138
- Speed of processing 139
- The search for mental mechanisms 139
- Working memory 143
- Hypotheses about attention 143
- The capacity hypothesis 144
- Where matters stand 144
- Tests as tasks 145
- Components in a complex performance 145
- What are components? 145
- How are components organized? 145
- The performance pathway 146
- Assembly and control processes 147
- Reasoning processes 148
- Sternberg's procedures 148
- Strategies and strategy shifting 151
- Modeling difficult items 152
- Why do Gf loadings rise with complexity? 155
- Number of components 156
- Speed of processing 157
- Demands upon central components 158
- Attention and working-memory capacity 159
- Adaptive processing 160
- Limitations and future directions 162
- Neglect of affect and conation 162
- Need to include situations and their affordances 163
- A summary hypothesis 163
- 6 The Cognitive-Affective-Conative Triad 165
- Overview of the triad 165
- Parallel pathways for performance and commitment 166
- Affect and cognition 168
- How anxiety influences reaction to difficulty 168
- Mood as an influence in learning 169
- Integrative process models 170
- Relation of reactivity to instructional response 172
- The Rubicon model 174
- The commitment pathway 175
- Volitional processes 177
- Action orientation 177
- Action controls 178
- Mindfulness 179
- Self-regulation in learning 181
- Conative styles 183
- A deep approach to learning 184
- Alternative ways of capturing conative styles 185
- A program for the long term 186
- 7 The Education of Aptitude 189
- Making readiness an aim of instruction 189
- Abilities as products of education 191
- Gains in general ability from schooling 191
- Effects of planned instructional supplements 194
- Direct training in processes 195
- Moving toward mastery of a domain 197
- Developing motivational readiness 200
- Development of affcon propensities 200
- Learning from lessons and living 202
- The role of the educational community 203
- Teaching self-regulation 204
- Socializing motivational orientations 205
- Collaborative learning 206
- Informative feedback 208
- Support for struggling students 209
- 8 Toward a Theory of Aptitude 211
- Placing aptitude theories among other theories 212
- The anchor boxes 212
- Aptitude theories: the central bands 214
- Snow's call for integration 215
- Person-situation transactions 216
- What "union of person and situation" means 216
- Perception as the bridging element 217
- Principal processes 218
- Sampling 218
- Assembly and control 219
- Some reflections 220
- Compounds of propensities 221
- Changes in the repertoire 222
- Theory building: Strategic choices 225
- Generalizing over unique events 225
- Perspectives 226
- Questions of grain size 226
- Expanding inquiry on constructs and processes 228
- Theory into action 230
- Theory building: Snow's proposals 231
- Appendix Terms Used in Describing Research Studies 235
- Psychological constructs 235
- Treatments 236
- Standard deviations and standard-score scales 237
- Correlations and their interpretation 238
- Convergent and discriminant validity 239
- Factor analysis and related methods 241
- Recognizing measurement error 241
- Regression and interaction 243
- Regression lines and planes 243
- Interaction 244
- Nonlinear regressions 245
- Recognizing uncertainty 245
- Confidence intervals 246
- Significance tests 247
- Effect sizes 247
- Uncertainty associated with regressions 249.
- Notes:
- Work completed by the Stanford Aptitude Seminar after the death of R.E. Snow.
- Includes bibliographical references (pages 251-275) and indexes.
- ISBN:
- 0805835326
- OCLC:
- 45052633
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