DETERMINATION OF OPTIMAL INSTRUCTIONAL TREATMENT IN ATI OF TWO APTITUDE DIMENSIONS AND MULTIPLE TREATMENTS

HIROSHI NAMIKI; JUNKO HAYASHI

doi:10.4992/psycholres1954.19.56

HIROSHI NAMIKI, JUNKO HAYASHI

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1977 Volume 19 Issue 2 Pages 56-67

DOI https://doi.org/10.4992/psycholres1954.19.56

[Correction] Jpn. Psychol. Res Vol.19 No.3 (1977) pp.149-149

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Published: September 30, 1977 Received: February 18, 1977 Available on J-STAGE: February 24, 2009 Accepted: - Advance online publication: - Revised: -
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Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : Under four types of instructional treatments, Text-Numerical, Text-Graphical, Program-Numerical and Program-Graphical, junior high school pupils were presented a learning task of understanding a formula to summate arithmetic progression. Aptitude treatment interactions were examined by taking two aptitude informations into consideration simultaneously, and optimal treatments were determined in the three-dimensional space of two aptitudes and one payoff. Significant interaction of general intelligence×GAT×Text-Program, for example, was identified by multiple regression analysis. The plane, whose co-ordinates are general intelligence and GAT, was divided into three regions of optimal treatments, Text-Numerical, Text-Graphical and Program-Numerical. Payoffs of four types of treatments and optimized treatments were compared, and several other points in ATI research were discussed.
Right : Under four types of instructional treatments, Text-Numerical, Text-Graphical, Program-Numerical and Program-Graphical, junior high school pupils were presented a learning task of understanding a formula to summate arithmetic progression. Aptitude treatment interactions were examined by taking two aptitude informations into consideration simultaneously, and optimal treatments were determined in the three-dimensional space of two aptitudes and one payoff. Significant interaction of general intelligence × GAT×Text-Program, for example, was identified by multiple regression analysis. The plane, whose co-ordinates are general intelligence and GAT, was divided into three regions of optimal treatments, Text-Numerical, Text-Graphical and Program-Numerical. Payoffs of four types of treatments and optimized treatments were compared, and several other points in ATI research were discussed.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : AZUMA, H. 1968 Optimization of instructional guidance. In Hatano, et al. (Eds.) Handbook of psychology of learning & instruction. Tokyo: Kanekoshobo, Pp 633-647. (In Japanese)
COHEN, J. 1968 Multiple regression as a general data analytic system. Psychological Bulletin, 70, 426-443.
CRONBACH, L. J. 1966 The logic of experiments on discovery. In L. S. Shulman & E. R. Keislar (Eds.), Learning by discovery: A critical appraisal. Chicago: Rand McNally & Co., Pp 77-92.
CRONBACH, L. J. 1967 How can instruction be adapted to individual difference? In R. M. Gangé (Ed.), Learning and individual differences. Columbus: Charles E. Merrill Publishing Co., Pp 23-39.
CRONBACH, L. J. 1975 Beyond the two disciplines of scientific psychology. American Psychologist, 30, 116-127.
CRONBACH, L. J., & SNOW, R. E. 1969 Individual differences in learning ability as a function of instructional variables. (U. S. Office of Education Report 4-6-061269-1217), Stanford, Calif.: Stanford Univ.
GAGNÉ, R. M., & BROWN, L. T. 1961 Some factors in the programming of conceptual learning. Journal of Experimental Psychology, 62, 313-321.
HAYASHI, J., & NAMIKI, H. 1975 The ATI effect in learning of solution rules. Proceedings of 17th Annual Convention of the Japanese Association of Educational Psychology, 424-425. (In Japanese)
KERLINGER, F. N., & PEDHAZUR, E. J. 1973 Multiple regression in behavioral research. N. Y.: Holt, Rinehart and Winston, Inc.
KORAN, M. L., SNOW, R. E., & MCDONALD, F. J. 1971 Teacher aptitude and observational learning of a teaching skill. Journal of Educational Psychology, 62, 219-228.
NAMIKI, H. 1977 Specificity-generality in ATI research: Some theoretical consideration and experimental evidences. In Collection of papers dedicated to Keizo Hayashi, 9th report, Psychological Laboratory on the Hyoshi Campus, Keio Univ., 87-98.
NAMIKI, H., HAYASHI, J., & KAZAMA, N. 1977 The ATI effect in problem solving learning: When two aptitude informations are used. Studies in Sociology, Psychology and Education, Keio Univ., 17, 1-9. (In Japanese)
OVERALL, J. E., & SPIEGEL, D. K. 1969 Concerning least squares analysis of experimental data. Psychological Bulletin, 72, 311-322.
POTTHOFF, R. F. 1964 On the Johnson-Neyman technique and some extensions thereof. Psychometrika, 29, 241-256.
RHETTS, J. E. 1974 Task, learner, and treatment variables in instructional design. Journal of Educational Psychology, 66, 339-347.
SPIELBERGER, C. D. 1966 The effect of anxiety on complex learning and academic achievement. In C. D. Spielberger (Ed.), Anxiety and behavior. N. Y.: Academic Press.
TOBIAS, S. 1973 Sequence, familiarity, and attribute by treatment interactions in programmed instruction. Journal of Educational Psychology, 64, 133-141.

Right : AZUMA, H. 1968 Optimization of instructional guidance. In Hatano, et al. (Eds.) Handbook of psychology of learning instruction. Tokyo: Kanekoshobo, Pp633-647. (In Japanese)
COHEN, J. 1968 Multiple regression as a general data analytic system. Psychological Bulletin, 70, 426-443.
CRONBACH, L. J. 1966 The logic of experiments on discovery. In L. S. Shulman & E. R. Keislar (Eds.), Learning by discovery: A critical appraisal. Chicago: Rand McNally & Co., Pp77-92.
CRONBACH, L. J. 1967 How can instruction be adapted to individual difference? In R. M. Gagné (Ed.), Learning and individual differences. Columbus: Charles E. Merrill Publishing Co., Pp23-39.
CRONBACH, L. J. 1975 Beyond the two disciplines of scientific psychology. American Psychologist, 30, 116-127.
CRONBACH, L. J., & SNOW, R. E. 1969 Individual differences in learning ability as a function of instructional variables. (U. S. Office of Education Report 4-6-061269-1217), Stanford, Calif.: Stanford Univ.
GAGNÉ, R. M., & BROWN, L. T. 1961 Some factors in the programming of conceptua learning. Journal of Experimental Psychology, 62, 313-321.
HAYASHI, J., & NAMIKI, H. 1975 The ATI effect in learning of solution rules. Proceedings of 17th Annual Convention of the Japanese Association of Educational Psychology, 424-125. (In Japanese)
KERLINGER, F. N., & PEDHAZUR, E. J. 1973 Multiple regression in behavioral research. N. Y.: Holt, Rinehart and Winston, Inc.
KORAN, M. L., SNOW, R. E., & MCDONALD, F. J. 1971 Teacher aptitude and observational learning of a teaching skill. journal of Educational Psychology, 62, 219-228.
NAMIKI, H. 1977 Specificity-generality in ATI research: Some theoretical consideration and experimental evidences. In Collection of papers dedicated to Keizo Hayashi, 9th report, Psychological Laboratory on the Hiyoshi Campus, Keio Univ., 87-98.
NAMIKI, H., HAYASHI, J., & KAZAMA, N. 1977 The ATI effect in problem solving learning: When two aptitude informations are used. Studies in Sociology, Psychology and Education, Keio Univ., 17, 1-9. (In Japanese)
OVERALL, E., & SPIEGEL, D. K. 1969 Concerning least squares analysis of experimental data. Psychological Bulletin, 72, 311-322.
POTTHOFF, R. F. 1964 On the Johnson-Neyman technique and some extensions thereof. Psychometrika, 29, 241-256.
RHETTS, J. E. 1974 Task, learner, and treatment variables in instructional design. journal of Educational Psychology, 66, 339-347.
SPIELBERGER, C. D. 1966 The effect of anxiety on complex learning and academic achievement. In C. D. Spielberger (Ed.), Anxiety and behavior. N.Y.: Academic Press.
TOBIAS, S. 1973 Sequence, familiarity, and attribute by treatment interactions in programmed instruction. journal of Educational Psychology, 64, 133-141.

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : AZUMA, H. 1968 Optimization of instructional guidance. In Hatano, et al. (Eds.) Handbook of psychology of learning instruction. Tokyo: Kanekoshobo, Pp633-647. (In Japanese)
COHEN, J. 1968 Multiple regression as a general data analytic system. Psychological Bulletin, 70, 426-443.
CRONBACH, L. J. 1966 The logic of experiments on discovery. In L. S. Shulman & E. R. Keislar (Eds.), Learning by discovery: A critical appraisal. Chicago: Rand McNally & Co., Pp77-92.
CRONBACH, L. J. 1967 How can instruction be adapted to individual difference? In R. M. Gagné (Ed.), Learning and individual differences. Columbus: Charles E. Merrill Publishing Co., Pp23-39.
CRONBACH, L. J. 1975 Beyond the two disciplines of scientific psychology. American Psychologist, 30, 116-127.
CRONBACH, L. J., & SNOW, R. E. 1969 Individual differences in learning ability as a function of instructional variables. (U. S. Office of Education Report 4-6-061269-1217), Stanford, Calif.: Stanford Univ.
GAGNÉ, R. M., & BROWN, L. T. 1961 Some factors in the programming of conceptua learning. Journal of Experimental Psychology, 62, 313-321.
HAYASHI, J., & NAMIKI, H. 1975 The ATI effect in learning of solution rules. Proceedings of 17th Annual Convention of the Japanese Association of Educational Psychology, 424-125. (In Japanese)
KERLINGER, F. N., & PEDHAZUR, E. J. 1973 Multiple regression in behavioral research. N. Y.: Holt, Rinehart and Winston, Inc.
KORAN, M. L., SNOW, R. E., & MCDONALD, F. J. 1971 Teacher aptitude and observational learning of a teaching skill. journal of Educational Psychology, 62, 219-228.
NAMIKI, H. 1977 Specificity-generality in ATI research: Some theoretical consideration and experimental evidences. In Collection of papers dedicated to Keizo Hayashi, 9th report, Psychological Laboratory on the Hiyoshi Campus, Keio Univ., 87-98.
NAMIKI, H., HAYASHI, J., & KAZAMA, N. 1977 The ATI effect in problem solving learning: When two aptitude informations are used. Studies in Sociology, Psychology and Education, Keio Univ., 17, 1-9. (In Japanese)
OVERALL, E., & SPIEGEL, D. K. 1969 Concerning least squares analysis of experimental data. Psychological Bulletin, 72, 311-322.
POTTHOFF, R. F. 1964 On the Johnson-Neyman technique and some extensions thereof. Psychometrika, 29, 241-256.
RHETTS, J. E. 1974 Task, learner, and treatment variables in instructional design. journal of Educational Psychology, 66, 339-347.
SPIELBERGER, C. D. 1966 The effect of anxiety on complex learning and academic achievement. In C. D. Spielberger (Ed.), Anxiety and behavior. N.Y.: Academic Press.
TOBIAS, S. 1973 Sequence, familiarity, and attribute by treatment interactions in programmed instruction. journal of Educational Psychology, 64, 133-141.

Right : AZUMA, H. 1968 Optimization of instructional guidance. In Hatano, et al.(Eds.) Handbook of psychology of learning & instruction. Tokyo: Kanekoshobo, Pp633-647.(In Japanese)
COHEN, J. 1968 Multiple regression as a general data analytic system. Psychological Bulletin, 70, 426-443.
CRONBACH, L. J. 1966 The logic of experiments on discovery. In L. S. Shulman & E. R. Keislar (Eds.), Learning by discovery: A critical appraisal. Chicago: Rand McNally & Co., Pp77-92.
CRONBACH, L. J. 1967 How can instruction be adapted to individual difference? In R. M. Gagné(Ed.), Learning and individual differences. Columbus: Charles E. Merrill Publishing Co., Pp23-39.
CRONBACH, L. J. 1975 Beyond the two disciplines of scientific psychology. American Psychologist, 30, 116-127.
CRONBACH, L. J., & SNOW, R. E. 1969 Individual differences in learning ability as a function of instructional variables.(U. S. Office of Education Report 4-6-061269-1217), Stanford, Calif.: Stanford Univ.
GAGNÉ, R. M., & BROWN, L. T. 1961 Some factors in the programming of conceptual learning. Journal of Experimental Psychology, 62, 313-321.
HAYASHI, J., & NAMIKI, H. 1975 The ATI effect in learning of solution rules. Proceedings of 17th Annual Convention of the Japanese Association of Educational Psychology, 424-425.(In Japanese)
KERLINGER, F. N., & PEDHAZUR, E. J. 1973 Multiple regression in behavioral research. N. Y.: Holt, Rinehart and Winston, Inc.
KORAN, M. L., SNOW, R. E., & MCDONALD, F. J. 1971 Teacher aptitude and observational learning of a teaching skill. Journal of Educational Psychology, 62, 219-228.
NAMIKI, H. 1977 Specificity-generality in ATI research: Some theoretical consideration and experimental evidences. In Collection of papers dedicated to Keizo Hayashi, 9th report, Psychological Laboratory on the Hiyoshi Campus, Keio Univ., 87-98.
NAMIKI, H., HAYASHI, J., & KAZAMA, N. 1977 The ATI effect in problem solving learning: When two aptitude informations are used. Studies in Sociology, Psychology and Education, Keio Univ., 17, 1-9.(In Japanese)
OVERALL, J. E., & SPIEGEL, D. K. 1969 Concerning least squares analysis of experimental data. Psychological Bulletin, 72, 311-322.
POTTHOFF, R. F. 1964 On the Johnson-Neyman technique and some extensions thereof. Psychometrika, 29, 241-256.
RHETTS, J. E. 1974 Task, learner, and treatment variables in instructional design. Journal of Educational Psychology, 66, 339-347.
SPIELBERGER, C. D. 1966 The effect of anxiety on complex learning and academic achievement. In C. D. Spielberger (Ed.), Anxiety and behavior. N.Y.: Academic Press.
TOBIAS, S. 1973 Sequence, familiarity, and attribute by treatment interactions in programmed instruction. Journal of Educational Psychology, 64, 133-141.

Abstract

Under four types of instructional treatments, Text-Numerical, Text-Graphical, Program-Numerical and Program-Graphical, junior high school pupils were presented a learning task of understanding a formula to summate arithmetic progression. Aptitude treatment interactions were examined by taking two aptitude informations into consideration simultaneously, and optimal treatments were determined in the three-dimensional space of two aptitudes and one payoff. Significant interaction of general intelligence × GAT×Text-Program, for example, was identified by multiple regression analysis. The plane, whose co-ordinates are general intelligence and GAT, was divided into three regions of optimal treatments, Text-Numerical, Text-Graphical and Program-Numerical. Payoffs of four types of treatments and optimized treatments were compared, and several other points in ATI research were discussed.

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