A Supplantation Model for Instructional Design: Investigation of a Behavioural Science Approach

1978 ◽  
Vol 22 (3) ◽  
pp. 277-294 ◽  
Author(s):  
Lynna J. Ausburn ◽  
Floyd B. Ausburn
Keyword(s):  
Instructional Design ◽  
Cognitive Processes ◽  
Task Analysis ◽  
Learning Task ◽  
Performance Outcomes ◽  
Behavioural Science ◽  
Learning Tasks ◽  
Task Requirements ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction

Drawing on concepts from such areas as information processing and cognitive processes in learning, learning task analysis, and interactive research techniques, this paper discusses a model for instructional design which is intended to improve the reliability and predictability of the design process. The model stresses interactions among specific combinations of learning task requirements, learner characteristics, and instructional treatment properties, in a manner analogous to the well-known aptitude-treatment interaction (ATI) model. The process underlying the model is “supplantation”, which is the provision of overt assistance to learners in performing a specific process required by a task. The supplantation model for instructional design is presented as an instrument for helping to produce predictable performance outcomes through the analysis of learners and learning tasks, and the joining of learners and tasks through the use of instructional treatments which assist learners in performing task requirements.

The value of introspective measures in aptitude-treatment interaction research

2019 ◽  
Vol 2 (2) ◽  
pp. 336-364 ◽  
Author(s):  
Rebecca Sachs ◽  
Yuka Akiyama ◽  
Kimi Nakatsukasa
Keyword(s):  
Cognitive Processes ◽  
Mixed Methods Research ◽  
Future Research ◽  
Cognitive Profiles ◽  
Group Level ◽  
Computer Mediated ◽  
Treatment Interaction ◽  
Analytic Processing ◽  
Aptitude Treatment Interaction ◽  
Metalinguistic Knowledge

Abstract To explore the value of introspective measures in aptitude-treatment interaction (ATI) research, this study analyzed the cognitive profiles and concurrent think-alouds of six university learners of Japanese who were highly successful, moderately successful, or unsuccessful under two computer-mediated feedback conditions in a larger (N = 80) quantitative ATI investigation (Sachs, 2011). That study had made indirect inferences regarding relationships among individual differences (IDs), cognitive processes, and learning on the basis of correlational results. Using Leow’s (2015) depth-of-processing (DoP) framework as a lens, what we found in the qualitative verbalization data highlighted that learners in the same condition with similar strengths in the IDs that are statistically associated with performance at the group level may nonetheless engage in different cognitive processes and achieve different learning outcomes, and vice versa. The findings also pointed toward more complex ID-DoP and ID-ID interactions that future research could explore, such as the possibility that a weakness in memory might limit the benefits of metalinguistic knowledge and analytic processing in a condition where group-level correlations suggest analysis is relevant to success, or that analytic processing might enhance the value of memory in a condition where memory is relevant to success. In our conclusions, we argue for the value of mixed-methods research in this area.

Effects of situational interest dimensions on students’ learning strategies in physical education

2017 ◽  
Vol 25 (2) ◽  
pp. 327-340 ◽  
Author(s):  
Cédric Roure ◽  
Gilles Kermarrec ◽  
Denis Pasco
Keyword(s):  
Physical Education ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Cognitive Engagement ◽  
Learning Task ◽  
Situational Interest ◽  
Learning Tasks ◽  
Tenth Grade ◽  
Active Exploration ◽  
Situated Perspective

Previous studies have shown that situational interest, as a primary motivator for students, affects student cognitive engagement. Considering this, the purpose of this study was to examine, within a situated perspective, the effects of situational interest dimensions on students’ learning strategies in physical education. A total of 148 tenth-grade students (mean age = 16.1, 15–17 years, standard deviation = 1.3, 40% boys) participated in a 30-minute body-conditioning learning task. Students’ situational interest and learning strategies were measured using validated self-reported questionnaires. Using correlations and regression analyses, the results showed that exploration intention positively predicts the learning strategies used by students. To motivate students and enhance their learning strategies, teachers could consider designing learning tasks that require higher-order cognitive processes demanding active exploration.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

PENGARUH PENDEKATAN APTITUDE TREATMENT INTERACTION (ATI) TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VIII SMP NEGERI 25 PEKANBARU

2015 ◽  
Vol 4 (1) ◽  
pp. 79
Author(s):  
Herlina '
Keyword(s):  
Control Group ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Research Experiment ◽  
And Control

This research intent to see how big influence of approaching aptitude treatment interaction (ATI) to mathematics concept grasp student brazes VIII SMP Country 25 Pekanbaru. This research constitute my research experiment attention. Subjec in observational it is student braze VIII4 as agglomerate as experiment by totals student 40 person and VIII3'S classes as agglomerate as controls by totals students 40. Base analisis data to pretes's score to know student startup ability on agglomerate experiment and control group. On student experiment group that will study by ATI'S approaching has average early learned result mathematics (pretes) as big as 17,15. Meanwhile on group controls student who will study by ordinary learning (conventional) have average early learned result mathematics (pretes) as big as 13,85. Analisis is data to postes's score on agglomerate learned student experiment with ATI'S approaching has average final learned result mathematics (postes) as big as 74,63. Meanwhile on group controls learned student with ordinary learning (conventional) have average final learned result mathematics (postes) as big as 62,93. Of quiz result distinctive both of average usufruct to study mathematics finals (postes) that points out that there is difference which signifikan among both of experiment class with control class.Keywords: aptitude treatment interaction (ATI), mathematics concept

scholarly journals Interacting with volatile environments stabilizes hidden-state inference and its brain signatures

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Aurélien Weiss ◽  
Valérian Chambon ◽  
Junseok K. Lee ◽  
Jan Drugowitsch ◽  
Valentin Wyart
Keyword(s):  
Cognitive Processes ◽  
Learning Task ◽  
Human Learning ◽  
Sensory Cues ◽  
Uncertain Environments ◽  
Behavioral Difference ◽  
Neural Interaction ◽  
Degree Of Control ◽  
Uncertain Outcomes ◽  
State Inference

AbstractMaking accurate decisions in uncertain environments requires identifying the generative cause of sensory cues, but also the expected outcomes of possible actions. Although both cognitive processes can be formalized as Bayesian inference, they are commonly studied using different experimental frameworks, making their formal comparison difficult. Here, by framing a reversal learning task either as cue-based or outcome-based inference, we found that humans perceive the same volatile environment as more stable when inferring its hidden state by interaction with uncertain outcomes than by observation of equally uncertain cues. Multivariate patterns of magnetoencephalographic (MEG) activity reflected this behavioral difference in the neural interaction between inferred beliefs and incoming evidence, an effect originating from associative regions in the temporal lobe. Together, these findings indicate that the degree of control over the sampling of volatile environments shapes human learning and decision-making under uncertainty.

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