Aptitudes and Symbol Systems in Adaptive Classroom Teaching

Phi Delta Kappan

Volumn 78, Issue 5, 1997, Pages 354-360

  Snow, Richard E ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0007305366     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (21)

1. See, for example, Richard E. Snow, "Education and Intelligence," in Robert J. Sternberg, ed., Handbook of Human Intelligence (New York: Cambridge University Press, 1982), pp. 493-585; and Lyn Corno and Richard E. Snow, "Adapting Teaching to Individual Differences Among Learners," in Merlin C. Wittrock, ed., Third Handbook of Research on Teaching (New York: Macmillan, 1986), pp. 605-29.
2. See, for example, Richard E. Snow, "Education and Intelligence," in Robert J. Sternberg, ed., Handbook of Human Intelligence (New York: Cambridge University Press, 1982), pp. 493-585; and Lyn Corno and Richard E. Snow, "Adapting Teaching to Individual Differences Among Learners," in Merlin C. Wittrock, ed., Third Handbook of Research on Teaching (New York: Macmillan, 1986), pp. 605-29.
3. See Lee J. Cronbach and Richard E. Snow, Aptitudes and Instructional Methods: A Handbook for Research on Interactions (New York: Irvington, 1977).
4. See, for example, David R. Olson, ed., Media and Symbols: The Forms of Expression, Communication, and Education: 73rd Yearbook of the National Society for the Study of Education, Part I (Chicago: University of Chicago Press, 1974); and Gavriel Salomon, Interaction of Media, Cognition, and Learning (San Francisco: Jossey-Bass, 1970).
5. See, for example, David R. Olson, ed., Media and Symbols: The Forms of Expression, Communication, and Education: 73rd Yearbook of the National Society for the Study of Education, Part I (Chicago: University of Chicago Press, 1974); and Gavriel Salomon, Interaction of Media, Cognition, and Learning (San Francisco: Jossey-Bass, 1970).
6. For further discussion of these examples and of culturally defined aptitudes in general, see Michael Cole, "Mind as a Cultural Achievement: Implications for IQ Testing," in Elliot Eisner, ed., Learning and Teaching the Ways of Knowing: 84th Yearbook of the National Society for the Study of Education, Part II (Chicago: University of Chicago Press, 1985), pp. 218-49; and Roland G. Tharp, "Psychocultural Variables and Constants: Effect on Teaching and Learning in Schools," American Psychologist, vol. 44, 1989, pp. 349-59.
7. For further discussion of these examples and of culturally defined aptitudes in general, see Michael Cole, "Mind as a Cultural Achievement: Implications for IQ Testing," in Elliot Eisner, ed., Learning and Teaching the Ways of Knowing: 84th Yearbook of the National Society for the Study of Education, Part II (Chicago: University of Chicago Press, 1985), pp. 218-49; and Roland G. Tharp, "Psychocultural Variables and Constants: Effect on Teaching and Learning in Schools," American Psychologist, vol. 44, 1989, pp. 349-59.
8. For more detail, see Richard E. Snow, "The Concept of Aptitude," in Richard E. Snow and David E. Wiley, eds., Improving Inquiry in Social Science: A Volume in Honor of Lee J. Cronbach (Hillsdale, N.J.: Erlbaum, 1991), pp. 249-84; and idem, "Aptitude Theory: Yesterday, Today, and Tomorrow," Educational Psychologist, vol. 27, 1992, pp. 5-32.
9. For more detail, see Richard E. Snow, "The Concept of Aptitude," in Richard E. Snow and David E. Wiley, eds., Improving Inquiry in Social Science: A Volume in Honor of Lee J. Cronbach (Hillsdale, N.J.: Erlbaum, 1991), pp. 249-84; and idem, "Aptitude Theory: Yesterday, Today, and Tomorrow," Educational Psychologist, vol. 27, 1992, pp. 5-32.
10. John Milton, The Doctrine and Discipline of Divorce (London: Printed by T.P. & M.S., 1643), Book I, Chap. 4.
11. James J. Gibson, The Ecological Approach to Visual Perception (Boston: Houghton Mifflin, 1979), pp. 127-35.
12. I use terms such as components and skills here to emphasize a procedural response to situations, but they should be taken to include perceiving situations and knowing or deriving their meaning.
13. John R. Frederiksen, Beth M. Warren, and Ann S. Rosebery, "A Componential Approach to Training Reading Skills: Part 1: Perceptual Units Training," Cognition and Instruction, vol. 2, 1985, pp. 91-130; and idem, "A Componential Approach to Training Reading Skills: Part 2: Decoding and Use of Context," Cognition and Instruction, vol. 2, 1985, pp. 271-338.
14. John R. Frederiksen, Beth M. Warren, and Ann S. Rosebery, "A Componential Approach to Training Reading Skills: Part 1: Perceptual Units Training," Cognition and Instruction, vol. 2, 1985, pp. 91-130; and idem, "A Componential Approach to Training Reading Skills: Part 2: Decoding and Use of Context," Cognition and Instruction, vol. 2, 1985, pp. 271-338.
15. Carl Bereiter has used the term "acquired contextual module" to characterize this kind of ability development. Though it is unlikely that abilities are entirely acquired or completely modularized, this term nicely emphasizes the adaptation of abilities to particular contexts or conditions. See Carl Bereiter, "Aspects of an Educational Learning Theory," Review of Educational Research, vol. 60, 1990, pp. 603-24.
16. For a review of spatial ability, see David F. Lohman, "Spatial Ability and g," in Ian Dennis and Patrick Tapsfield, eds., Human Abilities: Their Nature and Measurement (Mahwah, N.J.: Erlbaum, 1996), pp. 97-116.
17. See John B. Carroll, Human Cognitive Abilities (New York: Cambridge University Press, 1993).
18. See, for example, Lauren B. Resnick and Robert Glaser, "Problem Solving and Intelligence," in Lauren B. Resnick, ed., The Nature of Intelligence (Hillsdale, N.J.: Erlbaum, 1976), pp. 205-30.
19. Some of these results derive from research by Elanna Yalow, Individual Differences in Learning from Verbal and Figurai Materials (Stanford, CalifSchool of Education, Stanford University, Aptitude Research Project Technical Report No. 12, 1980). Other evidence is summarized by Cronbach and Snow, op. cit.
20. Laura S. Hamilton et al., "Enhancing the Validity and Usefulness of Large-Scale Educational Assessments, II: NELS:88 Science Achievement," American Educational Research Journal, vol. 32, 1995, pp. 555-81; and Edward M. Nussbaum, Laura S. Hamilton, and Richard E. Snow, "Enhancing the Validity and Usefulness of Large-Scale Educational Assessments, IV: NELS:88 Science Achievement to Twelfth Grade," American Educational Research Journal, in press.
21. Laura S. Hamilton et al., "Enhancing the Validity and Usefulness of Large-Scale Educational Assessments, II: NELS:88 Science Achievement," American Educational Research Journal, vol. 32, 1995, pp. 555-81; and Edward M. Nussbaum, Laura S. Hamilton, and Richard E. Snow, "Enhancing the Validity and Usefulness of Large-Scale Educational Assessments, IV: NELS:88 Science Achievement to Twelfth Grade," American Educational Research Journal, in press.