Individual Differences in Learning Performance: The Role of Aptitude.

Autor/inn/en	Fox, Wayne L.; und weitere
Institution	Human Resources Research Organization, Alexandria, VA.
Titel	Individual Differences in Learning Performance: The Role of Aptitude.
Quelle	(1969), (80 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Ability; Achievement Rating; Adult Vocational Education; Aptitude; Difficulty Level; Enlisted Personnel; High Achievement; Individual Differences; Job Training; Learning Problems; Low Ability Students; Low Achievement; Military Training; Performance Tests; Skill Development; Task Performance; Teaching Methods; Vocational Aptitude; Armed Forces Qualification Test + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Eignung; Schwierigkeitsgrad; Individueller Unterschied; Berufsqualifizierender Bildungsgang; Lernproblem; Unterdurchschnittliche Leistung; Militärausbildung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildungseignung; Berufseignung
Abstract	A study was designed to examine relationships of aptitude level to training performance on tasks of varying complexity and to determine if differential job training might be required. A complexity rated training battery with eight tasks (simple/choice monitoring, rifle assembly/disassembly, equipment preparation, map symbols, phonetic alphabet, and position plotting) was administered to 183 recruits selected through Armed Forces Qualification Test (AFQT) scores. Three homogeneous experimental groups were formed from subjects with different aptitude levels (HI-AFQT, MD-AFQT, and LO-AFQT). Results on simple and choice monitoring tasks revealed LO-AFQT subjects displayed poorer response times compared to HI-AFQT subjects. Rifle assembly/disassembly task differences were noted in favor of HI-AFQT subjects for mean response time and prompts. LO-AFQT subjects required more prompts, trials, and learning time than HI-AFQT subjects on the equipment preparation task. Wider within-group variability was noted for LO-AFQT subjects than other groups on map symbols and phonetic alphabet tasks. On the position plotting task LO-AFQT subjects required more training and displayed more within-group variability than HI-AFQT subjects. Findings suggest efficient training will depend on recognition of individual aptitude differences and instructional program designs compatible with individual learning rates and final performance capabilities. (CSS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC