Aptitude Treatment Interaction Research
Since the beginning of formal education, teachers/educators have sought the best method of instruction to maximize the learning potential of their students. It was recognized early that students differ in intelligence, ability to learn, background, environment, learning style, and many other factors that affected their progress through the educational system. Over time the classroom became the place for a teacher’s intuition, experiences, and impressions of the child to be the guidebook (Cronbach & Snow, 1969). As a result, aptitude treatment interaction (ATI) research developed as a way to find the best methods of instruction for the student population.
Historical Perspective and Definitions
ATI hypotheses were in ancient Chinese and Hebrew writings, in early Greek and Roman teaching, and early European philosophies. ATI, however, emerged as a modern research program when defined by Cronbach (1957) for instructional psychology. Since then, ATI research has been used extensively in the field of education and more recently in industrial and clinical psychology (Snow, 1991).
As with any study, definitions are integral to the understanding of the topic. According to Snow (1991), "aptitude should refer to any measurable person characteristic hypothesized to be needed as preparation for response to treatment to successful goal achievement in the treatment(s) studied" (p.205). This writer prefers the definition given by Cronbach and Snow where "aptitude is defined as any characteristic of the individual that increases (or impairs) his probability of success in a given treatment" (Cronbach & Snow, 1969, p. 5). Cronbach and Snow also say that aptitude is, essentially, whatever makes a person ready to learn rapidly (or to adapt effectively to his environment). The American Heritage Dictionary of the English Language simply states that aptitude is the ability or inclination of an individual to develop skills or acquire knowledge (1969). Intelligence, motivation, and anxiety seem to be the most common aptitudes studied.
Snow states that treatment is any manipulative situation variable (Snow 1991). In the education field, treatment refers to the teaching methods and techniques measured by the outcome of a post-test (Peck, 1983). Teacher characteristics and differences in teaching styles are treatments affecting the learning of students.
Interaction is defined statistically as the degree to which results for two or more treatments, or one treatment over two or more trials, differ for persons who also differ on one or more aptitude measures (Snow, 1991). This writer believes that interaction in the context of ATI refers to bi-directional action observed between the aptitude variables of the subject and the teaching techniques and methods of the instructor.
A common and primary weapon used by warriors of the Anglo-Saxon time period was the spear. Spearheads came in many styles, but were usually leaf or kite shaped and had a socket for attachment to th...
Lerner, Adrienne Wilmoth. “The Bow in Medieval Warfare.” Science and Its Times. Ed. Neil Schlager and Josh Lauer. Vol. 2: 700 to 1449. Detroit: Gale, 2001. 339-341. Gale Virtual Reference Library. Web. 26 Feb. 2014.
Medieval soldiers used a variety of weapons for hand-to-hand combat. All knights carried swords with them, and the best soldiers were expected to be skilled at swordplay. A sword consisted of a long blade and a handle called a hilt. Hilts could be made to accommodate one or two hands. Basic hilts were topped with a crosspiece that kept an opponent's sword from sliding down the blade and striking the soldier's hands. Some later swords had more elaborate hand guards. At the end of the hilt was a lump of metal called a pommel, which served as a counterweight to the blade. Sword blades could have one or two cutting edges, and the blades could be curved or straight, depending on how they were meant to be used. Most swords had a sharp point at the end to allow stabbing thrusts. Sword blade lengths varied greatly. The Vikings in the 800s used a sword that was about 3 feet long with a hilt that was usually held in one hand. Blades grew slightly longer during the 11th and 12th centuries. The long sword was common in the 14th through 16th centuries. It had a thinner and lighter blade than earlie...
Medieval Weapons were (are) very dangerous. They Can kill, puncture, wound, hurt, or anything else. All weapons From the Middle Ages were looked upon as frightening and crucial Tools to kill. From a small dagger to a large cannon; all weapons Would kill, no doubt about it. A lot, in fact most of the weapons were used for siege and Defense against castles. Castles were the most integral part of the Middle Ages. They held the king, the servants and anyone else Important. If you wanted land or money, a castle was the perfect Place to hit. Movable Towers were just one thing used to lay siege on These castles. Not necessarily a weapon itself, it held Weapons…knights and peasants. Knights and (or) peasants carried many weapons depending On what specialty they had. Some carried bows-and-arrows, others Maces, some swords, some knifes, etc. A mace was a metal ball with metal spikes welded on the Ball. A chain was attached to a wood stick onto the ball. The Mace would not kill only torture. Other siege weapons included the ballista, a HUGE Crossbow- like slingshot that could send a huge tree trunk 3 football fields Long. The ballasta was manly for breaking down castle walls, or for scattering A heavily guarded area. The most commonly used weapon was the sword. It was a long metal Object that was very sharp on both sides. The sword could actually cut the Sheet metal on modern day cars. Imagine this power through your neck! Next to the sword, the "soldiers" held a small dagger in a pouch on Their belt. This was used to finish people off, as a last resort, or sometimes Even suicide missions. Trebuchet, the name strikes fear in people's eyes, a HUMONGOUS Slingshot that could send a big monkeys boulder 2 football fie...
Aspergers syndrome is actually a 'hidden disability'. This implies that you cannot tell that somebody has the condition from their outward appearance. Individuals with the condition experience issues in three primary regions. They facing difficulty in social communication, social interaction and also social imagination.
C. The Longbow was a popular weapon and it was the most effective weapon to the medieval people.
“I know I have the body of a weak and feeble woman, but I have the heart and stomach of a king, and of a king of England too”, this famous quote was said by no other than Queen Elizabeth the first. This one simple quote describes her perfectly as how she was like a person. She is considered a legend of inheriting a broken nation. However, like all legacies, hers included many struggles, such as being called Henry VIII’s illegitimate daughter. Ruling more than four decades, she conquered every struggle that came her way. Throughout her reign, she always kept her head high, and did whatever she deemed suitable for her people. She spent her life being the Virgin Queen, creating a balance between warfare and peace.
Coon, D. & Mitterer, J. (2013) Introduction to Psychology Belmont CA. : Wadsworth Cengage Learning. Retrieved May 07, 2014
The second interaction that I saw was cross-age tutoring. Cross-age tutoring is tutoring of a younger student by an older one. During my observation, I was shocked when I saw the
Henry viewed marriage and children as a way to secure his dynasty as well as the future of England whereas to Elizabeth they were potential traps, which could provide more methods with which to undermine her authority. Any potential husband may attempt to rule in her stead, and justify taking such action using her gender. Others realized this as well, and the combined pressure from her council and the people often prevented her from marrying eligible suitors. Her indiscretions were viewed much more harshly as well. Henry's affairs were par for the course; Elizabeth's entanglements provided fodder for criticism in harsher times, and lead to the public viewing her as an eccentric fool during the last years of her rule. The church also played much different roles in their romantic lives. In Henry's case Protestantism provided him with the means to divorce his first wife and pursue relationships with reproductively viable partners. Elizabeth's image as the defender of the Church of England lead to her being lauded as a “virgin queen”. This perception of her as the embodiment of Protestant ideals was intertwined with the rest of her public image; marrying would destroy her painstakingly maintained public persona and place her power in a precarious position. Elizabeth's gender played a large role in her more cautious ruling style. She couldn't rock the boat as often as her father did, in case she ended up tipping it
Queen Elizabeth I was an extremely intelligent, strategic leader and a woman who proved to England numerous times that she possessed the power of a great ruler. Elizabeth’s reign is looked back on as a Golden age, in which the power of the sea was harnessed and appreciated, and the Elizabethan Renaissance emerged bringing with it an extensive education system and laws supporting the poor. Queen Elizabeth reigned as a successful ruler in England for forty five years, strengthening protestantism and challenging gender, power and politics.
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Through the self-assessment instruments utilized in this program, I have gained wealth of knowledge about my strengths, and weaknesses and how they affect my personal and professional life. By using different exercises, I recognized new strengths and weaknesses. At the same time, I identified ways to develop my strengths and overcome my weaknesses. The Kolb Learning Style Inventory (LSI) identified some of my strengths as the ability to get things done, initiating, and taking risks (Kolb, 2007). In the Strongest Self Feedback Exercise, some of the feedback listed my strengths as having excellent interpersonal and communication skills, being self-confident, a fast learner, determined, hardworking, and an awesome listener (Drucker, 2005).
Some of the areas that the aptitude test might test are: space awareness, verbal reasoning, numerical reasoning, and problem solving and hand and eye coordination. However these tests are more commonly used when a business is recruiting for a specialist job role or industry for example a pilot may need to undergo a number of test and course before they are able to get the