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Investigated 4 derivations of G. Ferguson's (see PA, Vol. 29:2097, and 32:1283) theory of human abilities: (a) abilities exert themselves differentially in different learning situations; (b) abilities are differentially related to performance at different stages of practice; (c) sufficient practice on a given task may develop into an ability to perform that type of task; (d) an aptitude developed from practice on 1 type of task may transfer to different tasks. 137 10th grade students, in 2 groups, from 2 advanced, 2 average, and 2 low-ability classes, were given 2 different types of vocabulary learning materials. Each group received 1 set of the same type of material/day for 15 days. A battery of ability tests was given at the beginning of the study, results of which were correlated with 2 criterion measures obtained on each of the 15 days. The 2 instructional methods showed different patterns of correlations with abilities over stages of practice and differential transfer. Evidence also shows differential learning-how-to-learn effects and an increasing trend of task-specific variance over practice trials. (French summary) (18 ref.)

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