Aptitude-treatment interaction as a framework for research on individual differences in psychotherapy.

Abstract

Aptitude-treatment interaction (ATI) methods are designed to take individual differences into account systematically in treatment evaluation. This article reviews the general concepts of aptitude and ATI and summarizes lessons learned in ATI research on educational treatments that should help ATI research on psychotherapeutic treatments. Recommendations for research design and data analysis address problems of aptitude distributions, multivariate aptitude complexes, detective work with scatterplots, disattenuation, treatment and therapist characteristics, therapistclient matching, ecological validity, outcome variables, statistical power, aggregation, and person independence. Example studies and hypotheses about the nature of ATI processes are also included.

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

“…Educational psychology has further identified personality and experience constructs linked to scholastic success, such as conscientiousness, self-efficacy, and mastery goals (e.g., Pintrich, 2003;Richardson, Abraham, & Bond, 2012;Robbins et al, 2004). Thus, learning-science research motivated by cognitive psychology should explore individual-by-treatment interactions (Cronbach, 1957;Snow, 1989), whereby the adoption and effectiveness of learning and instructional strategies vary across students who differ along theoretically relevant dimensions.Educationally relevant research should also pay more attention to attention. Although classrooms are designed to limit external distractions, the ubiquity of internet-connected devices can thwart these designs and disrupt student focus (e.g., Hembrooke & Gay, 2003;Ravizza, Uitvlugt, & Fenn, 2017).…”

Integrating Assessment and Instruction: A Research and Development Agenda

“…These sorts of knowledge structures are not only generated in the course of learning, Snow, 1989a) have discussed some of the measurement possibilities. For example, the degree to which a learner has restructured an instructional presentation, as opposed to memorizing it verbatim, may be seen in the degree to which information is paraphrased, rearranged, and chunked differently in a recitation or teachback session.…”

Models and Paradigms in Personality and Intelligence Research

“…Single Tasks Ceci (1990), Guttman (1992), Larson, Merritt, and Williams (1988), Snow (1989), Spilsbury (1992) and many others highlight the importance of complexity in personality and intelligence research (e.g., Eysenck & Eysenck, 1979, demonstrated that extraverted individuals work more rapidly than introverted persons in dual-task memory scanning experiments). Some of our studies employed the Triplet Numbers and Swaps tests (Stankov, 1983;Stankov & Crawford, 1993).…”

“…Experimental manipulations inherent in the Swaps and Triplet Numbers tests can be understood in terms of capacity theory--either working memory or attentional resources, or in terms of Snow's (1989) interpretation of radex structure. Mental speed seems rather unimportant in these tasks.…”

“…The broad factors involve different cognitive processes which exhibit differential predictive validities, different genetic influences, and are susceptible to different sets of personality-learning influences (cf. Goff & Ackerman, 1992;Snow, 1989). Factor analyses of a representative sample of 6 cognitive tasks known to be good measures of primary abilities, have revealed several broad factors (cf.…”