18. ATI 研究の新たな展開
ATI 研究の結果の不安定性に関して
▶ 何を適性として扱うか。
ATI 研究の適用範囲に関して
▶ どこまでを処遇として扱うか。
▶ 適性処遇交互作用研究に新たな展開を持た
せることで,教育心理学や外国語教育研究の可能
性を拡げたい。
適性処遇交互作用研究の新たな展開 平成 27 年 10 月 11 日 18 / 28
19. 引用文献
引用文献 I
[Bracht, 1970] Bracht, G. H. (1970).
Experimental factors related to aptitude-treatment
interactions.
Review of Educational Research, 40:627–645.
[Cronbach, 1975] Cronbach, L. J. (1975).
Beyond the two disciplines of scientific psychology.
American Psychologist, 30:116–127.
[Cronbach and Snow, 1977] Cronbach, L. J. and Snow, R. E.
(1977).
Aptitudes and instructional methods: A handbook for research
on interactions.
Irvington Publishers, New York.
適性処遇交互作用研究の新たな展開 平成 27 年 10 月 11 日 23 / 28
20. 引用文献
引用文献 II
[Freebody and Tirre, 1985] Freebody, P. and Tirre, W. C. (1985).
Achievement outcomes of two reading programmes: An
instance of aptitude-treatment interaction.
British Journal of Educational Psychology, 55:53–60.
[Fuchs et al., 2014] Fuchs, L. S., Schumacher, R. F., Sterba,
S. K., Long, J., Namkung, J., Malone, A., Hamlett, C. L.,
Jordan, N. C., Gersten, R., Siegler, R. S., and Changas, P.
(2014).
Does working memory moderate the effects of fraction
intervention? An aptitude-treatment interaction.
Journal of Educational Psychology, 106:499–514.
適性処遇交互作用研究の新たな展開 平成 27 年 10 月 11 日 24 / 28
21. 引用文献
引用文献 III
[Hattie, 2008] Hattie, J. (2008).
Visible learning: A synthesis of over 800 meta-analyses
relating to achievement.
Routledge, London.
[Kurahachi, 1994] Kurahachi, J. (1994).
Individual differences in learning a second language.
Japanese Journal of Educational Psychology, 42:227–239.
[M uller et al., 2015] M uller, B., Richter, T., Kri˘ean, A., Hecht, T.,
and Ennemoser, M. (2015).
Word recognition skills moderate the effectiveness of reading
strategy training in grade 2.
Learning and Individual Differences, 40:55–62.
適性処遇交互作用研究の新たな展開 平成 27 年 10 月 11 日 25 / 28
22. 引用文献
引用文献 IV
[Namiki, 1993] Namiki, H. (1993).
Ati paradigm and aptitude theories in teaching-learning
research.
The Annual Report of Educational Psychology in Japan,
32:117–127.
[Raudenbush and Bryk, 1989] Raudenbush, S. W. and Bryk,
A. S. (1989).
Methodological advances in analyzing the effects of schools
and classrooms on student learning.
Review of research in Education, 15:423–475.
適性処遇交互作用研究の新たな展開 平成 27 年 10 月 11 日 26 / 28
23. 引用文献
引用文献 V
[Snow, 1989] Snow, R. E. (1989).
Aptitude-treatment interaction as a framework for research on
individual differences in learning.
In Ackerman, P. L., Sternberg, R. J., and Glaser, R., editors,
Learning and individual differences: Advances in theory and
research, pages 13–59. Freeman, New York.
[Snow et al., 1996] Snow, R. E., Corno, L., and Jackson, D. III.
(1996).
Individual differences in affective and conative functions.
In Berliner, D. C. and Calfee, R. C., editors, Handbook of
educational psychology, pages 243–310. Macmillan Library
Reference USA, New York.
適性処遇交互作用研究の新たな展開 平成 27 年 10 月 11 日 27 / 28
24. 引用文献
引用文献 VI
[Tobias, 1976] Tobias, S. (1976).
Achievement treatment interactions.
Review of Educational Research, 46:61–74.
[Tobias, 1989] Tobias, S. (1989).
Another look at research on the adaptation of instruction to
student characteristics.
Educational Psychologist, 24:213–227.
[Whitener, 1989] Whitener, E. M. (1989).
A meta-analytic review of the effect on learning of the
interaction between prior achievement and instructional
support.
Review of Educational Research, 59:65–86.
適性処遇交互作用研究の新たな展開 平成 27 年 10 月 11 日 28 / 28