Intellectual abilities and instructional media design

Abstract

This paper has two objectives. First, to determine whether interactions exist between the intellectual abilities of learners and the different ways instructional media may be designed and produced; and, second, to translate the findings from this search into prescriptions for the actual development of instructional products. The accomplishment of these objectives is a difficult task. As has been convincingly pointed out by Bracht (1970) and by Cronbach and Snow (in press), there is little definitive evidence from the aptitude-treatment interaction research that points conclusively to the employment of practices that might guide the selection of the more general instructional strategies, much less lead to the design of specific instructional media. The research results are so fragmentary and diverse that generalizations from these alone are virtually impossible. Thus, if an application to practice is to be made, Editor's Note. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Deparlment of Health, Education and Welfare. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinions of the National Institute of Education.