Research Program on Cognitive Abilities and Learning

Abstract
The report summarizes the major results and conclusions of a program of research concerned primarily with the relationship of cognitive abilities to learning. The major purpose of this research was to develop theorems of instruction related to the interaction of task variables and individual difference variables, and to develop them in a manner relevant to the instructional designer's task. The goal was to establish a methodological continuum from simple concept learning through the learning of a complex system of concepts and rules, to a set of instructional design procedures which permit transfer of this knowledge into practice. On the basis of the studies, a model for research is recommended, conitive processes relevant for concept and rule learning are defined, a hypothesis construction model of simple concept learning is outlined, along with proposed theoretical considerations for more complex concept learning, and specific recommendations for instructional design utilizing differences in intellectual abilities are made.

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