Aptitude

Aptitude can be defined as individual differences that are related to subsequent learning during a fixed time frame. The learning or acquisition of knowledge or skills can occur in a formal intervention (training or education) or in an informal setting (experience or mentoring). This definition can be fruitfully narrowed by specifying the domain of individual differences (cognitive, noncognitive) and the type of relationship (i.e., rate, accuracy) with learning. Numerous individual differences are related to learning, including cognitive abilities, personality traits, interests, and values. All of these can be considered aptitudes, and all can be evaluated in work, school, or avocational contexts. Aptitudes are discussed most commonly in reference to cognitive abilities within a formal educational or training context where the learning is labeled achievement.

However, this general definition defines aptitude mainly by its relationships with learning outcomes. If one also considers the nature of an aptitude, one finds two fundamentally different underlying definitions of aptitude. The failure to differentiate between these two conceptualizations can be the source of much confusion. The first definition proposes that aptitude comprises individual differences that develop from a combination of innate and environmental influences. Aptitude reflects a current repertoire of behaviors and behavioral tendencies that predict subsequent learning. [Page 48]The second and quite different definition proposes that aptitude comprises individual differences that are innate and largely unchanging and immutable within normal circumstances. That is, aptitude is raw material that either facilitates learning or is actively used to learn. In the first definition one might say that a field had a strong aptitude for growing crops even though this is partially a function of having been covered with artificial fertilizer. The second definition would characterize the aptitude of the field based only on the fundamental and natural composition of the soil. The expected patterns of empirical findings that would be consistent with each definition differ.

The first definition frames aptitude as a reflection of current capabilities and tendencies. An aptitude is current skill and knowledge. In this case aptitude is based on a person's innate potential as it has been developed through learning opportunities and environmental stimulation or deprivation. Under this definition, aptitude is not a clear window into innate talent and will predict future learning but may also change itself due to new learning experiences. This means that aptitude scores may show mean increases, variance changes, and rank order changes after learning has occurred. For example, an algebra exam is likely to predict learning of trigonometry. Algebra scores at Time 1 will correlate with trigonometry scores at Time 2. Trigonometry scores are also likely to increase from Time 1 to Time 2. Finally, if some students are fundamentally more innately skilled at math but have not previously had the opportunity to receive good training or engage in deliberate practice, nonchance rank order changes, and a decrease in the variance on the measure of algebra knowledge and skill between Times 1 and 2 may also be observed. The argument that the algebra test is an aptitude for learning trigonometry would be strengthened if it predicts Time 2 trigonometry scores above and beyond what trigonometry knowledge at Time 1 predicts.

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