Remaking the Concept of Aptitude: Extending the Legacy of Richard E. Snow

By L. Corno, L. Cronbach, Haggai Kupermintz, D. Lohman, Ellen B. Mandinach, Ann W. Porteus, J. Talbert. 2001

261 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/fe9e43a37daba60df3248edd0f3a1a0fbcdfca8d

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In Developmental and Educational Psychology

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Citations in the corpus

Second language interaction: current perspectives and future trends (2003, background): “He also does not support 2This notation is based on that proposed in Cronbach (2002).”
Creativity and Occupational Accomplishments Among Intellectually Precocious Youths: An Age 13 to Age 33 Longitudinal Study. (2005, unknown): “…that our predictor set is underdetermined because of the lack of inclusion of spatial ability measures, which would have most likely added precision to our forecasts (Corno et al., 2002; Gohm, Humphreys, & Yao, 1998; Humphreys, Lubinski, & Yao, 1993; Lubinski, 2004; Shea, Lubinski, & Benbow, 2001).”
Internal and External Frames of Reference for Academic Self-Concept (2002, methodology): “Stanford Aptitude Seminar (2002). Remaking the concept of aptitude: Ex-”
From Terman to Today (2016, background): “Several major handbooks and publications employ its comprehensiveness as a wide-angle organizational lens (see Corno et al., 2002; Gustafsson, 2002; Guttman, 1954; Lubinski & Dawis, 1992; Snow et al., 1996; Snow & Lohman, 1989).”
Identifying Academically Gifted English-Language Learners Using Nonverbal Tests (2008, background): “These students will also obtain high scores on the verbal, quantitative, or spatial tests that measure the specific aptitudes required to develop competence in the domain (Corno et al., 2002).”
Promoting Student Engagement in the Classroom (2014, background): “Corno et al. (2001) advanced a situated approach to motivation and engagement, emphasizing in particular how instructional environments might affect students’ emotional states (such as anxiety level and mood), as well as cognitive processes (such as self-regulation and planning).”
The Challenges of Achieving Equity Within Public School Gifted and Talented Programs (2021, background): “Even tests of intelligence or academic ability are influenced by life experiences (Cronbach, 2002; Ritchie & Tucker-Drob, 2018).”
A New Perspective on Perspective Taking: A Multidimensional Approach to Conceptualizing an Aptitude (2004, background): “Richard Snow’s conceptions of aptitudes (Corno et al., 2002; Snow, 1996) can be applied to SPT to address these issues.”
Spatial Ability: A Neglected Dimension In Talent Searches For Intellectually Precocious Youth (2007, background): “In the words of Corno et al. (2002), “If spatial-mechanical reasoning. . .is a component of achievement in some walks of science, then educators and program evaluators should be giving it direct attention” (p. 73).”
The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review (2004, background): “Thus, it appears that one reason goal-directed behavior breaks down is that the individual experiences a failure in the volitional processes that connect goals to behavior when goals are not consistent with the self (Corno et al., 2002).”
Beyond dichotomies: Competence viewed as a continuum (2015, background): “The first position (a) takes a holistic view in which cognition, affect-motivation and performance are complexly linked together, changing during the course of performance (Corno et al., 2002).”