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Abstract The concept of aptitude is reviewed and reconstructed. Its original sense of reciprocity between person and situation and appropriateness of person-situation fit is restored. Modern interpretation thus emphasizes readiness to learn in particular instructional situations and recognizes conative and affective as well as cognitive sources of aptitude. Limitations of old aptitude theories are noted. Requirements for new aptitude theories are listed. A new conceptual language for aptitude theory is suggested by the Thorndike-Thomson sampling theory, Gibson's (1966, 1979) affordance theory, and Simon's (1969) artifact theory, in combination with implications from current research.
Richard E. Snow (Wed,) studied this question.