ABSTRACT
Traditional AT1 studies require some of this thinking. The researcher who would adapt instruction to reduce its dependence on G can j u s m an adaptation only by considering what G might be. If G is speed of processing, then reducing the pace of instruction makes sense. If G means ability to monitor one's efforts, then for adaptation
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ANALYSES OF COGNITIVE PROCESSES I29 to low G it seems suitable to pair students-one attempting a solution, the other taking half the load by monitoring. Thus, one must know how situations evoke processes and how tests sample such transactions.
