Principles:
1. Aptitudes and instructional treatments interact in complex patterns and
are influenced by task and situation variables.
2. Highly structured instructional environments tend to be most successful with
students of lower ability; conversely, low structure environments may result in
better learning for high ability students.
3. Anxious or conforming students tend to learn better in highly structured
instructional environments; non-anxious or independent students tend to prefer
low structure.