Browsing by Author "Dillon, Ronna F."

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    Analogical reasoning under different methods of test administration
    (1981) Dillon, Ronna F.
    One hundred eighty-five college undergraduates were given the Advanced Progressive Matrices under one of five conditions of testing: standard, simple feedback, examinee verbalization during problem solution, elaborated feedback, and full elaboration. The Group Embedded Figures Test, Paragraph Completion Test, and Zelniker and Jeffrey’s revision of the Matching Familiar Figures Test were also administered. The study was designed (1) to investigate the differential effects of method of test administration on performance for college students and (2) to examine the relationship of individual differences dimensions and varying conditions of testing. Analysis of variance coupled with orthogonal comparisons revealed higher levels of performance under the more elaborative testing conditions. The cognitive style variables were differentially related to performance in the different testing conditions. The processing dimensions were related to performance to a higher degree under partially elaborative conditions than under either nonelaborative procedures or full elaboration. Results are discussed in terms of an activation model.
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    The predictive validity of eye movement indices for technical school qualifying test performance
    (1981) Dillon, Ronna F.; Wisher, Robert A.
    The study was designed to determine the predictive validity of a series of eye scan indices, collected during analogical reasoning, with respect to technical school qualifying test performance. The scan patterns of 11 male Navy recruits were recorded during solution of 12 items taken from the 1962 Advanced Progressive Matrices. Significant positive relationships with performance on the Armed Forces Qualifying Test were identified for (1) the percentage of the total number of fixations occurring within the main stimulus array prior to the first excursion to the distractor field; (2) the proportion of total row scans to binary row scans; and (3) the proportion of total column scans to binary column scans. Significant negative relationships with qualifying test performance were identified for (1) the number of excursions from a point in the stimulus array to a point in the distractor field and (2) the total number of fixations. Results are discussed within the framework of employing indices of cognitive processes to develop selection and training procedures from an individual differences perspective.