Analogical reasoning under different methods of test administration

Abstract

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.