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Abstract

One hundred eighty-five college undergraduates were given the Advanced Progressive Matrices un der 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 Jeff rey'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 stu dents and (2) to examine the relationship of individ ual differences dimensions and varying conditions of testing. Analysis of variance coupled with or thogonal comparisons revealed higher levels of per formance under the more elaborative testing condi tions. The cognitive style variables were differential ly 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 nonelabor ative procedures or full elaboration. Results are dis cussed in terms of an activation model.

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Analogical Reasoning Under Different Methods of Test Administration

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