Seventy undergraduate subjects were tested individually on a battery of tests designed to assess simultaneous and successive processing. Changes made from the commonly administered batteries included individual administration, generous time limits on most tests, more difficult items, and more verbal tests. These changes were made in order to test the limits of university students and to increase the verbal content of both processing modes. The expected factor structure emerged and was found to correlate significantly and differentially with other measures of academic performance: scores on the simultaneous processing factor correlated significantly with Scholastic Aptitute Test (SAT) Math scores, while scores on the successive processing factor correlated significantly with grades from the university's introductory English composition course.
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