Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to submit your manuscript to SPPS

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Applied Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Whitely, S. E.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Information-Processing on Intelligence Test Items: Some Response Components

Susan E. Whitely

Psychology Department, University of Kansas, Lawrence, KS 66044

The reorientation of experimental psychology from studying performance to studying cognitive processes has created a new potential for under standing ability tests in terms of the nature of the cognitive events which contribute to individual dif ferences in solving the test items. The results from the present study suggest the feasibility of explain ing individual differences in performance on a pro totypic intelligence test item—verbal analogies— from the success and efficiency of processing infor mation on hypothesized component events. The data revealed that at least three types of processing events are needed to describe individual differences in the component task durations, but that probably only one factor is needed to describe accuracy in completing the components. More critically, both the accuracy and duration of the component tasks were significantly related to solving psychometric analogies. The results are discussed with respect to the nature of successful performance on analogy test items and the need for more complex models to fully account for individual differences in test per formance.

Applied Psychological Measurement, Vol. 1, No. 4, 465-476 (1977)
DOI: 10.1177/014662167700100402
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 REVIEW OF EDUCATIONAL RESEARCHHome page
R. K. Wagner and R. J. Sternberg
Alternative Conceptions of Intelligence and Their Implications for Education
Review of Educational Research, January 1, 1984; 54(2): 179 - 223.
[Abstract] [PDF]

Home page
 Applied Psychological MeasurementHome page
G. V. Barrett, R. A. Alexander, D. Doverspike, D. Cellar, and J. C. Thomas
The Development and Application of a Computerized Information-Processing Test Battery
Applied Psychological Measurement, January 1, 1982; 6(1): 13 - 29.
[Abstract] [PDF]