A previous study of new item types for the analytical measure of the Graduate Record Examinations (GRE) General Test found that the new items had many factors labeled verbal reasoning, informal reasoning, formal-deductive reasoning, and quantitative reasoning. The present study examined how processing differed for these item types in the context of a problem-space framework. Protocols of 16 graduate and undergraduate students solving a small set of items aloud were collected and examined according to problem representation and problem solution. The representation of formal-deductive items involved the use of meaning-reduced tokens and spatial diagrams. The units involved in the representation of informal reasoning and verbal reasoning item types included meaningful propositions and meaning-emphasized paraphrases. The order of processes of evaluation and justification was found to differ for formal-deductive items and other item types. Item solutions also varied in terms of the kinds of justifications that were offered by the examinees for accepting or rejecting options. These results illustrate how the addition of some item types to the GRE analytical measure will expand the variety of reasoning skills assessed. Implications of these results for cognitive models of reasoning are also discussed. Six tables and one figure illustrate the analysis. (Contains 36 references.) (Author/SLD)