Descriptor
| Logical Thinking | 2 |
| Problem Solving | 2 |
| Spatial Ability | 2 |
| Visual Measures | 2 |
| Adults | 1 |
| Aptitude Tests | 1 |
| Content Validity | 1 |
| Eye Movements | 1 |
| Factor Analysis | 1 |
| Feedback | 1 |
| Higher Education | 1 |
| More ▼ | |
Source
| Contemporary Educational… | 1 |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
| Researchers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
| Raven Progressive Matrices | 2 |
What Works Clearinghouse Rating
Peer reviewedDillon, Ronna F. – Contemporary Educational Psychology, 1985
Undergraduates were given complex figural analogies items, and eye movements were observed under three types of feedback: (1) elaborate feedback; (2) subjects verbalized their thinking and application of rules; and (3) no feedback. Both feedback conditions enhanced the rule-governed information processing during inductive reasoning. (Author/GDC)
Descriptors: Eye Movements, Feedback, Higher Education, Individual Testing
Download full textZimowski, Michele F.; Wothke, Werner – 1987
Tests of spatial ability were analyzed for their analog (visuospatial) and nonanalog (verbal reasoning) components, using factor analyses of items and test scores. The self-selected sample consisted of over 2000 clients (average age about 26 or 27) employing the Johnson O'Connor Research Foundation's aptitude evaluation services in 12 metropolitan…
Descriptors: Adults, Aptitude Tests, Content Validity, Factor Analysis
