| Autor: |
Weber D; Department of Individual Differences & Psychodiagnostics, Saarland University, Campus A1 3, D-66123 Saarbrücken, Germany., Krieger F; Department of Methods of Educational Research, TU Dortmund University, Emil-Figge-Straße 50, D-44227 Dortmund, Germany., Spinath FM; Department of Individual Differences & Psychodiagnostics, Saarland University, Campus A1 3, D-66123 Saarbrücken, Germany., Greiff S; Department of Behavioral and Cognitive Sciences, University of Luxembourg, 4366 Luxembourg, Luxembourg., Hissbach J; Department of Biochemistry and Molecular Cell Biology, University Medical Centre Hamburg-Eppendorf, Martinistraße 52, D-20246 Hamburg, Germany., Becker N; Department of Individual Differences & Psychodiagnostics, Greifswald University, Franz-Mehring-Str. 57, D-17489 Greifswald, Germany. |
| Abstrakt: |
As a component of many intelligence test batteries, figural matrices tests are an effective way to assess reasoning, which is considered a core ability of intelligence. Traditionally, the sum of correct items is used as a performance indicator (total solution procedure). However, recent advances in the development of computer-based figural matrices tests allow additional indicators to be considered for scoring. In two studies, we focused on the added value of a partial solution procedure employing log file analyses from a computer-based figural matrices test. In the first study ( n = 198), we explored the internal validity of this procedure by applying both an exploratory bottom-up approach (using sequence analyses) and a complementary top-down approach (using rule jumps, an indicator taken from relevant studies). Both approaches confirmed that higher scores in the partial solution procedure were associated with higher structuredness in participants' response behavior. In the second study ( n = 169), we examined the external validity by correlating the partial solution procedure in addition to the total solution procedure with a Grade Point Average (GPA) criterion. The partial solution procedure showed an advantage over the total solution procedure in predicting GPA, especially at lower ability levels. The implications of the results and their applicability to other tests are discussed. |
