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Dynamic Cognitive Testing: What Kind of Information is Gained by Measuring Response Time and Modifiability?

L. Katherine Prenovost

University of Kansas

Although ability testing relies on static measures, these measures are often viewed as inappropriate for assessing learning potential. Learning processes are measured in contemporary cognitive psychology studies from processing durations while solving tasks and from the responsiveness of performance to changing conditions. This study examines the structure and nature of two learning process measures: response time and cognitive modifiability. Two primary questions are addressed: Do learning process measures represent different constructs than traditional static ability measures? and Do learning process measures rely more on other domains (e.g., personality, motivation) than do static measures? Results indicate that some learning process measures are sensitive to individual differences independent from static learning measures. Furthermore, the learning process specific variance is only partially explained by the other domains. However, the relationship of the learning process measures to static ability and to the other domains depends on the specific ability measured and the testing condition’s design.

Educational and Psychological Measurement, Vol. 60, No. 6, 837-863 (2000)
DOI: 10.1177/00131640021970943


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