Reading Comprehension Testing Techniques and Cognitive Fatigue: A Study on Construct Irrelevant Factors
Mojgan Rashtchi, Mona Abbaszadeh, Narges Tabarraee
Journal of Education, Society and Behavioural Science · pp. 196–209 · Published 10 Jan 2015
10.9734/BJESBS/2015/14976Abstract
The aim of the present study was to investigate the impact of different reading comprehension testing techniques on the arousal of cognitive fatigue in test takers. Additionally, the researchers investigated whether cognitive fatigue might be affected by the test takers’ IQ and cognitive styles. Raven’s Advanced Progressive Matrices and Group Embedded Figures Test were used for measuring test takers’ IQ and cognitive style, respectively. Two groups of 15 students were asked to answer the MC passage comprehension and MC rational cloze test in 90 minutes. Subsequently, both groups were asked to perform the Wisconsin Card Sorting Test and Continuous Performance Test used to measure cognitive fatigue. The findings showed no significant difference between the two reading groups in terms of their cognitive fatigue. Moreover, no significant differences were found among the impact of testing technique, IQ, and cognitive style onthe test takers’ cognitive fatigue.
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