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ABSTRACT This study was undertaken (a) to assess the relative contribution of a vocabulary score made up of GRE General Test antonyms and analogies and a reading comprehension score made up of GRE sentence completions and reading comprehension sets to prediction of an academic criterion (self‐reported undergraduate grade point average) and (b) to assess patterns of criterion‐related validity for item‐type part scores on the GRE quantitative and analytical measures as well. The study was based on data from GRE files for 9,375 examinees in 12 fields of study representing 437 undergraduate departments from 149 colleges and universities. All data were standardized within each undergraduate department and then pooled for analysis by field. There were differences by major field in average performance on the various item‐type part scores within each test. The reading comprehension subtest was found to carry most of the predictive load in the GRE verbal measure (consistent with findings for the reading comprehension subscore on the SAT verbal measure). Item‐type part scores on the other measures also exhibited differential patterns of relationships with the self‐reported undergraduate grade point average. The findings suggest that the different item types within the respective broad ability measures may be tapping somewhat unique skills and abilities and that further exploration of their potential contribution is in order.
Kenneth M. Wilson (Sat,) studied this question.