Abstract
ABSTRACTThe purpose of this study was to test the assumption that the Graduate Record Examinations (GRE®) General Test is a measure of academic reasoning abilities in which speed of responding plays at most a minor role. In addition to completing the operational GRE General Test, participants each completed a research version of either the GRE verbal or quantitative test within either the standard time limit or within one‐and‐a‐half times the standard time limit. Scores obtained from 15,948 examinees indicate that extra time added about seven points (on the 200‐800 score scale) to examinees' verbal scores and seven points to their quantitative scores. Scores under the different timing conditions were generally comparable across gender and ethnic groups, but quantitative scores were slightly higher for lower‐ability examinees who had more time.
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