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ItemMulticomponent Latent Trait Models for Complex Tasks(Georgia Institute of Technology, 2006) Embretson, Susan E. ; Yang, XiangdongContemporary views on cognitive theory (e.g., Sternberg and Perez, 2005) regard typical measurement tasks, such as ability and achievement test items, multidimensional, rather than unidimensional. Assessing the levels and the sources of multidimensionality in an item domain is important for item selection as well as for item revision and development. In this paper, multicomponent latent trait models (MLTM) and traditional multidimensional item response theory models are described mathematically and compared for the nature of the dimensions that can be estimated. Then, sonic applications are presented to provide examples of MLTM. Last, practical estimation procedures are described, along with syntax, for the estimation of MLTM and a related model.
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ItemImproving Construct Validity with Cognitive Psychology Principles(Georgia Institute of Technology, 2001) Embretson, Susan E. ; Gorin, JoannaCognitive psychology principles have been heralded as possibly central to construct validity. In this paper, testing practices are examined in three stages: (a) the past, in which the traditional testing research paradigm left little role for cognitive psychology principles, (b) the present, in which testing research is enhanced by cognitive psychology principles, and (c) the future, for which we predict that cognitive psychology's potential will be fully realized through item design. An extended example of item design by cognitive theory is given to illustrate the principles. A spatial ability test that consists of an object assembly task highlights how cognitive design principles can lead to item generation.
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ItemCognitive Design Principles and the Successful Performer: A Study on Spatial Ability(Georgia Institute of Technology, 1996) Embretson, Susan E.An important trend in educational measurement is the use of principles of cognitive psychology to design achievement and ability test items. Many studies show that manipulating the stimulus features of items influences the processes, strategies, and knowledge structures that are involved in solution. However, little is known about how cognitive design influences individual differences. That is, does applying cognitive design principles change the background skills and abilities that are associated with successful performance? This study compared the correlates of two spatial ability tests that used the same item type but different test design principles (cognitive design versus psychometric design). The results indicated differences in factorial complexity in the two tests; specifically, the impact of verbal abilities was substantially reduced by applying the cognitive design principles.
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ItemMeasuring and Validating Cognitive Modifiability as an Ability: A Study in the Spatial Domain(Georgia Institute of Technology, 1992) Embretson, Susan E.Measuring cognitive modifiability from the responsiveness of an individual's performance to intervention has long been viewed (e.g., Dearborne, 1921) as an alternative to traditional (static) ability measurement. Currently, dynamic testing in which cues or instruction are presented with ability test items, is a popular method for assessing cognitive modifiability. Despite the long-standing interest, however, little data exists to support the validity of cognitive modifiability measures in any ability domain. Several special methodological difficulties have limited validity studies, including psychometric problems in measuring modifiability (i.e., as change), lack of appropriate validation criteria, and difficulty in linking modifiability to cognitive theory. In this article, relatively new developments for solving the validation problems are applied to measuring and validating spatial modifiability. Criterion-related validity for predicting learning in an applied knowledge domain, as well as construct validity, is supported.
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ItemProblem Restructuring Processes for Ill-Structured Verbal Analogies(Georgia Institute of Technology, 1981) Barnes, G. Michael ; Embretson, Susan E.The processes involved in analogy solving have been an important investigative area in cognitive psychology. Although problem restructuring has been a central construct in problem solving theory, no restructuring processes have been proposed for analogical reasoning. Yet, the stimulus terms for analogies, as they appear on ability tests, are often ill-structured. That is, they are ordered in a way that does not permit direct problem comprehension. In the current study, both perceptual and semantic problem restructuring processes were hypothesized for analogy solving. The independence, stage of execution, and susceptibility to strategic control of the two processes were examined. The results from two experiments indicated that (1) ill-structured analogies are restructured during problem solving, (2) perceptual and semantic restructuring processes are independent and executed at different stages of analogy solving, and (3) both processes exhibited automaticity since repetition of analogy solution attenuated but did not eliminate either restructuring process. A model of analogical reasoning that incorporated both restructuring processes and their execution sequences was proposed. The nature and automaticity of perceptual and semantic analogy restructuring processes were discussed.
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ItemThe Implications of Processing Event Sequences for Theories of Analogical Reasoning(Georgia Institute of Technology, 1979-01-01) Embretson, Susan E. ; Barnes, G. MichaelSternberg (1977a, 1977b) has proposed a componential theory of information processing on analogies. The current study attempts convergent validation of the basic findings in verbal analogies by a method that is based on different underlying assumptions. Although the data were generally consistent with Sternberg's theory, the data indicated that application is better described by two separate events. Furthermore, the extent of individual differences in strategy models was so substantial that a higher level processing operation, such as control strategies, should be postulated, rather than to support a single-strategy model as characterizing analogy solving.
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ItemModels, Meanings and Misunderstandings: Some Issues in Applying Rasch's Theory(Georgia Institute of Technology, 1977) Embretson, Susan E.Wright (1977) shows that a debate is developing between those who strongly advocate use of the Rasch model and those who have certain reservations about the extent to which the model meets some traditional concerns in trait measurement. In an earlier article, Whitely and Dawis (1974) presented the Rasch model in the context of least squares estimation, and noted some features that may limit the utility of the model in test development. Wright (1977) questions several of the specific interpretations and conclusions that were given in the earlier article. The current article is a response to those questions.
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ItemThe Nature of Objectivity with the Rasch Model(Georgia Institute of Technology, 1974) Embretson, Susan E. ; Dawis, René V.Although it has been claimed that the Rasch model leads to a higher degree of objectivity in measurement than has been previously possible, this model has had little impact on test development. Population-invariant item and ability calibrations, together with the statistical equivalency of any two item subsets, are supposedly possible if the item pool has been calibrated by the Rasch model. Initial research has been encouraging, but the implications of underlying assumptions and operational computations in the Rasch model for trait theory have not been clear from previous work. The current paper presents an analysis of the conditions under which the claims of objectivity will be substantiated, with special emphasis on the nature of equivalent forms. It is concluded that the real advantages of the Rasch model will not be apparent until the technology of trait measurement becomes more sophisticated.