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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.