Title:
Impact of working memory burden and contextualization on cognitive complexity

dc.contributor.advisor Embretson, Susan E.
dc.contributor.author Morrison, Kristin M. en_US
dc.contributor.committeeMember Schumacher, Eric H.
dc.contributor.committeeMember James, Lawrence R.
dc.contributor.department Psychology en_US
dc.date.accessioned 2013-06-15T02:58:23Z
dc.date.available 2013-06-15T02:58:23Z
dc.date.issued 2013-04-09 en_US
dc.description.abstract Contextualization is often added to mathematical achievement items to place targeted mathematical operations in a real world context or in combinations with other mathematical skills. Such items may have unintended sources of difficulty, such as greater cognitive complexity than specified in the test blueprint. These types of items are being introduced to achievement exams through assessment programs such as SBAC and PARCC. Cognitive models have been created to assess sources of cognitive complexity in mathematics items, including a global model (Embretson&Daniel, 2008) and an adapted model (Lutz, Embretson,&Poggio, 2010). The current study proposes a new cognitive model structured around sources of working memory burden with an emphasis on contextualization. Full-information item response (IRT) models were applied to a state accountability test of mathematics achievement in middle school to examine impact on psychometric properties related to burden on working memory. en_US
dc.description.degree MS en_US
dc.identifier.uri http://hdl.handle.net/1853/47694
dc.publisher Georgia Institute of Technology en_US
dc.subject Mathematics achievement en_US
dc.subject Item response theory en_US
dc.subject Working memory en_US
dc.subject Contextualization en_US
dc.subject Item difficulty en_US
dc.subject.lcsh Mathematics
dc.subject.lcsh Achievement tests
dc.subject.lcsh Short-term memory
dc.subject.lcsh Context effects (Psychology)
dc.title Impact of working memory burden and contextualization on cognitive complexity en_US
dc.type Text
dc.type.genre Thesis
dspace.entity.type Publication
local.contributor.advisor Embretson, Susan E.
local.contributor.corporatename College of Sciences
local.contributor.corporatename School of Psychology
relation.isAdvisorOfPublication 19f0fa71-2cea-4ce0-851b-e019cc56c45a
relation.isOrgUnitOfPublication 85042be6-2d68-4e07-b384-e1f908fae48a
relation.isOrgUnitOfPublication 768a3cd1-8d73-4d47-b418-0fc859ce897d
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