基于CAT的在线标定:设计与方法

项目增补是题库建设和维护的重要手段, 而标定新题参数是项目增补的重要内容。在线标定设计和在线标定方法分别研究新题的施测方式和参数估计方法, 是计算机化自适应测验(computerized adaptive testing, CAT)情景下项目增补的核心技术。重点厘清在线标定设计与在线标定方法的发展思路和脉络, 并对它们的特点、联系和表现进行介绍和评价。未来应基于其他信息指标进一步研究在线标定设计, 可基于联合估计和误差校正的思路探究在线标定方法, 应加强研究认知诊断CAT和多维CAT的在线标定技术, 深入开展项目增补方法的实证研究。     

基于认知诊断测评的个性化补救教学效果分析：以“一元一次方程”为例

基于“为学习而测评”理念,以促进学生学习为目的,本研究进行了基于认知诊断测评的个性化补救教学效果分析。首先,以“一元一次方程”章节为例,编制两份平行的认知诊断测评试卷。然后,通过对不同地区（城市和农村）七年级学生的施测与分析,发现城市学生对属性的掌握情况优于农村学生对属性的掌握情况。之后,选择农村学生为补救对象,通过对比基于认知诊断测评和传统教学两种个性化补救教学的效果,发现两种补救教学方法均能提高学习成绩,但前者的补救效果显著优于后者的。总之,本研究结果表明采用基于认知诊断测评的个性化补救教学能够有效促进学生学习,为实践者应用认知诊断测评促进学生学习提供了实践依据。     

Can rapport building strategies,age, and question type influence preschoolers’ disclosures of adult wrongdoing?

In the present experiment, we examined preschoolers’ disclosures of a secret as a function of rapport building strategies used in Scandinavian field settings (verbal rapport building vs. prop rapport building), age in months (33–75 months) and question type (open-ended free recall invitation vs. suggestive questions). Fifty-three preschoolers (M = 60.5 months old, SD = 11.4) witnessed a researcher break a toy and were asked to keep the toy breakage a secret. The children were thereafter interviewed about the incident. Overall, 18.9% of the children disclosed the secret after an open-ended free recall invitation. The disclosure rate rose to 83% after the final phase of the interviews when questions containing suggestive details were asked of the children. Notably, we did not observe any significant effects as a function of manipulating rapport building strategy. A linear regression model showed that child age (in months) significantly predicted the amount of reported details, with younger preschoolers reporting fewer details compared to older preschoolers. Age also predicted the amount of correct details, but not the amount of incorrect details. No age differences were found with regard to children’s disclosure tendencies or proportion of central details about the secret. Methodological limitations and practical implications will be addressed.     

不同类别学习方式的对比研究

55名被试被随机分配到两个组,分别通过分类学习与推理学习来学习两个类别,之后,两组被试对新的测试项目进行典型性评定,考察类别学习方式对类别表征的影响。研究结果表明,分类学习者仅仅依据项目的诊断性程度来评定,而推理学习者主要依据项目的典型性程度来评定。所以,诊断性信息在分类学习者的类别表征中占有重要位置,典型性信息在推理学习者的类别表征中占有重要位置,即分类学习与推理学习导致的类别表征不同。     

Critical Issues in the Assessment of Child Sexual Abuse

This article explores the feasibility of using standardized psychometric methods in the initial stages of an investigation of child sexual abuse; methods that are less intrusive and therefore less damaging to children and their families. We review the complex conceptual and research issues that arise from attempts to assess the many-sided aspects of child sexual maltreatment. Among those considered in both the clinical and research spheres are problems of definition and diagnosis; limitations of clinical interviews, and a variety of direct and indirect psychological instruments used for investigating sexual maltreatment and risk assessment; the inadequacies of experimental designs; and also the political, practical, and ethical restraints that hinder research in this area. It is argued that there is insufficient evidence based on controlled studies or standardized normative tests to advocate any simple, unidimensional methodology for the screening task. However, recommendations are put forward for the cautious, conjoint use of several procedures in a multidimensional approach to assessing child sexual abuse. Suggestions are also made for future research and development.     

Family-Focused Relational Psychotherapy: An Integrative Approach and Its Application to Adult Children of Divorce

This paper presents an integrative model of treatment—family focused relational psychotherapy—and applies it to work with adult children of divorce (ACDs). Three areas of assessment are identified—(a) assessment of individual ego development, (b) assessment of family of origin functioning, and (c) assessment of the nature of the parents' divorce (e.g., level of conflict). Based on this assessment, the treatment model is presented, which integrates strategies from relational/psychodynamic therapy, family of origin work, and experiential techniques. Case examples are presented to demonstrate the appropriate integration of these techniques with clients at different levels in the assessment schema. In addition, a review of the literature on the long-term effects of divorce on children suggests several specific issues that may arise in treatment. These include low self-esteem, emotional distress, externalizing problems, and interpersonal problems such as fear of commitment, difficulty trusting, a high rate of divorce, and strained relationships with parents.     

THE EFFECTS OF MODELLING ON THE CONTINGENT PRAISE OF MENTAL RETARDATION COUNSELLORS

A multiple-baseline design was used to evaluate the effects of a simple modelling procedure on the contingent praise of five counsellors while they conducted hygiene-training sessions in toothbrushing and hand-and-face washing with severely retarded children. After varying numbers of baseline sessions, each counsellor watched a model who conducted a series of toothbrushing sessions, in which he conspicuously praised correct toothbrushing responses and approximations to correct responses. No modelling occurred during hand-and-face washing sessions. As a result of several exposures to the model's performance, levels of response-contingent praise provided by four of the five counsellors during toothbrushing sessions increased sharply over baseline. The levels of counsellor praise showed parallel increases during hand-and-face washing sessions. A two-week followup showed that the levels of praise obtained through modelling were maintained in the model's absence.