A test for conditional independence between response time and accuracy

An important distinction between different models for response time and accuracy is whether conditional independence (CI) between response time and accuracy is assumed. In the present study, a test for CI given an exponential family model for accuracy (for example, the Rasch model or the one‐parameter logistic model) is proposed and evaluated in a simulation study. The procedure is based on the non‐parametric Kolmogorov–Smirnov tests. As an illustrative example, the CI test was applied to data from an arithmetics test for secondary education.     

Factor Structure of the Torrance Tests of Creative Thinking Verbal Form B in a Spanish‐speaking Population

The objective of this study was to compare, through a Confirmatory Factor Analysis, two different theoretical models that explain the operationalized creativity construct with the Verbal Torrance Tests of Creative Thinking (TTCT), Form B. Model 1 is represented by six factors which correspond to each activity and its respective indicators while Model 2 is integrated by three factors which correspond to each TTCT ability (i.e., Fluency, Originality, and Flexibility) and the corresponding indicators for each variable. The study was carried out with a sample consisting of 432 Spanish‐speaking youngsters of both sexes aged 15–26. According to the research findings, the model which showed the most satisfactory fit identifies six correlated factors that correspond to each of the activities proposed (χ² = 414.48; df = 116; χ²/df = 3.57; GFI = .90; NFI = .95; CFI = .96 and RMSEA = .077). These results are discussed according to its psychometric implications for the construct assessment in different fields.     

Evaluation of multiple schedules with naturally occurring and therapist‐arranged discriminative stimuli following functional communication training

Many studies have shown that (a) functional communication training (FCT) is effective for reducing problem behavior, and (b) multiple schedules can facilitate reinforcer schedule thinning during FCT. Most studies tha have used multiple schedules with FCT have included therapist‐arranged stimuli (e.g., colored cards) as the discriminative stimuli (S^Ds), but recently, researchers have evaluated similar multiple‐schedule training procedures with naturally occurring S^Ds (e.g., overt therapist behavior). The purposes of the current study were to compare the effects of arranged and naturally occurring S^Ds directly during (a) acquisition of discriminated functional communication responses (FCRs) and (b) generalization of discriminated FCRs when we introduced the multiple schedules in novel contexts in which the naturally occurring stimuli were either relatively easy or difficult to discriminate. Results showed that (a) 2 of 3 participants acquired discriminated responding of the FCR more rapidly with arranged than with naturally occurring stimuli, (b) 2 of 3 participants showed resurgence of problem behavior , and (c) 2 of 3 participants showed greater generalization of discriminated responding to novel contexts with arranged stimuli than with naturally occurring stimuli. We discuss these results relative to the conditions under which naturally occurring and arranged S^Ds may promote rapid and generalized treatment gains.     

Child sexual abuse and literacy achievement in a sample of South African primary school children

This study investigated child sexual abuse (CSA) and literacy achievement among South African primary school children. Data on self-reported experience of CSA and actual literacy achievement were collected from a convenience sample of 160 learners from a Soweto school in Johannesburg. The literacy tests measured five domains of reading and spelling competencies. The results show a statistically significant relationship between CSA and literacy scores, with learners who were sexually abused scoring significantly lower on the literacy tests used in this study. Specifically, learners with CSA experience performed noticeably lower in the real word test, followed by spelling, words spelt correctly, reading fluency, and non-word spelling. School psychologists could adopt a social justice framework in providing psychological and literacy support for children who are sexually abused.     

心理测验中个人拟合研究的回顾与展望

个人拟合研究是对心理测验中偏差行为鉴别的一种新方法,它以Guttman理想模型、项目反应理论和非参数项目反应理论为基础。传统个人拟合指标是对宽泛偏差行为的检验,当前个人拟合研究更具体、更形象,针对于某种偏差行为的专门性指标和图形与回归分析受到了越来越多的关注。但无论哪种个人拟合方法都会受到各种无关因素的影响,如何克服这些影响,提高个人拟合方法的实际应用价值将成为个人拟合研究的主要方向     

Further evaluation of a brief, intensive teacher-training model

The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and direct teaching). The teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations up to 6 months after training suggested that the skills generalized to their classrooms and were maintained for most teachers with brief feedback only.     

Choice, time allocation, and response rate during stimulus generalization

Six pigeons were trained to discriminate between two noise intensities using a procedure that assessed choice, time allocation, and response rate simultaneously and independently. Responses on the left or right key (R1 or R2) were respectively correct in the presence of two different intensities, S1 and S2. After a correct response, reinforcement became available for pecks on the center key. Reinforcement density for R1¦S1 relative to R2¦S2 was varied across experimental conditions. Generalization tests followed extensive training at each condition. As a function of stimulus intensity, proportions of initial choices of R2, of time spent in R2-initiated components, and of center-key responses emitted in R2-initiated components all yielded sigmoidal gradients of similar slope, which shifted slightly in location when relative reinforcement density changed. Changeovers were maximal where initial choice proportions approximated 0.5. Gradients relating the absolute number of center-key responses to stimulus intensity were also roughly sigmoidal, but were more sensitive to changes in reinforcement density. Gradients of momentary response rate also depended on reinforcement density. During training, large but transitory shifts in choice responding occurred when reinforcement density changed, while differences in momentary response rate developed slowly, suggesting separate control of choice and response rate by the contingencies of reinforcement.     

Constructing the exact significance level for a person fit statistic

This paper uses an extension of the network algorithm originally introduced by Mehta and Patel to construct exact tail probabilities for testing the general hypothesis that item responses are distributed according to the Rasch model. By assuming that item difficulties are known, the algorithm is applicable to the statistical tests either given the maximum likelihood ability estimate or conditioned on the total score. A simulation study indicates that the network algorithm is an efficient tool for computing the significance level of a person fit statistic based on test lengths of 30 items or less.     

多维项目反应理论：参数估计及其在心理测验中的应用

本研究介绍并引进了现代测量理论中的前沿技术—— 多维项目反应理论, 采用MCMC算法实现了其参数估计; 并将MIRT应用于瑞文高级推理测验, 以探讨MIRT在心理测验中的具体应用。研究结果表明：(1)本研究自主编制的MIRT参数估计程序基本可行, 其估计的精度与国外研究结论相当甚至更好。(2)在测验维度和样本容量两因素完全随机实验设计下(2×3), 随着被试和题目样本容量的增加, MIRT参数估计的精度越高且估计的稳定性越强; 但随着测验维度的增加, MIRT参数估计精度和稳定性均随之降低。(3)MIRT对心理测验的分析比UIRT能提供更为精确和细致的信息。它对心理测验的编制、开发及评价具有重要的指导和参考价值, 值得引进及借鉴。     

Using multiple-exemplar training to teach a generalized repertoire of sharing to children with autism

The current study examined the utility of multiple-exemplar training to teach children with autism to share. Stimuli from 3 of 4 categories were trained using a treatment package of video modeling, prompting, and reinforcement. Offers to share increased for all 3 children following the introduction of treatment, with evidence of skill maintenance. In addition, within-stimulus-category generalization of sharing was evident for all participants, although only 1 participant demonstrated across-category generalization of sharing. Offers to share occurred in a novel setting, with familiar and novel stimuli, and in the presence of novel adults and peers for all participants during posttreatment probes.