Faulty assumptions: A comment on Blanton, Jaccard, Gonzales, and Christie (2006)

Blanton, Jaccard, Gonzales, and Christie [Blanton, H., Jaccard, J., Gonzales, P., Christie, C. (2006). Decoding the Implicit Association Test: implications for criterion prediction. Journal of Experimental Social Psychology, 42, 192-212.] assert that the Implicit Association Test (IAT) imposes a model that portrays relative preferences as the additive difference between single attitudes. This assertion is misplaced because relative preferences do not necessarily reduce to component attitudes. BJGC also assume that the IAT conditions represent two indicators of the same construct. This assumption is incorrect, and is the cause of their poor-fitting models. The IAT, like other experimental paradigms, contrasts performance between interdependent conditions, and cannot be reduced to component parts. This is true whether calculating a simple difference between conditions, or using the IAT D score. D—an individual effect size that is monotonically related to Cohen’s d—codifies the interdependency between IAT conditions. When their unjustified psychometric assumptions are replaced with plausible assumptions, the models fit their data very well, and basis for their poor-fitting models becomes clear.     

Effects of self‐explanation as a metacognitive strategy for solving mathematical word problems1

Abstract: This study examined how a metacognitive strategy known as self‐explanation influences word problem solving in elementary school children. Participants were 79 sixth‐graders. They were assigned to one of three groups: the self‐explanation group, the self‐learning group, or the control group. Students in each group performed a ratio word problem test and a transfer test. The results showed that students in the self‐explanation group outperformed students in the other two groups on both the ratio word problem test and on the transfer test. In addition, high explainers who generated more self‐explanations relating to deep understanding of worked‐out examples outperformed low explainers on both ratio word problem and transfer tests. The self‐explanation effect is discussed.     

心理学研究工具刍议

本文探讨了心理学研究工具的几个侧面：在心理学研究工具的界定问题上,心理学科同时具备自然科学和社会科学属性的学科特殊性,造成了心理学研究工具的多样化,应以一种更宽广的视角来界定心理学研究工具;在心理学研究工具的价值上,本文探讨了研究工具与心理学理论的相互影响和相互关系,理论假设会对工具使用过程造成影响,而工具的使用和发展对理论的建构和发展也有着重要的影响。在心理学研究工具的发展趋势上,在部分科研工具的高端化和精密化的同时,教学演示工具、学生实验仪器、心理测验、心理康复与心理治疗工具表现出不同的发展趋势。     

Measuring the ability of transitive reasoning,using product and strategy information

Cognitive theories disagree about the processes and the number of abilities involved in transitive reasoning. This led to controversies about the influence of task characteristics on individuals' performance and the development of transitive reasoning. In this study, a computer test was constructed containing 16 transitive reasoning tasks having different characteristics with respect to presentation form, task format, and task content. Both product and strategy information were analyzed to measure the performance of 6- to 13-year-old children. Three methods (MSP, DETECT, and Improved DIMTEST) were used to determine the number of abilities involved and to test the assumptions imposed on the data by item response models. Nonparametric IRT models were used to construct a scale for transitive reasoning. Multiple regression was used to determine the influence of task characteristics on the difficulty level of the tasks. It was concluded that: (1) the qualitatively distinct abilities predicted by Piaget's theory could not be distinguished by means of different dimensions in the data structure; (2) transitive reasoning could be described by one ability, and some task characteristics influenced the difficulty of a task; and (3) strategy information provided a stronger scale than product information.     

The greatest lower bound to the reliability of a test and the hypothesis of unidimensionality

To assess the reliability of congeneric tests, specifically designed reliability measures have been proposed. This paper emphasizes that such measures rely on a unidimensionality hypothesis, which can neither be confirmed nor rejected when there are only three test parts, and will invariably be rejected when there are more than three test parts. Jackson and Agunwamba's (1977) greatest lower bound to reliability is proposed instead. Although this bound has a reputation for overestimating the population value when the sample size is small, this is no reason to prefer the unidimensionality-based reliability. Firstly, the sampling bias problem of the glb does not play a role when the number of test parts is small, as is often the case with congeneric measures. Secondly, glb and unidimensionality based reliability are often equal when there are three test parts, and when there are more test parts, their numerical values are still very similar. To the extent that the bias problem of the greatest lower bound does play a role, unidimensionality-based reliability is equally affected. Although unidimensionality and reliability are often thought of as unrelated, this paper shows that, from at least two perspectives, they act as antagonistic concepts. A measure, based on the same framework that led to the greatest lower bound, is discussed for assessing how close is a set of variables to unidimensionality. It is the percentage of common variance that can be explained by a single factor. An empirical example is given to demonstrate the main points of the paper. The authors are obliged to Henk Kiers for commenting on a previous version. Gregor Sočan is now at the University of Ljubljana.     

Reliability as a function of the number of item options derived from the “knowledge or random guessing” model

For (0, 1) scored multiple-choice tests, a formula giving test reliability as a function of the number of item options is derived, assuming the knowledge or random guessing model, the parallelism of the new and old tests (apart from the guessing probability), and the assumptions of classical test theory. It is shown that the formula is a more general case of an equation by Lord, and reduces to Lord's equation if the items are effectively parallel. Further, the formula is shown to be closely related to another formula derived from Lord's randomly parallel tests model.     

不同类型考试焦虑影响考试成绩的差异模式

调查了440名高中生,以不同类型考试焦虑为预测变量,以掌握目标、情绪性、应对反应、考试自我效能感、成绩-接近目标、成绩-回避目标、担忧、学习和考试技能、认知干扰为中介变量,期末数学考试成绩为最终结果变量,探讨不同类型考试焦虑影响考试成绩的模式。结果表明:不同类型考试焦虑具有不同的影响考试成绩的模式,即存在认知主导型模式(简称C模式)、生理唤醒主导型模式(简称P模式)、技能缺乏主导型模式(S模式)等三种不同的模式。担忧是C模式中的主要中介变量,P模式的主要特征是担忧对情绪性存在显著影响,S模式的特点是中介变量较少,学习和考试技能变量受考试焦虑和考试自我效能感双重影响并作用于考试成绩。     

物理概念图试题的评分方法

详细介绍了运用知识编码对物理概念图试题进行评分的具体方法,并对物理概念图试题的难度、区分度、信度和效度进行了检验,计算了物理概念图试题与传统物理题型共同组成的期末物理测验的信度,说明依据知识编码评定物理概念图试题分数,是一种行之有效的评分方法,按照知识编码评定物理概念图试题的分数使物理概念图试题成为一道高质量的试题。     

智力测验分数解释的发展趋势

智力测验分数的解释是智力心理学一个重要的研究领域。智力测验分数解释最基本的一个目的就是为了理解。随着智力理论和智力测验的发展,智力测验分数的解释出现了一些新的特点与趋势即注重智力测验分数解释的理论基础,注重智力测验分数解释的效度丰富化与从有用信息的抽取来解释测验分数的趋向。     

A Swedish non-word repetition test for preschool children

A Swedish non-word repetition test for preschool children was constructed with the aim of measuring short-term phonological memory, which has been shown to correlate with language development and language proficiency. Normative data based on results for 200 children four to six years of age are presented. An item analysis of the original 30-item test resulted in a shortened 24 non-word version found suitable for four- to six-year old children. Results for this shortened version, which had a Cronbach's alpha of 0.73, showed longer non-words to be more difficult to repeat than shorter ones, and significant effects of age and compatibility of the tester's and the child's accent, but not of gender. The results are discussed within the framework of Baddeley's working memory model.