认知诊断计算机化自适应测验的选题策略

随着认知诊断计算机化自适应测验(cognitive diagnostic computerized adaptive testing, CD-CAT)理论与实践的发展, 兼顾知识状态与能力的双目标CD-CAT逐渐受到重视。选题策略是CAT的核心, 通过梳理传统CD-CAT和双目标CD-CAT选题策略的研究, 并对它们的特点、关系及表现进行介绍和评析。最后, 基于认知诊断模型与CAT实践发展指出未来应加强一般化认知模型、复杂测验条件认知诊断模型下选题策略的研究; 应开发双目标诊断测验的项目和测验特征指标; 还应加强非参数选题方法和CD-CAT的实践应用研究。     

学习判断及其准确性

学习判断是元认知判断的一种重要形式,是对未来记忆成绩的预测。产生机制及其准确性是学习判断研究的核心问题。研究者从不同的角度提出了多种理论,试图说明学习判断的机制与准确性。Koriat的线索模型总结了以往的研究发现,加深了人们对学习判断的理解,但该模型也面临着新的挑战。文章指出了已有研究中存在的问题及未来研究的方向。     

Inferring accuracy for judges and items: Choice of unit of analysis reverses the conclusions

This study explores the relationship between the precision and the accuracy of forecasts using either judge or item as the unit of analysis. Participants in five experiments answered general-knowledge questions by indicating intervals that were likely to include the correct answer. Results indicate that the precision of an interval estimate is not a straightforward cue to the likelihood that such an interval includes the truth (hit rate). Whereas judges who state more precise estimates (i.e. who provide narrower interval estimates) have lower hit rates, questions for which the average judgment is more precise have higher hit rates. Thus, the relation between precision and accuracy depends on whether one ‘slices’ the data by judge or by question. We offer an explanation for this seemingly paradoxical effect and implement it as a computer simulation to demonstrate its validity. © 1997 John Wiley & Sons, Ltd.     

Improving judgement with prepaid expert advice

Decision makers (“Judges”) often make decisions after obtaining advice from an Advisor. The two parties often share a psychological “contract” about what each contributes in expertise to the decision and receives in monetary outcomes from it. In a laboratory experiment, we varied Advisor Experitise and the opportunity for monetary rewards. As expected, these manipulations influenced advice quality, advice taking, and Judge post‐advice decision quality. The main contribution of the study, however, was the manipulation of the timing of monetary rewards (before or after the advising interaction). We found, as predicted, that committing money for expert—but not novice—advice increases Judges' use of advice and their subsequent estimation accuracy. Implications for advice giving and taking are discussed. Copyright © 2004 John Wiley & Sons, Ltd.     

Training Children to Make Accurate Self-Evaluations: Effects on Behavior and the Quality of Self-Ratings

Research has shown that self-evaluation can have positive effects on children's behavior and academic performance. Components of self-evaluation that have not been fully examined include the accuracy and sensitivity of students' ratings before and after training, as well as the effects of accuracy training on performance. Four students exhibiting behavior consistent with Attention Deficit Hyperactivity Disorder (ADHD) participated in the study. The students' behavior during academic activities and accuracy of self-evaluations were examined before and after accuracy training in comparison to direct observations of behavior. None of the students accurately rated his behavior prior to training. Self-evaluation alone decreased disruptive behavior for only one student, whereas self-evaluation plus accuracy training decreased the disruptive behavior of all four students. Once accuracy training was withdrawn, the level of disruptive behavior increased for three of the four students. Implications of these results for the quality and utility of self-evaluation measures and the role of accuracy training in self-evaluation effects are discussed.     

Evidence for a confidence–accuracy relationship in memory for same- and cross-race faces

Discrimination accuracy is usually higher for same- than for cross-race faces, a phenomenon known as the cross-race effect (CRE). According to prior research, the CRE occurs because memories for same- and cross-race faces rely on qualitatively different processes. However, according to a continuous dual-process model of recognition memory, memories that rely on qualitatively different processes do not differ in recognition accuracy when confidence is equated. Thus, although there are differences in overall same- and cross-race discrimination accuracy, confidence-specific accuracy (i.e., recognition accuracy at a particular level of confidence) may not differ. We analysed datasets from four recognition memory studies on same- and cross-race faces to test this hypothesis. Confidence ratings reliably predicted recognition accuracy when performance was above chance levels (Experiments 1, 2, and 3) but not when performance was at chance levels (Experiment 4). Furthermore, at each level of confidence, confidence-specific accuracy for same- and cross-race faces did not significantly differ when overall performance was above chance levels (Experiments 1, 2, and 3) but significantly differed when overall performance was at chance levels (Experiment 4). Thus, under certain conditions, high-confidence same-race and cross-race identifications may be equally reliable.     

Studying Stereotype Accuracy from an Integrative Social‐Personality Perspective

This article proposes an integrative framework for understanding the accuracy and inaccuracy of stereotypes. Specifically, we highlight research issues and traditions from social and personality psychology that do not often intersect, but which can be mutually informative. Within this framework, the social psychologist's interest in the accuracy of group stereotypes is conceptually much like a personality psychologist's interest in the accuracy with which perceivers can identify types of individuals, for example extraverts. Both fields make use, implicitly or explicitly, of personal attributes and behaviors (cues) in assessing accuracy of beliefs about group or individual traits. By using Brunswik's lens model perspective in combination with concepts from signal detection theory, judgments of stereotypes can be discovered to be accurate or inaccurate depending on how perceivers judge or use the cues. In drawing on research traditions and theoretical frameworks from both social and personality psychology, researchers can go beyond an all‐or‐nothing stance regarding stereotype accuracy to achieve a more nuanced understanding of when, how, and to what extent stereotypes are accurate.     

Vocal mistuning reveals the origin of musical scales

ABSTRACT

Theories of the origin of tonality from the time of Pythagoras onward have assumed that the intervals used in musical scales are defined mathematically based on harmonic ratios. Virtually all such theories are predicated on tunable instruments (e.g. strings), whereas the voice is the most ancestral and universal instrument used to make music. In the present study, we analysed the tuning of sung musical intervals from a familiar song, doing so across both trained and untrained singers. Contrary to the predictions of traditional theories, we found that sung intervals (unlike those of instruments) showed marked overlap with neighbouring interval categories. Furthermore, we found that listeners of these sung productions did not base their aesthetic judgments of singing quality on the precision of tuning of sung intervals. We consolidate these results into a model of tonality based on both vocal and sensory factors that contribute to the formation of sung melodies.