学习方式的变革:提取促进学习

提取练习效应是指在学习与最终测验之间,等长时间的提取练习与重复学习相比,前者更能促进长时记忆的保持,也称为测试效应。大量研究表明提取测试是一种高效的学习策略,师生却对此认识不足,认为测试只是检测学习效果的评估工具,并不能改变或促进学习。本文主要从提取练习促进学习的认知神经加工机制、提取练习在实践应用中的特点、提高提取练习效应的方法及其在教学实践中的局限四方面梳理了相关研究,为提取练习广泛应用于教学实践提供支持,同时也为师生正确高效利用这一策略提供了参考,使学生获得更高效和持久的学习。     

Drink driving during the COVID-19 pandemic

Due to the COVID-19 pandemic, static roadside random breath testing (RBT) was temporarily suspended between 16 March and 12 June 2020 in Queensland, Australia. In addition to restrictions on travel and social interactions, this provided a unique opportunity to examine changes in drink-driving behaviour during and after a reduction in RBT operations in the community. Three cross-sectional surveys were disseminated at different time points to examine these differences. Over three surveys, 1193 Queensland licensed drivers aged 18 years and over (M = 36.9, SD = 16.7) responded. While overall drink driving decreased over the three survey periods, there were groups where drink driving, or the intention to drink drive, increased over the same period. The overall decrease could be expected as a result of community restrictions on socialising and travel behaviours. In each of the surveys, prior engagement in drink driving was the strongest predictor of intention to increase future engagement and actual engagement. These drink drivers were more likely aged 18–24 years, male, and held restricted licensure. Notably, a small number of participants who reported drink driving, and/or intention to drink drive during the survey period, reported not having engaged in this behaviour previously. This suggested an increased likelihood of drink drivers experiencing punishment avoidance which may promote future engagement in this behaviour. Despite a decrease in social opportunities to drink, and the suspension of highly visible roadside breath testing sites, drink driving persisted. This research highlights the importance of RBTs as a general deterrent for drink driving.     

认知诊断计算机自适应测验中平衡属性收敛的新方法

提出两种认知诊断计算机自适应测验下平衡属性收敛的新方法（MABI、RTA）,模拟研究系统探讨和比较了此二者与已有方法（ABI、IABI和RABI）的表现。结果发现：（1）新方法较不考虑属性收敛的方法有更高的准确率以及更均衡的题目使用率;（2）新方法较ABI和RABI有稍低的准确性,但有更平衡的题目使用率;（3）新方法与IABI的准确性和题目使用率在不同选题策略下各有合优势。总之,两种新方法较好地兼顾测量准确性、题目使用率以及题库曝光情况。     

中国的心理测量发展史

有关心理测量的思想起源于中国古代。但西方科学的心理测验理论与方法是20世纪初自西方传人中国的。30年的发展取得很大成绩,但道路艰辛曲折,文章分三个阶段对之作了回顾。一、最早是1915年外国学者为比较中美儿童的智力差异对广州500名小学生进行测试。同一时期,我国学者也开始自己编制测验,"小学生毛笔书法量表"是最早的标准化教育测验。廖世承和陈鹤琴1920年在南京高等师范开设测验课程,出版《心理测验法》一书,正式介绍科学的心理测验。与美国专家合作编制多种测验,1923年与美国专家合作对全国小学生进行测试,得出了三至八年级学童的年龄与班级常模,引起了教育界的注意。艾伟从1925年起致力编制中小学不同年级和学科的测验以及能力测验,还与张耀翔编制了识字测验与阅读测验等,对我国教育测验的发展做出了很大贡献。"中国测验学会"1931成立。并创办会刊《测验》有效地推动了当时测验研究的开展.1937年"七七"事变后,工作继续进行和扩展,但受战争的影响,发展上减慢了速度。二、1949年新中国成立后,由于政治上的变迁,心理测验被视为禁区,认为它违心,反动,没有人敢于问津。文化大革命中,心理学被打成伪科学,心理测验更是全盘否定了。三.文革以后,心理学恢复。而心理测验面对着既缺人力又少资料的困难。林传鼎等三位教授于1980年春举办了第一个全国性心理测验培训班,是心理测验再生的标志。此后各高等院校逐步开设心理测量学课程。通过引进各种心理测量理论,修订外国测验和逐步向自编我国测验发展,几年中取得了良好效果。1984年中国心理学会下属的‘心理测量分会’成立,1990年加入国际测验委员会(ITC)成为它的一个国家会员。1991年在南京举办了国内第一个心理测验国际性学术会议,又与台湾学者交流,建立起隔年一次海峡两岸心理与教育测量学术研讨会的协议。这些都对中国心理测验的发展都起了积极作用。80年代后期国家实行改革开放,经济转型,心理测验逐渐渗入医学、教育、企业、和组织人事部门等多种应用领域,扩大了对社会的影响。教育是其最早也是最重要的应用领域。从高考开始向各种考试、应用领域广泛扩展,取得良好效果。尤其是在人力资源、心理咨询领域,心理测验发展迅速日益兴旺。社会各界从多方面加深了对心理测量的认同,使它变成为一个相当热门的应用科学了。最后,文章从测验的数量、质量,数据处理的方法技术,测验者素质提高和法律完备等几个方面分析了存在问题并提出对今后的展望。     

The (Non)Impact of Differential Test Taker Engagement on Aggregated Scores

Disengaged test taking tends to be most prevalent with low-stakes tests. This has led to questions about the validity of aggregated scores from large-scale international assessments such as PISA and TIMSS, as previous research has found a meaningful correlation between the mean engagement and mean performance of countries. The current study, using data from the computer-based version of the PISA-Based Test for Schools, examined the distortive effects of differential engagement on aggregated school-level scores. The results showed that, although there was considerable differential engagement among schools, the school means were highly stable due to two factors. First, any distortive effects of disengagement in a school were diluted by a high proportion of the students exhibiting no non-effortful behavior. Second, and most interestingly, disengagement produced both positive and negative distortion of individual student scores, which tended to cancel out much of the net distortive effect on the school’s mean.     

结合题目作答时间的计算机化自适应测验选题方法

计算机形式的测验能够记录考生在测验中的题目作答时间（Response Time, RT），作为一种重要的辅助信息来源，RT对于测验开发和管理具有重要的价值，特别是在计算机化自适应测验（Computerized Adaptive Testing, CAT）领域。本文简要介绍了RT在CAT选题方面应用并作以简评，分析了这些技术在实践中的可行性。最后，探讨了当前RT应用于CAT选题存在的问题以及可以进一步开展的研究方向。     

Testing Variance Components in Linear Mixed Modeling Using Permutation

Abstract

Inference of variance components in linear mixed modeling (LMM) provides evidence of heterogeneity between individuals or clusters. When only nonnegative variances are allowed, there is a boundary (i.e., 0) in the variances’ parameter space, and regular inference statistical procedures for such a parameter could be problematic. The goal of this article is to introduce a practically feasible permutation method to make inferences about variance components while considering the boundary issue in LMM. The permutation tests with different settings (i.e., constrained vs. unconstrained estimation, specific vs. generalized test, different ways of calculating p values, and different ways of permutation) were examined with both normal data and non-normal data. In addition, the permutation tests were compared to likelihood ratio (LR) tests with a mixture of chi-squared distributions as the reference distribution. We found that the unconstrained permutation test with the one-sided p-value approach performed better than the other permutation tests and is a useful alternative when the LR tests are not applicable. An R function is provided to facilitate the implementation of the permutation tests, and a real data example is used to illustrate the application. We hope our results will help researchers choose appropriate tests when testing variance components in LMM.     

Effects of making errors in learning a foreign language

ABSTRACT

Kornell, Hays, and Bjork ([2009]. Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 989–998) showed that incorrect guesses do not necessarily harm and might even improve the retention of information on a subsequent test. We sought to replicate the finding using educationally relevant stimuli. In two experiments, our participants either translated sentences in a foreign language receiving immediate feedback (errorful condition), or copied and studied the correct translation (errorless condition). After this training phase, a final test with the same sentences showed that translating sentences wrongly during training did not lower the accuracy of the errorful as compared to the errorless condition. Overall there was evidence that errorful training produced superior learning of the meaning and grammar of the foreign language sentences. The results support the idea that search processes activate a greater network of related knowledge in the errorful than in the errorless condition.     

Stopping Rules for Computer Adaptive Testing When Item Banks Have Nonuniform Information

The standard error (SE) stopping rule, which terminates a computer adaptive test (CAT) when the SE is less than a threshold, is effective when there are informative questions for all trait levels. However, in domains such as patient-reported outcomes, the items in a bank might all target one end of the trait continuum (e.g., negative symptoms), and the bank may lack depth for many individuals. In such cases, the predicted standard error reduction (PSER) stopping rule will stop the CAT even if the SE threshold has not been reached and can avoid administering excessive questions that provide little additional information. By tuning the parameters of the PSER algorithm, a practitioner can specify a desired tradeoff between accuracy and efficiency. Using simulated data for the Patient-Reported Outcomes Measurement Information System Anxiety and Physical Function banks, we demonstrate that these parameters can substantially impact CAT performance. When the parameters were optimally tuned, the PSER stopping rule was found to outperform the SE stopping rule overall, particularly for individuals not targeted by the bank, and presented roughly the same number of items across the trait continuum. Therefore, the PSER stopping rule provides an effective method for balancing the precision and efficiency of a CAT.