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The present paper introduces a new explanatory item response model to account for the learning that takes place during a psychometric test due to the repeated use of the operations involved in the items. The proposed model is an extension of the operation-specific learning model (Fischer and Formann in Appl Psychol Meas 6:397–416, 1982; Scheiblechner in Z für Exp Angew Psychol 19:476–506, 1972; Spada in Spada and Kempf (eds.) Structural models of thinking and learning, Huber, Bern, Germany, pp 227–262, 1977). The paper discusses special cases of the model, which, together with the general formulation, differ in the type of response in which the model states that learning occurs: (1) correct and incorrect responses equally (non-contingent learning); (2) correct responses only (contingent learning); and (3) correct and incorrect responses to a different extent (differential contingent learning). A Bayesian framework is adopted for model estimation and evaluation. A simulation study is conducted to examine the performance of the estimation and evaluation methods in recovering the true parameters and selecting the true model. Finally, an empirical study is presented to illustrate the applicability of the model to detect learning effects using real data.

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Previous research aimed at testing the situational strength hypothesis suffers from serious limitations regarding the conceptualization of strength. In order to overcome these limitations, the present study attempts to test the situational strength hypothesis based on the operationalization of strength as reinforcement contingencies. One dispositional factor of proven effect on cooperative behavior, social value orientation (SVO), was used as a predictor of behavior in four social dilemmas with varying degree of situational strength. The moderating role of incentive condition (hypothetical vs. real) on the relationship between SVO and behavior was also tested. One hundred undergraduates were presented with the four social dilemmas and the Social Value Orientation Scale. One-half of the sample played the social dilemmas using real incentives, whereas the other half used hypothetical incentives. Results supported the situational strength hypothesis in that no behavioral variability and no effect of SVO on behavior were found in the strongest situation. However, situational strength did not moderate the effect of SVO on behavior in situations where behavior showed variability. No moderating effect was found for incentive condition either. The implications of these results for personality theory and assessment are discussed.

Título: Validez convergente de las medidas de atención e impulsividad del Test de Discriminación Visual Simple de Árboles (DiViSA-UAM).Resumen: El Test de Discriminación Visual Simple de Árboles (DiViSA-UAM) constituye una prueba objetiva de evaluación de la atención y la impulsividad en niños de edades comprendidas entre los 6 y los 12 años. El presente estudio tuvo por objeto complementar los datos de validez recabados en estudios anteriores, analizando la evidencia de validez convergente de las medidas del DiViSA-UAM en relación con otros instrumentos ya consolidados en la evaluación de la atención y el control inhibitorio en niños: el Test de Percepción de Diferencias 'Caras' y el Test de Atención d2. A tal fin, se administraron los instrumentos a una muestra conformada por 111 alumnos de educación primaria (46 niñas y 65 niños), de entre 8 y 12 años. El análisis de correlaciones arrojó valores acordes con lo esperado entre los índices de las tres pruebas. Conforme a lo observado en estudios anteriores, las tres pruebas convergieron en identificar un incremento progresivo en el rendimiento atencional entre los 8 y los 12 años, así como estabilidad en el control de la impulsividad y ausencia de diferencias relativas al sexo. Se discuten las ventajas potenciales del DiViSA-UAM derivadas de su formato de aplicación y su mayor facilidad de ejecución. Palabras clave: DiViSA-UAM; atención; impulsividad; tests informatizados; validez convergente. Abstract:The Trees: Simple Visual Discrimination Test (DiViSA-UAM) is an objective test to assess attention and impulsivity in children aged between 6 and 12 years. The aim of this study was to supplement the validity data obtained in prior research, analyzing the evidence of convergent validity of the measures of the DiViSA-UAM in relation to other, already wellestablished, instruments for assessing attention and inhibitory control in children: the 'Faces', Differences Perception Test and the d2 Test of Attention. To this end, the instruments were administered to a sample of 111 students from primary education (46 girls and 65 boys) between the ages of 8 and 12 years. The correlation analysis showed values in line with expectations among the indices of the three tests. Similarly to what has been observed in prior research, the three tests coincided in identifying a progressive increase in attention performance between the ages of 8 and 12, as well as stability in impulsivity control and the absence of sex-related differences. We discuss the potential advantages of the DiViSA-UAM derived from its application format and its greater ease of execution.

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The present paper introduces a general multidimensional model to measure individual differences in learning within a single administration of a test. Learning is assumed to result from practicing the operations involved in solving the items. The model accounts for the possibility that the ability to learn may manifest differently for correct and incorrect responses, which allows for distinguishing different types of learning effects in the data. Model estimation and evaluation is based on a Bayesian framework. A simulation study is presented that examines the performance of the estimation and evaluation methods. The results show accuracy in parameter recovery as well as good performance in model evaluation and selection. An empirical study illustrates the applicability of the model to data from a logical ability test.

This study focuses on performance differences individuals show when solving a computerized spatial-orientation dynamic task, irrespective of their cognitive ability. The hypothesis tested was that differences in performance reflect individuals’ cognitive style: Reflection-Impulsivity. The Spatial Orientation Dynamic Task-Revised (SODT-R) and the Analytical, Sequential, and Inductive Reasoning Test (TRASI) were administered to 541 postgraduate participants, as part of the selection process they were following. Reflection-Impulsivity was measured through average response latency and average error score comprising three groups: impulsive, reflective, and medium. Performance was measured by mean response frequency, quality proportion of the first press, and mean invested time. Data were analyzed through discriminant analysis. Criterion variable was Reflection-Impulsivity groups and discriminant variables were performance ones, plus intelligence. Results show different performance patterns clearly associated with Reflection-Impulsivity (canonical correlation = .63). Intelligence played a small role in the differentiation between groups. Findings support the proposal to use spatial orientation tasks as vehicles to measure cognitive style Reflection-Impulsivity in adults. We finally discuss performance patterns as a pathway to ways of acquiring and processing spatial information for impulsives and reflexives, with similar cognitive resources.