Cognitive component models for psychometric analogies: Conceptually driven versus interactive process models

Embretson, Susan E.; Schneider, Lisa M.

doi:10.1016/1041-6080(89)90001-0

Cited by 8 publications

(9 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The physical angular disparity between the initial and target figures predicts processing difficulty in mental analogue theories. In several test design studies (Bejar, 1990; Embretson, 1994; Embretson & Waxman, 1989), both the difficulty and response time of items generated from spatial rotation theories were well predicted by angular disparity.…”

mentioning

confidence: 99%

A cognitive design system approach to generating valid tests: Application to abstract reasoning.

Embretson

1998

Psychological Methods

271

274

View full text Add to dashboard Cite

The actual impact of cognitive theory on testing contrasts sharply with its potential impact, which suggests some deep incompatibilities between the areas. This article describes and illustrates a cognitive design system approach that centralizes cognitive theory in developing valid tests. To resolve incompatibilities between cognitive and testing, the cognitive design system approach includes both conceptual and procedural frameworks. To illustrate the cognitive design approach, an item bank for measuring abstract reasoning was generated from cognitive theory (i.e., P. A. Carpenter, M. A. Just, & P. Shell's, 1990, processing theory). The construct validity of the generating item bank was strongly supported by several studies from the cognitive design system approach.Developing tests from cognitive theory has been an intriguing possibility for psychological and educational measurement (Embretson, 1985;Mislevy, 1993;Wittrock & Baker, 1991). Many item types that appear on tests have been studied by contemporary cognitive psychology methods. Often, ability test item types are suitable for studying cognitive theories, because they are complex problem-solving tasks.Despite the interest in cognitive theory, its purported promise for test development is barely realized. Certainly, contemporary cognitive concepts are often used to describe traditionally designed measures. Various ability test scores are described as reflecting parallel versus serial processing, cognitive consistency, executive processing, and so forth (e.g., Kaufman & Kaufman, 1993). However, as noted by Pellegrino (1988), applying cognitive concepts to describe traditional psychometric findings misses the real potential of cognitive theory; namely, cognitive theory is useful for test design. Cognitive psychology research has an incidental bonus for test design, because justifiable operational definitions are required for construct measurement. The specific operations are often detailed descriptions of task stimulus properties. Thus, cognitive research also provides results

show abstract

mentioning

confidence: 99%

A cognitive design system approach to generating valid tests: Application to abstract reasoning.

Embretson

1998

Psychological Methods

271

274

View full text Add to dashboard Cite

show abstract

“…There are two main theoretical implications drawn from this study. First, based on Embreson & Waxman (1989)'s attached folding model, which comprises of four major cognitive processing in mental cube folding: encoding, attaching, folding and confirming, we further propose the need to consider spatial visualization, mental rotation and mental folding in mental cube folding. The three variables: tasks forms, figural complexity, and squares carried can be considered not only to design cube folding tasks but also to arrange a series of learning tasks for developing 6th graders' abilities of mental folding and rotation according the results.…”

Section: Discussionmentioning

confidence: 99%

“…For example, Embretson (1994) used line‐symmetric figures in the Spatial Learning Ability Test (SLAT), while Campos (2009) used point‐symmetric figures in The Measure of the Ability to Form Spatial Mental Images (MASMI). In Spatial Learning Ability Test (SLAT), a 3D form of cube folding tasks with different line‐symmetric figures on six cube faces was developed (Embretson, 1994; Embretson & Waxman, 1989). For cube folding tasks with line‐symmetric figures, mental rotating is needed before mental folding.…”

Section: Introductionmentioning

confidence: 99%

“…While the effect of figural complexity on mental rotation has been justified (Bethell‐Fox & Shepard, 1988; Bryden et al, 1990), we aim at investigating the effect of figural complexity and its interaction effect with task form on cube folding performance. In Embretson and Waxman's (1989) study, they proposed a partial folding strategy in mental cube folding, which consists of anchoring, rotating, and folding. The study indicated that spatial orientation and mental rotation are critical in mental cube folding, and thus, cube folding tasks with the same line‐symmetric figures, may result in difficulties in spatial orientation.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Variables for designing cube folding tasks influencing sixth‐graders' performance

Chen¹,

Yang

2023

Applied Cognitive Psychology

View full text Add to dashboard Cite

This study investigated whether the three variables of task form, squares carried, and figural complexity, for designing cube folding tasks, affect sixth graders' cube folding performance. Two task forms were used to develop two versions of "cube folding test." Each version was designed based on two levels of squares carried and three levels of figural complexity, and contained 18 multiple-choice items. The sample included 107 boys and 92 girls with an average age of 12.04 years who were randomly assigned to complete one of the two versions. A linear mixed model was carried out with three factors: task forms, squares carried, and figural complexity, in which squares carried and figural complexity were "within-subjects" factors, and task form was the "between-subjects" factor. The results showed the interaction effect of squares carried and task form, and the main effect of figural complexity, which differentiated the difficulty in cube folding tasks.

show abstract

“…A computer program for item generation has been developed for these item types. The cognitive design system has also been applied to several other item types, including verbal analogies (Embretson & Schneider, 1989), verbal classifications (Embretson, Schneider, & Roth, 1985), letter series (Butterfield et al, 1985), paragraph comprehension (Embretson & Wetzel, 1987; 'it "1111 " 1 4 1 1 1 u 41;…”

Section: Supporting Data For Cognitive Design Systemsmentioning

confidence: 99%

Measuring Human Intelligence with Artificial Intelligence: Adaptive Item Generation

Embretson¹

2004

Cognition and Intelligence

View full text Add to dashboard Cite

Cognitive component models for psychometric analogies: Conceptually driven versus interactive process models

Cited by 8 publications

References 8 publications

A cognitive design system approach to generating valid tests: Application to abstract reasoning.

A cognitive design system approach to generating valid tests: Application to abstract reasoning.

Variables for designing cube folding tasks influencing sixth‐graders' performance

Measuring Human Intelligence with Artificial Intelligence: Adaptive Item Generation

Contact Info

Product

Resources

About