Speed and Level Components in Time-Limit Scores: A Factor Analysis

Davidson, W. M.; Carroll, John B.

doi:10.1177/001316444500500408

Cited by 45 publications

(35 citation statements)

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“…This study [13] and others conducted along those lines were limited in their ability to address item response time due to using the paper-and-pencil method. In the 1970s and 1980s with the new availability of microcomputers, along with the cognitive revolution in psychology [15], there was interest in analyzing item responses and item response times where items differed in features designed to systematically vary their information-processing requirements.…”

Section: Speed-level Distinctionmentioning

confidence: 99%

“…2 A recurring question has been whether speed and level are simply two interchangeable measures of the same underlying ability or whether they represent different constructs. The first key study on this issue [13] administered a battery of paper-and-pencil tests to students with instructions to switch colored pencils for marking answers after a certain time had passed, then to complete the test without a time limit. For each test, the total number of correct responses (level score), the number of correct responses within the time limit (time-limit score), and the time taken to finish (speed score) were recorded.…”

Section: Speed-level Distinctionmentioning

confidence: 99%

“…In the fluid realm, a typical level test is number series (2 3 6 7 8 16 17 _, choose the next) or letter sets (feg mln bca, choose the odd one) (I, Induction). Early studies identified a speed of reasoning factor (RE, Reasoning Speed), as simply time taken to finish (see above [13]). Using more sophisticated approaches, speed of reasoning factors have been identified in several more recent studies [28][29][30].…”

Section: Dimensions Of Speed and Level In The Structure Of Human Cognmentioning

confidence: 99%

“…A limitation of the studies reviewed above [13,17,30], as well as most of the individual differences literature prior to Carroll's [19] review could be that time to complete a test (or an item) confounds processing speed with the choice of how much time to persist on the task, or when to abandon a solution attempt [31,32]. Those who take a long time to respond to an item might do so because they are careful or because they are slow.…”

Section: Speed-accuracy Tradeoffmentioning

confidence: 99%

“…The relationship between speed and ability across people is modeled at the second-level, and is assumed constant across items. 13 At the second level, van der Linden [95] respectively models the first-level person and item parameters, which are treated as random, as multivariate normal distributions of mean parameters and variance and covariance parameters. One of the second-level parameters of interest is the correlation between ability and speed in the population of test takers.…”

Section: Hierachical Modelsmentioning

confidence: 99%

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Use of Response Time for Measuring Cognitive Ability

Kyllonen

2016

J. Intell.

100

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Abstract:The purpose of this paper is to review some of the key literature on response time as it has played a role in cognitive ability measurement, providing a historical perspective as well as covering current research. We discuss the speed-level distinction, dimensions of speed and level in cognitive abilities frameworks, speed-accuracy tradeoff, approaches to addressing speed-accuracy tradeoff, analysis methods, particularly item response theory-based, response time models from cognitive psychology (ex-Gaussian function, and the diffusion model), and other uses of response time in testing besides ability measurement. We discuss several new methods that can be used to provide greater insight into the speed and level aspects of cognitive ability and speed-accuracy tradeoff decisions. These include item-level time limits, the use of feedback (e.g., CUSUMs), explicit scoring rules that combine speed and accuracy information (e.g., count down timing), and cognitive psychology models. We also review some of the key psychometric advances in modeling speed and level, which combine speed and ability measurement, address speed-accuracy tradeoff, allow for distinctions between response times on items responded to correctly and incorrectly, and integrate psychometrics with information-processing modeling. We suggest that the application of these models and tools is likely to advance both the science and measurement of human abilities for theory and applications.

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Section: Speed-level Distinctionmentioning

confidence: 99%

Section: Speed-level Distinctionmentioning

confidence: 99%

Section: Dimensions Of Speed and Level In The Structure Of Human Cognmentioning

confidence: 99%

Section: Speed-accuracy Tradeoffmentioning

confidence: 99%

Section: Hierachical Modelsmentioning

confidence: 99%

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Use of Response Time for Measuring Cognitive Ability

Kyllonen

2016

J. Intell.

100

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Factor analysis of a particular aspect of behavioral control: Impulsivity

Twain

1957

J. Clin. Psychol.

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PROBLEMThis study is concerned, in general, with behavioral control and particularly with behavior commonly referred to as "impulsive". The object of this study is the clarification of the concept "impulsivity" with specific emphasis upon a delineation of the kinds of behavior which might underlie behavior regarded as impulsive. To describe the impulsive person as one given to sudden, imprudent and predominately affective action agrees essentially with an authoritative psychological dictionary (6) and with other published psychological and psychiatric definitions.Thurstone ( l a ) has published a scale designed t o measure "impulsivity." derived through a factor analysis of existing scales. Thurstone describes the impulsive person as "happy-go-lucky", "daredevil", and "carefree". The impulsive person acts on the "spur-of-the-moment", enjoys competition and changes easily from one task to another. Goldman-Eisler ( 6 . P . n7) developed a self-rating schedule for impulsivity. She describes a person given t o "impulsion" as: "tending to act quickly and without reflection; as making intuitive or emotional decisions and displaying an inability t o inhibit an impulse."Though this writer has been unable t o find any studies which aim directly a t the investigation of impulsivity, there has been a good deal of writing done in the general area. The psychoanalytically oriented writings of Schilder (la) and Rapaport ( 9 s lo) on thought processes contain discussions concerning the basis of behavioral control, concurring for the most part with those of Freud(3* 4 , in his formulation of the "primary" and "secondary" processes. Of pertinence, in relation to impulsivity, are studies dealing with the development, within the individual, of the capacity t o delay reaction. Other authors introduce alternative terms for "impulsivity" which are not clearly differentiated from that term. Rapaport@) does not seem t o make any distinction between the concepts "impulsivity" and "lability". Rorschach literature abounds with references to impulsive behavior and how it is measured by the Rorschach, although little more than a brief description can be found when a comprehensive definition of impulsivity is sought.Red1 and Wineman (11) in their discussion of the "control system" describe how behavior, which would charact.eristically be imputed to be impulsive, might stem from different behavioral reactions. I n general, the literature indicates that impulsive behavior is regarded as a more or less unitary sort of behavior which is similar in all those instances in which it appears. It is probable, however, that impulsive behavior is composed of several distinctive behavioral characteristics. Our hypothesis is that tests which measure aspects of behavioral control characterist,ically representative of "impulsivity", as currently defined, upon statistical analysis will reveal the operation of more than one factor underlying such behavior assuming that in a group testing situation, a sound estimate of various aspects of behavioral control can b...

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Methods for Measuring Speededness: Chronology, Classification, and Ensuing Research and Development

Cintron¹

2021

ETS Research Report Series

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The extent to which a test's time limit alters a test taker's performance is known as speededness. The manifestation of speededness, or speeded behavior on a test, can be in the form of random guessing, leaving a substantial proportion of test items unanswered, or rushed test‐taking behavior in general. Speeded responses do not depend solely on a test taker's ability and are therefore not appropriate for traditional item response theory. The literature on measuring the extent of speededness on a test is extensive and dates back over a half‐century. Yet, simple rules of thumb for measuring speededness, dating back until at least Swineford in 1949, are still in operation—for example, 80% of the candidates reach the last item. The purpose of this research report is to provide a chronology and classification of methods for measuring speededness and to discuss ensuing research and development in measuring speededness.

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Speed and Level Components in Time-Limit Scores: A Factor Analysis

Cited by 45 publications

References 0 publications

Use of Response Time for Measuring Cognitive Ability

Use of Response Time for Measuring Cognitive Ability

Factor analysis of a particular aspect of behavioral control: Impulsivity

Methods for Measuring Speededness: Chronology, Classification, and Ensuing Research and Development

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