School of Psychology Faculty Publications

 

All materials in SMARTech are protected under U.S. Copyright Law and all rights are reserved. Such materials may be used, quoted or reproduced for educational purposes only with prior permission, provided proper attribution is given. Any redistribution, reproduction or use of the materials, in whole or in part, is prohibited without prior permission of the author.

Recent Submissions

  • Mwangaza Trip Report Spring 2014 

    Bruce, Carrie; Tomlinson, Brianna J.; Walker, Bruce (Georgia Institute of Technology, 2014)
    This document summarizes the notes from the research trip to Kenya completed in March 2014.

  • Graph and Number Line Input and Exploration (GNIE) Tool Technical Report 

    Chew, Yee Chieh; Tomlinson, Brianna J.; Walker, Bruce N. (Georgia Institute of Technology, 2014)

  • Psychometric Approaches to Understanding and Measuring Intelligence 

    Embretson, Susan E.; McCollam, Karen M. Schmidt (Georgia Institute of TechnologyCambridge University Press, 2000)

  • Problem Restructuring Processes for Ill-Structured Verbal Analogies 

    Barnes, G. Michael; Embretson, Susan E. (Georgia Institute of TechnologyPsychonomic Society, Inc., 1981)
    The processes involved in analogy solving have been an important investigative area in cognitive psychology. Although problem restructuring has been a central construct in problem solving theory, no restructuring processes ...

  • Measuring Human Intelligence with Artificial Intelligence 

    Embretson, Susan E. (Georgia Institute of TechnologyCambridge University Press, 2004)
    Adaptive item generation may be the next innovation in intelligence testing. In adaptive item generation, the optimally informative item is developed anew for the examinee during the test. Reminiscent of computer versus ...

  • Multicomponent Latent Trait Models for Complex Tasks 

    Embretson, Susan E.; Yang, Xiangdong (Georgia Institute of TechnologyJAM Press, 2006)
    Contemporary views on cognitive theory (e.g., Sternberg and Perez, 2005) regard typical measurement tasks, such as ability and achievement test items, multidimensional, rather than unidimensional. Assessing the levels and ...

  • Construct Validity and Cognitive Diagnostic Assessment 

    Embretson, Susan E.; Yang, Xiangdong (Georgia Institute of TechnologyCambridge University Press, 2007)
    Cognitive diagnostic assessment (CDA) is increasingly a major focus in psychological and educational measurement. Instead of inferring a general response tendency or behavior consistency of an examinee over a target domain ...

  • Models, Meanings and Misunderstandings: Some Issues in Applying Rasch's Theory 

    Embretson, Susan E. (Georgia Institute of TechnologyWiley-Blackwell, 1977)
    Wright (1977) shows that a debate is developing between those who strongly advocate use of the Rasch model and those who have certain reservations about the extent to which the model meets some traditional concerns in trait ...

  • Measuring and Validating Cognitive Modifiability as an Ability: A Study in the Spatial Domain 

    Embretson, Susan E. (Georgia Institute of TechnologyWiley-Blackwell, 1992)
    Measuring cognitive modifiability from the responsiveness of an individual's performance to intervention has long been viewed (e.g., Dearborne, 1921) as an alternative to traditional (static) ability measurement. Currently, ...

  • The Nature of Objectivity with the Rasch Model 

    Embretson, Susan E.; Dawis, René V. (Georgia Institute of TechnologyWiley-Blackwell, 1974)
    Although it has been claimed that the Rasch model leads to a higher degree of objectivity in measurement than has been previously possible, this model has had little impact on test development. Population-invariant item ...

  • The Implications of Processing Event Sequences for Theories of Analogical Reasoning 

    Embretson, Susan E.; Barnes, G. Michael (Georgia Institute of Technology, 1979-01-01)
    Sternberg (1977a, 1977b) has proposed a componential theory of information processing on analogies. The current study attempts convergent validation of the basic findings in verbal analogies by a method that is based on ...

  • Improving Construct Validity with Cognitive Psychology Principles 

    Embretson, Susan E.; Gorin, Joanna (Georgia Institute of TechnologyWiley-Blackwell, 2001)
    Cognitive psychology principles have been heralded as possibly central to construct validity. In this paper, testing practices are examined in three stages: (a) the past, in which the traditional testing research paradigm ...

  • Cognitive Design Principles and the Successful Performer: A Study on Spatial Ability 

    Embretson, Susan E. (Georgia Institute of TechnologyWiley-Blackwell, 1996)
    An important trend in educational measurement is the use of principles of cognitive psychology to design achievement and ability test items. Many studies show that manipulating the stimulus features of items influences ...

  • The Second Century of Ability Testing: Some Predictions and Speculations 

    Embretson, Susan E. (Georgia Institute of TechnologyWiley-Blackwell, 2003)
    Dazzling changes in many areas, such as technology and communications, marked the 20th century—the first century of ability testing. Predictions about the second century of testing seem difficult in such a context. Yet, ...