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Evaluation on types of invariance in studying extreme response bias with an IRTree approach KU Leuven
In recent years, item response tree (IRTree) approaches have received increasing attention in the response style literature for their ability to partial out response style latent variables as well as associated item parameters. When an IRTree approach is adopted to measure extreme response styles, directional and content invariance could be assumed at the latent variable and item parameter levels. In this study, we propose to evaluate the ...
Formal Modeling of the Resistance to Peer Influence Questionnaire: A Comparison of Adolescent Boys and Girls With and Without Mild-to-Borderline Intellectual Disability KU Leuven
Items of the Resistance to Peer Influence Questionnaire (RPIQ) have a tree-based structure. On each item, individuals first choose whether a less versus more peer-resistant group best describes them; they then indicate whether it is "Really true" versus "Sort of true" that they belong to the chosen group. Using tree-based item response theory, we show that RPIQ items tap three dimensions: A Resistance to Peer Influence (RPI) dimension and two ...
Collaborative Problem Solving: Processing Actions, Time, and Performance KU Leuven
This study is based on one collaborative problem solving task from an international assessment: the Xandar task. It was developed and delivered by the Organization for Economic Co-operation and Development Program for International Student Assessment (OECD PISA) 2015. We have investigated the relationship of problem solving performance with invested time and number of actions in collaborative episodes for the four parts of the Xandar task. The ...
An analysis of an item-response strategy based on knowledge retrieval KU Leuven
In this paper, we hypothesize a type of item-response strategy based on knowledge retrieval. Knowledge retrieval-based item-solving strategy may emerge when: (1) one's regular ability is not utilized, (2) fast response time is not necessarily applied, and (3) the accuracy rate may be higher than the expected level due to chance. We propose to utilize item-response time with a finite-mixture IRT modeling approach to illustrate a potentially ...
An Overview of Models for Response Times and Processes in Cognitive Tests KU Leuven
Response times (RTs) are a natural kind of data to investigate cognitive processes underlying cognitive test performance. We give an overview of modeling approaches and of findings obtained with these approaches. Four types of models are discussed: response time models (RT as the sole dependent variable), joint models (RT together with other variables as dependent variable), local dependency models (with remaining dependencies between RT and ...
An affective space view on depression and anxiety KU Leuven
The circumplex model for core affect is among the most prominent characterizations of emotion and has received extensive empirical support. However, no prior study exists that connects the measurement of depression and anxiety with the core affect structure and the bipolar dimensions of arousal and valence it includes. OBJECTIVES: This study aims to investigate the reconcilability between a continuous model based on Russell's core affect system ...
Perceived Crisis and Reforms: Issues, Explanations, and Remedies KU Leuven
An overview and discussion is made of the perceived replication crisis in terms of end problems, explanations, and remedies. Following a discussion of a published large-scale replication study and a review of the meta-analysis literature, we come to the conclusion that many effects are small and that on average the variance of the effects is roughly 10% to 25% of the population variance, most likely because of context dependencies. The proposed ...
Curvilinear dependency of response accuracy on response time in cognitive tests KU Leuven
© 2018 Elsevier Inc. The relationship between response time and accuracy in cognitive tasks is an important topic in experimental cognitive psychology as well as in the domain of cognitive testing, but the relationship is much more difficult to capture for the latter. Using data involving five cognitive tests: three academic achievement tests (knowledge tests) and two reasoning tests (perceptual and quantitative reasoning), the relationship ...