关于响应时间对数正态模型参数的选择:对贝克尔等人(2013)的评论

IF 1.4 4区 心理学 Q3 PSYCHOLOGY, APPLIED Journal of Educational Measurement Pub Date : 2024-07-24 DOI:10.1111/jedm.12411
Wim J. van der Linden
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引用次数: 0

摘要

Becker 等人最近在本期刊上发表了一篇文章,声称由于斜率参数缺失,对数正态测验项目反应时间模型在实践中几乎从不成立。然而,作者的批评是建立在对模型的误解之上的,因为该模型已经有了一个相当于斜率的参数。更重要的是,他们的额外参数破坏了对反应时间模型所需的应试者速度和项目劳动强度参数的解释,而他们提出的对额外参数的解释似乎是没有道理的。作者早先对原始模型和他们的替代版本模型进行了实证比较,分析结果似乎并不支持关于两个模型相对拟合的结论。此外,他们为证明额外斜率参数的必要性而进行的模拟研究似乎是基于有利于其参数的模拟数据。
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On the Choice of Parameters for the Lognormal Model for Response Times: Commentary on Becker et al. (2013)
In a recently published article in this journal, Becker et al. claim that, because of a missing slope parameter, the lognormal model for response times on test items almost never holds in practice. However, the authors' critique rests on a misrepresentation of the model, which already does have the equivalent of a slope parameter. More importantly, their extra parameter spoils the interpretation of the parameters for the test‐takers' speed and labor intensity of the items necessary for a response‐time model to be empirically meaningful while their proposed interpretation of the extra parameter seems unwarranted. An analysis of the authors' earlier empirical comparison between the original and their alternative version of the model does not seem to support much of a conclusion about the relative fit of the two models. Also, their simulation study conducted to demonstrate the necessity of the extra slope parameter appears to be based on data simulated in favor of their parameter.
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来源期刊
CiteScore
2.30
自引率
7.70%
发文量
46
期刊介绍: The Journal of Educational Measurement (JEM) publishes original measurement research, provides reviews of measurement publications, and reports on innovative measurement applications. The topics addressed will interest those concerned with the practice of measurement in field settings, as well as be of interest to measurement theorists. In addition to presenting new contributions to measurement theory and practice, JEM also serves as a vehicle for improving educational measurement applications in a variety of settings.
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