超越可观察行为

IF 3.2 3区 心理学 Q2 PSYCHOLOGY, APPLIED European Journal of Psychological Assessment Pub Date : 2023-04-12 DOI:10.1027/1015-5759/a000756
Burcu Arslan, Caitlin Tenison, B. Finn
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引用次数: 2

摘要

摘要:从数字学习和评估任务中捕获的过程数据中表示的停顿被定义为两个后续事件之间经过的时间。停顿被用作不可观察的认知过程的标志,如编码、解决问题和计划,这些过程是考生随后在教育评估中可观察到的行为的基础。为了对暂停所代表的潜在认知过程做出有效的推断,我们认为需要应用特定于任务的认知建模方法。我们讨论并演示了如何应用特定任务的理论认知建模方法来解释停顿。我们相信,这种方法将对教育研究人员有价值,他们试图从过程数据中表示的停顿中对考生的认知做出有效的、任务一般的推断。
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Going Beyond Observable Actions
Abstract: Pauses represented in process data captured from digital learning and assessment tasks are defined as the time elapsed between two subsequent events. Pauses are used as a marker of unobservable cognitive processes, such as encoding, problem-solving, and planning, that underlie test takers’ subsequent observable actions in educational assessment. To make valid inferences about the underlying cognitive processes represented by pauses, we argue that applying a task-specific cognitive modeling approach is required. We discuss and demonstrate how to apply a task-specific, theoretical cognitive modeling approach for interpreting pauses. We believe that this approach will have value for educational researchers seeking to make valid, task-general inferences about test-taker cognition from pauses represented in process data.
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来源期刊
CiteScore
6.40
自引率
4.00%
发文量
71
期刊介绍: The main purpose of the EJPA is to present important articles which provide seminal information on both theoretical and applied developments in this field. Articles reporting the construction of new measures or an advancement of an existing measure are given priority. The journal is directed to practitioners as well as to academicians: The conviction of its editors is that the discipline of psychological assessment should, necessarily and firmly, be attached to the roots of psychological science, while going deeply into all the consequences of its applied, practice-oriented development.
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