المؤلفون: Stanley, Leanne M.

مصطلحات موضوعية: Personality Psychology, Quantitative Psychology, multidimensional item response theory, response styles, Metropolis-Hastings Robbins-Monro algorithm, Big Five personality dimensions

الوصف: Psychologists routinely use item responses to estimate individuals’ standing on constructs of theoretical and practical interest. However, in addition to the focal constructs, item responses may be meaningfully influenced by response styles, which are characteristic ways in which participants use rating scales. Response styles may or may not be related to the content of an item and may interfere with the accurate measurement of target constructs. This project focuses on comparing multidimensional item response theory (MIRT) from three model families: difference, divide-by-total, and IRTree models. In addition to ordinal-only models from the three families, I consider two very general models from the divide-by-total (Falk & Cai, 2016) and IRTree (Jeon De Boeck, 2016) families that allow researchers to relax the assumption that Likert-type item responses are purely ordinal. Response style models from the difference model family do not currently exist.Several research questions are addressed using a large set of responses (N = 6,714) to a Big Five personality inventory with 10 items per dimension and a 5- point Likert-type response scale: (1) Can response style models from the divide-by-total and IRTree families be fit to a single set of responses? (2) Is there evidence that response styles should be modeled or can they simply be ignored in terms of statistical model fit (AIC and BIC)? (3) How can IRTree models be extended in such a way that they become more conceptually similar to divide-by-total models for trait and response style dimensions? (4) If there is statistical evidence of response styles in the data, is there also evidence that modeling them makes a practical difference in scores on the target (Big Five) dimensions? The results of this work suggest that failing to model individual differences in extreme and (possibly) midpoint response styles may meaningfully bias expected a posteriori (EAP) scores for at least some personality dimensions. On the other hand, there was not much evidence that this bias at the individual level meaningfully impacted group-level parameter estimates (correlations among the Big Five dimensions) within this sample of respondents who completed the Big Five measure voluntarily from their personal computers.A great deal remains to be explored in developing a useful general taxonomy of item response models, such as the partial taxonomy presented in Chapter 2 for Likert- type responses. There is also much to be explored regarding when MIRT models from the divide-by-total and IRTree families may produce convergent vs. divergent results, and the conditions under which it may or may not be possible to specify conceptually similar models. These very flexible model families have many potential applications for investigating the psychological meaning of rating scale data.

الإتاحة: http://rave.ohiolink.edu/etdc/view?acc_num=osu1494316298549437Test

المؤلفون: Norton, Elizabeth S, Black, Jessica M, Stanley, Leanne M, Tanaka, Hiroko, Gabrieli, John DE, Sawyer, Carolyn, Hoeft, Fumiko

مصطلحات موضوعية: Biological Psychology, Cognitive and Computational Psychology, Psychology, Brain Disorders, Behavioral and Social Science, Pediatric, Clinical Research, Neurosciences, Basic Behavioral and Social Science, Mental health, Brain, Child, Dyslexia, Female, Humans, Judgment, Language Tests, Magnetic Resonance Imaging, Male, Models, Psychological, Neural Pathways, Neuropsychological Tests, Phonetics, Reading, Signal Processing, Computer-Assisted, Developmental dyslexia, Double deficit, fMRI, Phonological processing, Cognitive Sciences, Experimental Psychology, Biological psychology, Cognitive and computational psychology

الوصف: The double-deficit hypothesis of dyslexia posits that both rapid naming and phonological impairments can cause reading difficulties, and that individuals who have both of these deficits show greater reading impairments compared to those with a single deficit. Despite extensive behavioral research, the brain basis of poor reading with a double-deficit has never been investigated. The goal of the study was to evaluate the double-deficit hypothesis using functional MRI. Activation patterns during a printed word rhyme judgment task in 90 children with a wide range of reading abilities showed dissociation between brain regions that were sensitive to phonological awareness (left inferior frontal and inferior parietal regions) and rapid naming (right cerebellar lobule VI). More specifically, the double-deficit group showed less activation in the fronto-parietal reading network compared to children with only a deficit in phonological awareness, who in turn showed less activation than the typically-reading group. On the other hand, the double-deficit group showed less cerebellar activation compared to children with only a rapid naming deficit, who in turn showed less activation than the typically-reading children. Functional connectivity analyses revealed that bilateral prefrontal regions were key for linking brain regions associated with phonological awareness and rapid naming, with the double-deficit group being the most aberrant in their connectivity. Our study provides the first functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia.

وصف الملف: application/pdf

الوصول الحر: https://escholarship.org/uc/item/4622p67nTest

المؤلفون: Stanley, Leanne M., Edwards, Michael C.

المصدر: Educational and Psychological Measurement. Dec 2016 76(6):976-985.

تمت مراجعته من قبل الزملاء: Y

Page Count: 10

الواصفات: Test Reliability, Goodness of Fit, Scores, Patients, Information Systems, Anxiety, Test Items, Simulation, Item Analysis, Test Validity, Psychometrics, Item Response Theory, Outcome Measures, Factor Analysis, Least Squares Statistics

مستخلص: The purpose of this article is to highlight the distinction between the reliability of test scores and the fit of psychometric measurement models, reminding readers why it is important to consider both when evaluating whether test scores are valid for a proposed interpretation and/or use. It is often the case that an investigator judges both the reliability of scores and the fit of a corresponding measurement model to be either acceptable or unacceptable for a given situation, but these are not the only possible outcomes. This article focuses on situations in which model fit is deemed acceptable, but reliability is not. Data were simulated based on the item characteristics of the PROMIS (Patient Reported Outcomes Measurement Information System) anxiety item bank and analyzed using methods from classical test theory, factor analysis, and item response theory. Analytic techniques from different psychometric traditions were used to illustrate that reliability and model fit are distinct, and that disagreement among indices of reliability and model fit may provide important information bearing on a particular validity argument, independent of the data analytic techniques chosen for a particular research application. We conclude by discussing the important information gleaned from the assessment of reliability and model fit.

Abstractor: As Provided

المؤلفون: Tanaka, Hiroko, Black, Jessica M., Hulme, Charles, Stanley, Leanne M., Kesler, Shelli R., Whitfield-Gabrieli, Susan, Reiss, Allan L., Gabriell, John D. E., Hoeft, Fumiko

المصدر: Psychological Science, 2011 Nov 01. 22(11), 1442-1451.

الوصول الحر: http://dx.doi.org/10.1177/0956797611419521Test

المؤلفون: Black, Jessica M., Stanley, Leanne M., Tanaka, Hiroko, Sawyer, Carolyn, Hoeft, Fumiko, Norton, Elizabeth, Gabrieli, John D. E.

المساهمون: Institute for Medical Engineering and Science, Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences, McGovern Institute for Brain Research at MIT, Norton, Elizabeth, Gabrieli, John D. E.

المصدر: Elsevier

الوصف: The double-deficit hypothesis of dyslexia posits that both rapid naming and phonological impairments can cause reading difficulties, and that individuals who have both of these deficits show greater reading impairments compared to those with a single deficit. Despite extensive behavioral research, the brain basis of poor reading with a double-deficit has never been investigated. The goal of the study was to evaluate the double-deficit hypothesis using functional MRI. Activation patterns during a printed word rhyme judgment task in 90 children with a wide range of reading abilities showed dissociation between brain regions that were sensitive to phonological awareness (left inferior frontal and inferior parietal regions) and rapid naming (right cerebellar lobule VI). More specifically, the double-deficit group showed less activation in the fronto-parietal reading network compared to children with only a deficit in phonological awareness, who in turn showed less activation than the typically-reading group. On the other hand, the double-deficit group showed less cerebellar activation compared to children with only a rapid naming deficit, who in turn showed less activation than the typically-reading children. Functional connectivity analyses revealed that bilateral prefrontal regions were key for linking brain regions associated with phonological awareness and rapid naming, with the double-deficit group being the most aberrant in their connectivity. Our study provides the first functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia. ; William & Flora Hewlett Foundation ; Richard King Mellon Foundation ; Ellison Medical Foundation ; Massachusetts Institute of Technology Class of 1976 Funds for Dyslexia Research ; Martin Richmond Memorial Fund

وصف الملف: application/pdf

العلاقة: http://dx.doi.org/10.1016/j.neuropsychologia.2014.06.015Test; Neuropsychologia; http://hdl.handle.net/1721.1/102422Test; Norton, Elizabeth S., Jessica M. Black, Leanne M. Stanley, Hiroko Tanaka, John D.E. Gabrieli, Carolyn Sawyer, and Fumiko Hoeft. “Functional Neuroanatomical Evidence for the Double-Deficit Hypothesis of Developmental Dyslexia.” Neuropsychologia 61 (August 2014): 235–46.; orcid:0000-0003-1158-5692; orcid:0000-0002-4023-8051

الإتاحة: https://doi.org/10.1016/j.neuropsychologia.2014.06.015Test
http://hdl.handle.net/1721.1/102422Test

المؤلفون: Norton, Elizabeth S., Black, Jessica M., Stanley, Leanne M., Tanaka, Hiroko, Gabrieli, John D.E., Sawyer, Carolyn, Hoeft, Fumiko

المساهمون: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), Flora Family Foundation, UCSF Catalyst Award, UCSF Resource Allocation Program, Brain & Behavior Research Foundation Young Investigator Award, Stanford University Lucile Packard Foundation for Childrenʼs Health, Spectrum Child Health & Clinical and Translational Science Award, Dyslexia Foundation, William and Flora Hewlett Foundation, Richard King Mellon Foundation, Ellison Medical Foundation, Massachusetts Institute of Technology Class of 1976 Funds, Martin Richmond Memorial Fund

المصدر: Neuropsychologia ; volume 61, page 235-246 ; ISSN 0028-3932

الإتاحة: https://doi.org/10.1016/j.neuropsychologia.2014.06.015Test
https://api.elsevier.com/content/article/PII:S0028393214001961?httpAccept=text/xmlTest
https://api.elsevier.com/content/article/PII:S0028393214001961?httpAccept=text/plainTest

المؤلفون: Stanley, Leanne M., Carpenter-Hubin, Julie

وصف الملف: application/pdf

العلاقة: Ohio State University. Translational Data Analytics @ Ohio State Fall Forum Poster Session. 2016.; http://hdl.handle.net/1811/79459Test

الإتاحة: http://hdl.handle.net/1811/79459Test

المؤلفون: Stanley, Leanne M., Edwards, Michael C.

مصطلحات موضوعية: Article, psy, edu

الوصف: The purpose of this article is to highlight the distinction between the reliability of test scores and the fit of psychometric measurement models, reminding readers why it is important to consider both when evaluating whether test scores are valid for a proposed interpretation and/or use. It is often the case that an investigator judges both the reliability of scores and the fit of a corresponding measurement model to be either acceptable or unacceptable for a given situation, but these are not the only possible outcomes. This article focuses on situations in which model fit is deemed acceptable, but reliability is not. Data were simulated based on the item characteristics of the PROMIS (Patient Reported Outcomes Measurement Information System) anxiety item bank and analyzed using methods from classical test theory, factor analysis, and item response theory. Analytic techniques from different psychometric traditions were used to illustrate that reliability and model fit are distinct, and that disagreement among indices of reliability and model fit may provide important information bearing on a particular validity argument, independent of the data analytic techniques chosen for a particular research application. We conclude by discussing the important information gleaned from the assessment of reliability and model fit.

العلاقة: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5965612Test/

الإتاحة: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5965612Test/