Abstract
A new model-based method for analyzing learning processes in so-called short-term learning tests is proposed and applied. Learning is measured by means of a two-dimensional item response theory model that incorporates two latent factors: ability level and learning ability. The model allows one to assess the impact of both variables and their correlation for given data sets in a manner that implicitly corrects for statistical artifacts that arise in conventional analyses. The model is applied to four shortterm learning tests administered to N =434 children aged five to six years. Model tests and tests for empirical validity of the model parameters succeed in establishing construct validity for one of these tests.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bock, R.D., & Aitkin, M. (1981). Marginal maximum likelihood estimation of item parameters: Application of an EM algorithm. Psychometrika, 46, 443–459.
Campbell, D.T., & Fiske, D.W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81–105.
D’Agostino, R.B., & Stephens, M.A. (1986). Goodness-of-fit techniques. New York: Marcel Dekker.
Embretson, S.E. (1991). A multidimensional latent trait model for measuring learning and change. Psychometrika, 56, 495–515.
Flammer, A., & Schmid, H. (1982). Lerntests: Konzept, Realisierung, Bewährung. Eine Übersicht [Learning tests: Concept, realization, validation. A review]. Schweizerische Zeitschrift für Psychologie, 41, 114–138.
Guthke, J. (1982). The learning test concept—An alternative to the traditional static intelligence test. German Journal of Psychology, 6, 306–324.
Guthke, J. (1983). Mengenfolgen-Test (MFT) [Set-sequences test]. Berlin: Psychodiagnostisches Zentrum der Humboldt-Universität.
Guthke, J. (1990). Learning tests as an alternative or completion of intelligence tests: A critical review. European Journal of Psychology of Education, 5, 117–133.
Guthke, J., Böttcher, H.R., & Sprung, L. (1991). Psychodiagnostik (Band 2) [Psychodiagnostics (Vol. 2)]. Berlin: Deutscher Verlag der Wissenschaften.
Guthke, J., & Wiedl, K.H. (1996). Dynamisches Testen. Zur Psychodiagnostik der intraindividuellen Variabilität [Dynamic testing: The psychodiagnostics of intraindividual variability]. Göttingen: Hogrefe.
Hamers, J.H.M., Sijtsma, K., & Ruijssenaars, A.J.J.M. (1993). Learning potential assessment: Theoretical, methodological and practical issues. Amsterdam: Swets & Zeitlinger.
Katzbeck, C., Kastner-Koller, U., & Deimann, P. (1998). Konstruktion und erste Schritte zur Konstruktvalidierung eines treatment-orientierten Kurzzeitlerntests für das Vorschulalter [Construction and first steps in construct-validation of a treatment-oriented short-term learning test for preschool children]. Diagnostica, 44, 100–111.
Klauer, K.C., Kauf, H., & Sydow, H. (1994). Experimentelle Validierung eines Lernmodells für Kurzzeitlerntests [Experimental validation of a learning model for short-term learning tests]. Diagnostica, 40, 124–142.
Klauer, K.C., & Sydow, H. (1992). Interindividuelle Unterschiede in der Lernfähigkeit: Zur Analyse von Lernprozessen bei Kurzzeitlerntests [Interindividual differences in learning ability: Analyzing learning by means of short-term learning tests]. Zeitschrift für Differentielle und Diagnostische Psychologie, 13, 175–190.
Klauer, K.C., & Wegener, I. (1998). Unraveling social categorization in the “Who said what?”-paradigm. Journal of Personality and Social Psychology, 75, 1155–1178.
Klauer, K.J. (1989). Denktraining für Kinder I [Cognitive training for children I]. Göttingen: Hogrefe.
Molenaar, I.W. (1983). Some improved diagnostics for failure in the Rasch model. Psychometrika, 48, 49–72.
Moore, D.S., & Spruill, M.C. (1975). Unified large-sample theory of general chi-squared statistics for tests of fit. The Annals of Statistics, 3, 599–616.
Roether, D. (1983). Vorschul-Lerntest (VLT) [Preschool learning test]. Berlin: Psychodiagnostisches Zentrum der Humboldt-Universität.
Snow, R.E. (1989). Aptitude-treatment interaction as a framework for research on individual differences in learning. In P.L. Ackermann, R.J. Sternberg, & R. Glaser (Eds.), Learning and individual differences: Advances in theory and research (pp. 13–59). New York: Freeman.
Sydow, H., & Meincke, J. (1994). DenkMit—Das Berliner Programm zur Förderung des Denkens und der Wahrnehmung von drei-bis sechsjährigen Kindern [DenkMit—The Berlin program for training reasoning and perception in children aged three to six]. Simbach/Inn: ZAK.
Verhelst, N.D., & Glas, C.A.W. (1995). Dynamic generalizations of the Rasch model. In G.H. Fischer & I.W. Molenaar (Eds.), Rasch models: Foundations, recent developments, and applications (pp. 181–201). New York: Springer-Verlag.
Wilder, J. (1965). Pitfalls in the methodology of the law of initial values. American Journal of Psychotherapy, 19, 577–584.
Zimmerman, D.W., & Williams, R.H. (1982a). The relative error magnitude in three measures of change. Psychometrika, 47, 141–147.
Zimmerman, D.W., & Williams, R.H. (1982b). On the high predictive potential of change and growth measures. Educational and Psychological Measurement, 42, 961–968.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Springer Science+Business Media New York
About this chapter
Cite this chapter
Klauer, K.C., Sydow, H. (2001). Modeling Learning in Short-Term Learning Tests. In: Boomsma, A., van Duijn, M.A.J., Snijders, T.A.B. (eds) Essays on Item Response Theory. Lecture Notes in Statistics, vol 157. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-0169-1_4
Download citation
DOI: https://doi.org/10.1007/978-1-4613-0169-1_4
Publisher Name: Springer, New York, NY
Print ISBN: 978-0-387-95147-8
Online ISBN: 978-1-4613-0169-1
eBook Packages: Springer Book Archive