A Multistrategy Cognitive Diagnosis Model Incorporating Item Response Times Based on Strategy Selection Theories

IF 1.9 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational and Behavioral Statistics Pub Date : 2023-10-02 DOI:10.3102/10769986231200469

Junhuan Wei, Liufen Luo, Yan Cai, Dongbo Tu

引用次数: 0

Abstract

Response times (RTs) facilitate the quantification of underlying cognitive processes in problem-solving behavior. To provide more comprehensive diagnostic feedback on strategy selection and attribute profiles with multistrategy cognitive diagnosis model (CDM) and utilize additional information for item RTs, this study develops a multistrategy cognitive diagnosis modeling framework combined with RTs. The proposed model integrates individual response accuracy and RT into a unified framework to define strategy selection and make it closer to the individual’s strategy selection process. Simulation studies demonstrated that the proposed model had reasonable parameter recovery and attribute classification accuracy and outperformed the existing multistrategy CDMs and single-strategy CDMs in terms of performance. Empirical results further illustrated the practical application and the advantages of the proposed model.

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基于策略选择理论的包含项目反应时间的多策略认知诊断模型

反应时间(RTs)促进了问题解决行为中潜在认知过程的量化。为了利用多策略认知诊断模型(CDM)对策略选择和属性概况提供更全面的诊断反馈，并利用项目RTs的附加信息，本研究开发了一个结合RTs的多策略认知诊断建模框架。该模型将个体反应准确性和RT整合到一个统一的框架中来定义策略选择，使其更接近个体的策略选择过程。仿真研究表明，该模型具有合理的参数恢复和属性分类精度，性能优于现有的多策略cdm和单策略cdm。实证结果进一步说明了该模型的实际应用和优势。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Educational and Behavioral Statistics Multiple-

CiteScore

4.40

自引率

4.20%

发文量

期刊介绍： Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.