Reliability Theory for Measurements with Variable Test Length, Illustrated with ERN and Pe Collected in the Flanker Task.

IF 2.9 2区 心理学 Q1 MATHEMATICS, INTERDISCIPLINARY APPLICATIONS
Psychometrika Pub Date : 2024-12-01 Epub Date: 2024-07-21 DOI:10.1007/s11336-024-09982-5
Jules L Ellis, Klaas Sijtsma, Kristel de Groot, Patrick J F Groenen
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引用次数: 0

Abstract

In psychophysiology, an interesting question is how to estimate the reliability of event-related potentials collected by means of the Eriksen Flanker Task or similar tests. A special problem presents itself if the data represent neurological reactions that are associated with some responses (in case of the Flanker Task, responding incorrectly on a trial) but not others (like when providing a correct response), inherently resulting in unequal numbers of observations per subject. The general trend in reliability research here is to use generalizability theory and Bayesian estimation. We show that a new approach based on classical test theory and frequentist estimation can do the job as well and in a simpler way, and even provides additional insight to matters that were unsolved in the generalizability method approach. One of our contributions is the definition of a single, overall reliability coefficient for an entire group of subjects with unequal numbers of observations. Both methods have slightly different objectives. We argue in favor of the classical approach but without rejecting the generalizability approach.

Abstract Image

测试长度可变的测量可靠性理论,以ERN和侧翼任务中收集的Pe为例。
在心理生理学中,一个有趣的问题是如何估计通过埃里克森侧手任务或类似测试收集到的事件相关电位的可靠性。如果数据所代表的神经反应与某些反应相关(在弗兰克尔任务中,与试验中的错误反应相关),而与其他反应无关(如提供正确反应时),那么就会出现一个特殊的问题,即每个受试者的观察次数不等。可靠性研究的总体趋势是使用泛化理论和贝叶斯估计法。我们的研究表明,一种基于经典检验理论和频数估计的新方法能以更简单的方式完成这项工作,甚至还能对广义方法中尚未解决的问题提供更多的见解。我们的贡献之一是为观察次数不等的整组受试者定义了单一的总体信度系数。两种方法的目标略有不同。我们支持经典方法,但并不否定广义方法。
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来源期刊
Psychometrika
Psychometrika 数学-数学跨学科应用
CiteScore
4.40
自引率
10.00%
发文量
72
审稿时长
>12 weeks
期刊介绍: The journal Psychometrika is devoted to the advancement of theory and methodology for behavioral data in psychology, education and the social and behavioral sciences generally. Its coverage is offered in two sections: Theory and Methods (T& M), and Application Reviews and Case Studies (ARCS). T&M articles present original research and reviews on the development of quantitative models, statistical methods, and mathematical techniques for evaluating data from psychology, the social and behavioral sciences and related fields. Application Reviews can be integrative, drawing together disparate methodologies for applications, or comparative and evaluative, discussing advantages and disadvantages of one or more methodologies in applications. Case Studies highlight methodology that deepens understanding of substantive phenomena through more informative data analysis, or more elegant data description.
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