{"title":"Assessment-based correct rates in learning spaces","authors":"Jürgen Heller","doi":"10.1016/j.jmp.2022.102740","DOIUrl":null,"url":null,"abstract":"<div><p>The basic local independence model (BLIM) is the standard probabilistic model in knowledge structure theory. It assumes that the probability of a correct response to a problem is constant for all individuals that master the problem, and accordingly, for all individuals that do not master it, irrespective of the mastering of other problems. Recently published data on the problem correct rate as inferred from a response-based assessment of the mastering of the problem seem to contradict this assumption. The analysis presented in this paper, however, reveals that deviations from constancy in the observed direction are to be expected under the BLIM. They are mainly due to the inaccuracy inherent in any response-based assessment. The implications of these results for the empirical validation of the BLIM are discussed.</p></div>","PeriodicalId":50140,"journal":{"name":"Journal of Mathematical Psychology","volume":"112 ","pages":"Article 102740"},"PeriodicalIF":2.2000,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematical Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0022249622000785","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MATHEMATICS, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
引用次数: 1
Abstract
The basic local independence model (BLIM) is the standard probabilistic model in knowledge structure theory. It assumes that the probability of a correct response to a problem is constant for all individuals that master the problem, and accordingly, for all individuals that do not master it, irrespective of the mastering of other problems. Recently published data on the problem correct rate as inferred from a response-based assessment of the mastering of the problem seem to contradict this assumption. The analysis presented in this paper, however, reveals that deviations from constancy in the observed direction are to be expected under the BLIM. They are mainly due to the inaccuracy inherent in any response-based assessment. The implications of these results for the empirical validation of the BLIM are discussed.
期刊介绍：
The Journal of Mathematical Psychology includes articles, monographs and reviews, notes and commentaries, and book reviews in all areas of mathematical psychology. Empirical and theoretical contributions are equally welcome.
Areas of special interest include, but are not limited to, fundamental measurement and psychological process models, such as those based upon neural network or information processing concepts. A partial listing of substantive areas covered include sensation and perception, psychophysics, learning and memory, problem solving, judgment and decision-making, and motivation.
The Journal of Mathematical Psychology is affiliated with the Society for Mathematical Psychology.
Research Areas include:
• Models for sensation and perception, learning, memory and thinking
• Fundamental measurement and scaling
• Decision making
• Neural modeling and networks
• Psychophysics and signal detection
• Neuropsychological theories
• Psycholinguistics
• Motivational dynamics
• Animal behavior
• Psychometric theory
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