分析交叉滞后效应:不同交叉滞后建模方法的比较。

IF 3.4 3区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Kevin J Grimm, Jonathan Helm, Danielle Rodgers, Holly O'Rourke
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引用次数: 19

摘要

发展研究人员经常有关于交叉滞后效应的研究问题,即一个变量在随后的时间点预测第二个变量的影响。交叉滞后面板模型(CLPM)通常适用于纵向面板数据来检验交叉滞后效应;然而,它的效用最近受到质疑,因为它无法区分人与人之间的影响和人与人之间的影响。这导致提出了替代形式的CLPM来解决这些限制,包括随机截距CLPM和具有结构化残差的潜在曲线模型。我们描述了这些模型,重点是对其模型参数的解释,并应用它们来检查阅读和数学之间的交叉滞后关联。各种模型的结果表明,阅读和数学是相互关联的;然而,这些滞后关联的强度依赖于模型。我们强调了每种方法的优点和局限性,并提出了关于建模选择的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Analyzing cross-lag effects: A comparison of different cross-lag modeling approaches.

Developmental researchers often have research questions about cross-lag effects-the effect of one variable predicting a second variable at a subsequent time point. The cross-lag panel model (CLPM) is often fit to longitudinal panel data to examine cross-lag effects; however, its utility has recently been called into question because of its inability to distinguish between-person effects from within-person effects. This has led to alternative forms of the CLPM to be proposed to address these limitations, including the random-intercept CLPM and the latent curve model with structured residuals. We describe these models focusing on the interpretation of their model parameters, and apply them to examine cross-lag associations between reading and mathematics. The results from the various models suggest reading and mathematics are reciprocally related; however, the strength of these lagged associations was model dependent. We highlight the strengths and limitations of each approach and make recommendations regarding modeling choice.

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来源期刊
CiteScore
7.70
自引率
3.60%
发文量
34
期刊介绍: The mission of New Directions for Child and Adolescent Development is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each issue focuses on a specific new direction or research topic, and is peer reviewed by experts on that topic. Any topic in the domain of child and adolescent development can be the focus of an issue. Topics can include social, cognitive, educational, emotional, biological, neuroscience, health, demographic, economical, and socio-cultural issues that bear on children and youth, as well as issues in research methodology and other domains. Topics that bridge across areas are encouraged, as well as those that are international in focus or deal with under-represented groups. The readership for the journal is primarily students, researchers, scholars, and social servants from fields such as psychology, sociology, education, social work, anthropology, neuroscience, and health. We welcome scholars with diverse methodological and epistemological orientations.
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