8x&t/v#Mn0Susan E. Embretson

General Information

*m7hp#~#e)J(YmMgz0Position：Professor of Psychology心理学空间(F*qnZ6z7}gv

Research Area：Quantitative Psychology

Education：Ph.D. (1973) Psychology \ University of Minnesota心理学空间g X)gfrEm

susan.embretson@psych.gatech.edu心理学空间4y$ypMZtN!v9v

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6b:GG&h%SDA^Y0Cognitive Measurement Lab

Biography心理学空间+S0T7C;RAA

My interests span modern psychometric methods (e.g., item response theory), cognitive and intelligence, and quantitative methods. My main research program has been to integrate cognitive theory into psychometric models and test design. To this goal, I have been developing new item response theory models and conducting empirical research on the cognitive basis of an individual's responses. Recently, this effort has lead to the exciting possibility of "tests without items". That is, items are automatically generated by artificial intelligence to target levels and cognitive sources of difficulty to optimally measure each individual examinee during testing. The measurement areas have included fluid reasoning, spatial ability, mathematical reasoning and verbal comprehension.心理学空间b
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ZL+?e9CD0Affiliations

American Educational Research Association

E(C?"R4xaY0American Psychological Association心理学空间a5j7P+I$nhs j

President, Division of Measurement, Statistics and Evaluation (1990-1991), Fellow (1984)

Z!z&J3Vy N!^-T0National Council on Measurement in Education

Psychometric Society. President (1998-1999)心理学空间.dSW3i,Q&HGRzc

Society for Multivariate Experimental Psychology President, (1997-1998)心理学空间6k(_cV(L#qk(Q

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Selected publications心理学空间'UK#J-q1LmN

Embretson, S.E. (2002). Generating abstract reasoning items with cognitive theory. In Irvine, S, & Kyllonen, P. (Eds.) Generating items for cognitive tests: Theory and Practice. Mahwah, NJ:Erlbaum.心理学空间?TDg{(dL

Embretson, S.E. & Gorin, J. (2001). Improving construct validity with cognitive psychology principles. Invited article for Journal of Educational Measurement.心理学空间2KI,l-XO)Zo

5L%PqB,i/R G!o0Embretson, S. E. & Reise, S. (2000). Item response theory for psychologists. Mahwah, NJ: Erlbaum Publishers.心理学空间Vd
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Embretson, S.E. (2000). Multidimensional measurement from dynamic tests: Abstract reasoning under stress. Multivariate Behavioral Research, 35, 505-543.>

}W!J!{*t,St y0Embretson, S. E. & McCollam, K. M. (2000). A multicomponent Rasch model for covert processes. In M. Wilson & G. Engelhard (Eds.), Objective Measurement V. Norwood, NJ: Ablex.

Embretson, S.E. (1999). Generating items during testing: Psychometric issues and models. Psychometrika, 64, 407-433.心理学空间!]6an }E

-{ Si5Q~ \0Embretson, S. E. (1998). A cognitive design system approach to generating valid tests: Application to abstract reasoning. Psychological Methods, 3, 300-396.心理学空间/r3r6^a4Xt!e

Embretson, S. E. (1997). Multicomponent latent trait models. In W. van der Linden & R. Hambleton, Handbook of modern item response theory. New York: Springer-Verlag, pp. 305-322.

#E9\HfdM0Embretson, S. E. (1996). Item response theory models and inferential bias in multiple group comparisons. Applied Psychological Measurement, 20, 201-212.心理学空间2w#~(zNc
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V Q QBZqk&h0Embretson, S. E. (1995). Working memory capacity versus general central processes in intelligence. Intelligence, 20, 169-189.

dE{0Z8Ck7{(W;S0Embretson, S. (1995). A measurement model for linking individual change to processes and knowledge: Application to mathematical learning. Journal of Educational Measurement.心理学空间6|iMxr;l$V

Embretson, S. E. (1991). A multidimensional latent trait model for measuring learning and change. Psychometrika, 56, 495-516.

Embretson, S. E. (1984). A general multicomponent latent trait model for response processes. Psychometrika, 49, 175-186.

Embretson, S. E. (1983). Construct validity: Construct representation versus nomothetic span. Psychological Bulletin, 93, 179-197.心理学空间2Y'KaX)W&^~U$L