5NyN5OGa0Susan E. Embretson心理学空间 GY2y*_.M,Y)M

4mSF~wE-y0General Information

Position：Professor of Psychology

Research Area：Quantitative Psychology心理学空间c8pL#aApip

'g"Z.wy c1c0Education：Ph.D. (1973) Psychology \ University of Minnesota心理学空间2G0N O3hC0s@$i

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susan.embretson@psych.gatech.edu

404-385-0501

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Cognitive Measurement Lab

Biography

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h0My 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MmXP8}8m#DYN

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Affiliations

q\ `#v4^:vCiO F0American Educational Research Association心理学空间};k1LBFbf

American Psychological Association心理学空间:BMN;tL6ct[&x(_:e

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

Rfpd9y/q0National Council on Measurement in Education心理学空间xA9n!f,B'~

Psychometric Society. President (1998-1999)

Society for Multivariate Experimental Psychology President, (1997-1998)

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[/a_hkWz0Selected publications

+d(Bl } x5y0Embretson, 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&q_G/[e
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Embretson, S.E. & Gorin, J. (2001). Improving construct validity with cognitive psychology principles. Invited article for Journal of Educational Measurement.

FMCUZo0Embretson, S. E. & Reise, S. (2000). Item response theory for psychologists. Mahwah, NJ: Erlbaum Publishers.

Embretson, S.E. (2000). Multidimensional measurement from dynamic tests: Abstract reasoning under stress. Multivariate Behavioral Research, 35, 505-543.>

Embretson, 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.心理学空间M!RF|Tz8z:UcQQb&x

C@9qgB{N O0Embretson, S.E. (1999). Generating items during testing: Psychometric issues and models. Psychometrika, 64, 407-433.

6_9[&W}8BPKg9?G0Embretson, S. E. (1998). A cognitive design system approach to generating valid tests: Application to abstract reasoning. Psychological Methods, 3, 300-396.

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.

6S s*_c u}0Embretson, 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N's:T[i{Q h

Embretson, S. E. (1995). Working memory capacity versus general central processes in intelligence. Intelligence, 20, 169-189.

Embretson, 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ma6a^3A v|

Embretson, S. E. (1991). A multidimensional latent trait model for measuring learning and change. Psychometrika, 56, 495-516.心理学空间A.D^3?N.m X
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x/J9w#p$J_0D0Embretson, 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.