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H0Susan E. Embretson心理学空间.Xta{(M

4p4eKb Sxh5E)p t0General Information

Position：Professor of Psychology

W$ny-gDrb.aP5Ll.[0Research Area：Quantitative Psychology心理学空间4I(j]O6Za4qoI

Education：Ph.D. (1973) Psychology \ University of Minnesota心理学空间p3yF?-i8Tl

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M#fBn8J9i_0@0susan.embretson@psych.gatech.edu

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+MU-P@}NT*C:`0Cognitive Measurement Lab

Biography心理学空间3}2}"Nn Ti

[K6a:t0F){i0My 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.

$g;y? o.L%L0Affiliations心理学空间+O ?T,KLW*ZG

American Educational Research Association

+w~fZ@isFj0American Psychological Association

cOP&mHW~B0President, Division of Measurement, Statistics and Evaluation (1990-1991), Fellow (1984)心理学空间c7^.S?V-dB

n(J%q7LI"~J p/l0National Council on Measurement in Education心理学空间 ]i+pXK,O/J Q@Vf

Psychometric Society. President (1998-1999)心理学空间"S$`4wl^&? Fhs

Society for Multivariate Experimental Psychology President, (1997-1998)心理学空间 a)TjVe&V

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FPQ M!^-oE-s-FKk0Selected publications心理学空间Q*l4K5yB

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.

Embretson, S.E. & Gorin, J. (2001). Improving construct validity with cognitive psychology principles. Invited article for Journal of Educational Measurement.

Embretson, S. E. & Reise, S. (2000). Item response theory for psychologists. Mahwah, NJ: Erlbaum Publishers.心理学空间?jKqa Z8C)c

Embretson, S.E. (2000). Multidimensional measurement from dynamic tests: Abstract reasoning under stress. Multivariate Behavioral Research, 35, 505-543.>心理学空间7xQQm5@lK2D

+hK/W-s;M4Qp&w0Embretson, 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c'du)]-n D

)SYW/Nx?R4N'a0Embretson, S.E. (1999). Generating items during testing: Psychometric issues and models. Psychometrika, 64, 407-433.

Embretson, 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'B5\@p0sQ}

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.

:L;y'JH O%ok0Embretson, S. E. (1996). Item response theory models and inferential bias in multiple group comparisons. Applied Psychological Measurement, 20, 201-212.

Embretson, S. E. (1995). Working memory capacity versus general central processes in intelligence. Intelligence, 20, 169-189.心理学空间l2VJ o#oF:ut{t

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n'|B.t-qe a.X0Embretson, S. (1995). A measurement model for linking individual change to processes and knowledge: Application to mathematical learning. Journal of Educational Measurement.

9{he x0if0Embretson, S. E. (1991). A multidimensional latent trait model for measuring learning and change. Psychometrika, 56, 495-516.

5|s1B{S`s#c0Embretson, S. E. (1984). A general multicomponent latent trait model for response processes. Psychometrika, 49, 175-186.心理学空间gZ2BW w

Embretson, S. E. (1983). Construct validity: Construct representation versus nomothetic span. Psychological Bulletin, 93, 179-197.