Susan E. Embretson

General Information

Position：Professor of Psychology

uT$b lH3a0Research Area：Quantitative Psychology

Education：Ph.D. (1973) Psychology \ University of Minnesota心理学空间W$w*[ pY/a|:v9l

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susan.embretson@psych.gatech.edu心理学空间ra d$eAY)d#wK

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Biography心理学空间K[+a.[FPhX

fr9BQ6k|_0My 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.

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American Educational Research Association

American Psychological Association心理学空间o
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P\ {3_%Mh*w0President, Division of Measurement, Statistics and Evaluation (1990-1991), Fellow (1984)心理学空间)b5l5`+j7c|0|P%k2K

UmY#Ez8{Of#n0National Council on Measurement in Education心理学空间*B@v.hn?2Iw`U

Psychometric Society. President (1998-1999)

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`0Society for Multivariate Experimental Psychology President, (1997-1998)心理学空间-u5y8Hk0B4o1X}-\

Selected publications心理学空间5Z"JD3un+e Z

`c-b.?l[;^_0Embretson, 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P Wx~/j.~4njY

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o0Embretson, 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.

Xh:iQ$?/|0Embretson, S.E. (2000). Multidimensional measurement from dynamic tests: Abstract reasoning under stress. Multivariate Behavioral Research, 35, 505-543.>心理学空间] WONKz

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.

k4Vr+_Xyep2C0{7@0Embretson, S.E. (1999). Generating items during testing: Psychometric issues and models. Psychometrika, 64, 407-433.心理学空间hw0I3m6ts6@ TP$O"D#M

u!upK&w%W~TJ0Embretson, 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.心理学空间,|!Ru*k5V;\ _A

Embretson, 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0i"@pN$a.Uxn

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

wGy tx_9h0TF;|0Embretson, S. (1995). A measurement model for linking individual change to processes and knowledge: Application to mathematical learning. Journal of Educational Measurement.

Embretson, S. E. (1991). A multidimensional latent trait model for measuring learning and change. Psychometrika, 56, 495-516.心理学空间3K*x\._Z%HA e

#bt G6^}/gv)Ur0Embretson, S. E. (1984). A general multicomponent latent trait model for response processes. Psychometrika, 49, 175-186.

^5L$U3aN5W"^0Embretson, S. E. (1983). Construct validity: Construct representation versus nomothetic span. Psychological Bulletin, 93, 179-197.