Susan E. Embretson心理学空间 Vs1_ }m"ly

LG2n _E$M O!S0General Information

Position：Professor of Psychology心理学空间mt%k8PS l2]

Research Area：Quantitative Psychology心理学空间/}H
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L$[g:p~*yz0Education：Ph.D. (1973) Psychology \ University of Minnesota

susan.embretson@psych.gatech.edu

404-385-0501心理学空间eB6Q}!pN6o

J S Coon building 231心理学空间2J&@%wo)i

jU!Sx)oa2Z*Z0v&L0Cognitive Measurement Lab心理学空间7b T9ya'\Ki

/qb j2W7k,ZdE7U}0Biography

3j)Dr"}{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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Affiliations心理学空间'TZ'U1S:I5fI4q

American Educational Research Association

American Psychological Association心理学空间q.b:o#hw7eYT

P ?m:{n0President, Division of Measurement, Statistics and Evaluation (1990-1991), Fellow (1984)

4IxtPt+A;~0National Council on Measurement in Education

2th#F1W'^)b+OK%Jc1a0Psychometric Society. President (1998-1999)

Mc&B7dQ(F0Society for Multivariate Experimental Psychology President, (1997-1998)

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MbPv7?2a.n0Selected publications心理学空间0ZkBx_*M

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z8l se:z9N1v

?5f(~ig&x0N!S0Embretson, 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.

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.

(b3cP1lA#fI0Embretson, 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\sEcQ6w? ic

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6N/lc.lH#`

Embretson, S. E. (1996). Item response theory models and inferential bias in multiple group comparisons. Applied Psychological Measurement, 20, 201-212.

/k V9M"I4WC%x5Ej6A8s0Embretson, 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.bCe ^ q:g}7J9|

Embretson, S. E. (1991). A multidimensional latent trait model for measuring learning and change. Psychometrika, 56, 495-516.心理学空间@!]/Y k)CEQ{{9c

Embretson, S. E. (1984). A general multicomponent latent trait model for response processes. Psychometrika, 49, 175-186.心理学空间:P)gKNC0l7W]\

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