Susan E. Embretson心理学空间y F'k5U5|s5\ P

General Information

Position：Professor of Psychology心理学空间o{{A5ca

Research Area：Quantitative Psychology心理学空间H2e b6c_&i|

4f5Se|\UY0Education：Ph.D. (1973) Psychology \ University of Minnesota心理学空间&z)j X'^
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susan.embretson@psych.gatech.edu

r3ZiO|(Of[0404-385-0501心理学空间 r;O(K#?t-z`7F

_8U&i5o,Y0J S Coon building 231心理学空间&wXihe:E(} Jg? N)`

)pt-| MCRzh0Cognitive Measurement Lab心理学空间1Fe3y}v3U

Biography心理学空间u/q)@&AyY2i

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cjdwe;f V

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e;V0Affiliations

American Educational Research Association

dZm;Q~0American Psychological Association心理学空间G)H9K)p O*FG

%fBLTUkf.I!r5m.w0President, Division of Measurement, Statistics and Evaluation (1990-1991), Fellow (1984)

(H"C;ZX.PW cN5X,@0National Council on Measurement in Education

Psychometric Society. President (1998-1999)

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

?:@+D'v|~o2P0Selected publications心理学空间lt`By

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r0P+o7?8W C0Embretson, 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8JGW.Pw$]l6jfD

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

k]\.p~ g,?0Embretson, S. E. & Reise, S. (2000). Item response theory for psychologists. Mahwah, NJ: Erlbaum Publishers.心理学空间3zal`;[3A6P U

!Z^$]/Q!]B'{-k0Embretson, S.E. (2000). Multidimensional measurement from dynamic tests: Abstract reasoning under stress. Multivariate Behavioral Research, 35, 505-543.>

}8[0~A+P hCF#?oW0Embretson, 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 U
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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 \M1I;uh

5_2f8O^,]8m_4s5A0Embretson, 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.

%vW1_yB0Embretson, S. E. (1996). Item response theory models and inferential bias in multiple group comparisons. Applied Psychological Measurement, 20, 201-212.

*I-Qv`2VZ0Embretson, S. E. (1995). Working memory capacity versus general central processes in intelligence. Intelligence, 20, 169-189.

%O~%|,Uv^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/x*P)s}XAtj

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.