#t"c9m2d5c y9q0Susan E. Embretson心理学空间"nS:l9Ba;c

General Information

Position：Professor of Psychology

S[6o@ `!\Y#n0Research Area：Quantitative Psychology

Education：Ph.D. (1973) Psychology \ University of Minnesota心理学空间p}l)GOai n

susan.embretson@psych.gatech.edu心理学空间r/C]xh+~ \#v

404-385-0501

J S Coon building 231心理学空间2@5cvo!f1@yC

9U{rBxDK0Cognitive Measurement Lab

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fX0My 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1j3T&gZa8GU

American Educational Research Association心理学空间2dBs m?zX

American Psychological Association

President, Division of Measurement, Statistics and Evaluation (1990-1991), Fellow (1984)心理学空间X:F7bk1^;_4^G(f

{+r JSwT!R0National Council on Measurement in Education

9C&Z?:wY,^0Psychometric Society. President (1998-1999)心理学空间;Ykm'C{wRL

Fz0m6v4|C"n%_s$d0Society for Multivariate Experimental Psychology President, (1997-1998)心理学空间cRLm7{

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s:?Zs?t{aN0Selected publications

N9tzVVcP0Embretson, 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.

.q+ogH)| _~ ^0Embretson, S.E. & Gorin, J. (2001). Improving construct validity with cognitive psychology principles. Invited article for Journal of Educational Measurement.心理学空间r.m#qyE8G ybzY

.d yp8Y)K:m0Embretson, 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.>

C8F u/Ga0Embretson, 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.

F0D5i2fnv0Embretson, S.E. (1999). Generating items during testing: Psychometric issues and models. Psychometrika, 64, 407-433.心理学空间/SNnK8B]D

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wfouW1v$^0Embretson, S. E. (1998). A cognitive design system approach to generating valid tests: Application to abstract reasoning. Psychological Methods, 3, 300-396.

/[|K ~ G8{,r0Embretson, 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.

o,y6g4QI6H'UI0Embretson, S. E. (1996). Item response theory models and inferential bias in multiple group comparisons. Applied Psychological Measurement, 20, 201-212.

l E9K~] @;U0Embretson, S. E. (1995). Working memory capacity versus general central processes in intelligence. Intelligence, 20, 169-189.心理学空间$Q/|IZ \%r6Q4N%~

1YI0oadH gc0Embretson, 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.

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.心理学空间
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