Ratcliff Roger, Childers Russ
The Ohio State University.
Decision (Wash D C ). 2015;2015. doi: 10.1037/dec0000030.
Methods of fitting the diffusion model were examined with a focus on what the model can tell us about individual differences. Diffusion model parameters were obtained from the fits to data from two experiments and consistency of parameter values, individual differences, and practice effects were examined using different numbers of observations from each subject. Two issues were examined, first, what sizes of differences between groups can be obtained to distinguish between groups and second, what sizes of differences would be needed to find individual subjects that had a deficit relative to a control group. The parameter values from the experiments provided ranges that were used in a simulation study to examine recovery of individual differences. This study used several diffusion model fitting programs, fitting methods, and published packages. In a second simulation study, 64 sets of simulated data from each of 48 sets of parameter values (spanning the range of typical values obtained from fits to data) were fit with the different methods and biases and standard deviations in recovered model parameters were compared across methods. Finally, in a third simulation study, a comparison between a standard chi-square method and a hierarchical Bayesian method was performed. The results from these studies can be used as a starting point for selecting fitting methods and as a basis for understanding the strengths and weaknesses of using diffusion model analyses to examine individual differences in clinical, neuropsychological, and educational testing.
研究了扩散模型的拟合方法,重点关注该模型能告诉我们关于个体差异的哪些信息。扩散模型参数是通过对两个实验的数据拟合得到的,并使用来自每个受试者的不同数量的观测值来检验参数值的一致性、个体差异和练习效应。研究了两个问题,第一,为区分不同组,组间差异的大小需要达到多少;第二,要找出相对于对照组存在缺陷的个体受试者,需要多大的差异。实验中的参数值提供了范围,这些范围被用于模拟研究,以检验个体差异的恢复情况。这项研究使用了几个扩散模型拟合程序、拟合方法和已发表的软件包。在第二项模拟研究中,对48组参数值(涵盖从数据拟合中获得的典型值范围)中的每一组所产生的64组模拟数据,用不同方法进行拟合,并比较不同方法在恢复模型参数时的偏差和标准差。最后,在第三项模拟研究中,对标准卡方方法和分层贝叶斯方法进行了比较。这些研究的结果可作为选择拟合方法的起点,并作为理解使用扩散模型分析来检验临床、神经心理学和教育测试中的个体差异的优缺点的基础。