加法策略选择中的个体差异：一项心理测量学评估。
Individual Differences in Addition Strategy Choice: A Psychometric Evaluation.
作者信息
Rhodes Katherine T, Lukowski Sarah, Branum-Martin Lee, Opfer John, Geary David C, Petrill Stephen A
机构信息
Department of Psychology, The Ohio State University.
Institute of Child Development, University of Minnesota.
出版信息
J Educ Psychol. 2019 Apr;111(3):414-433. doi: 10.1037/edu0000294. Epub 2018 Sep 27.
The Strategy Choice Model (SCM) is a highly influential theory of human problem-solving. One strength of this theory is the allowance for both item and person variance to contribute to problem-solving outcomes, but this central tenet of the model has not been empirically tested. Explanatory Item Response Theory (EIRT) provides an ideal approach to testing this core feature of SCM, as it allows for simultaneous estimation of both item and person effects on problem-solving outcomes. We used EIRT to test and confirm this central tenet of the SCM for adolescents' (n = 376) solving of addition problems. The approach also allowed us to identify the strategy choices of adolescents who still struggle with basic arithmetic. The synthesis of SCM theory and EIRT modeling has implications for more fully investigating the sources of individual differences in students' problem solving, and for identifying problem-solving patterns associated with poor academic achievement.
策略选择模型（SCM）是一种极具影响力的关于人类问题解决的理论。该理论的一个优势在于允许项目差异和个体差异都对问题解决结果产生影响，但该模型的这一核心原则尚未得到实证检验。解释性项目反应理论（EIRT）为检验SCM的这一核心特征提供了一种理想方法，因为它能够同时估计项目和个体对问题解决结果的影响。我们使用EIRT来检验并确认SCM的这一核心原则在青少年（n = 376）解决加法问题中的情况。该方法还使我们能够识别那些仍在基础算术方面存在困难的青少年的策略选择。SCM理论与EIRT建模的结合对于更全面地探究学生问题解决中个体差异的来源，以及识别与学业成绩不佳相关的问题解决模式具有重要意义。
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