陈飞鹏, 詹沛达, 王立君, 陈春晓, 蔡毛. (2015). 高阶项目反应模型的发展与应用. 心理科学进展, 23(1), 150–157.
郭磊, 尚鹏丽, 夏凌翔. (2017). 心理与教育测验中反应时模型应用的优势与举例. 心理科学进展, 25(4), 701–712.
顾红磊, 温忠麟. (2017). 多维测验分数的报告与解释: 基于双因子模型的视角. 心理发展与教育, 33(4), 504–512.
侯杰泰, 温忠麟, 成子娟. (2004). 结构方程模型及其应用. 北京: 教育科学出版社.
毛秀珍, 夏梦连, 辛涛. (2018). 全信息项目双因子分析:模型、参数估计及其应用. 心理科学进展, 26(2), 358–367.
孟祥斌. (2016). 项目反应时间的对数偏正态模型. 心理科学, 39(3), 727–734.
温忠麟, 汤丹丹, 顾红磊. (2019). 预测视角下双因子模型与高阶因子模型的一般性模拟比较. 心理学报, 51(3), 383–391.
徐霜雪, 俞宗火, 李月梅. (2017). 预测视角下双因子模型与高阶模型的模拟比较. 心理学报, 49(8), 1125–1136.
詹沛达, Hong Jiao, Kaiwen Man. (2020). 多维对数正态作答时间模型:对潜在加工速度多维性的探究.心理学报, 52(9), 1132–1142.
张厚粲, 王晓平. (1989). 瑞文标准推理测验在我国的修订. 心理学报, 2, 113–121.
Adams, R. J., Wilson, M., & Wang, W. (1997). The multidimensional random coefficients multinomial logit model. Applied Psychological Measurement, 21(1), 1–23.
Bolsinova, M., & Tijmstra, J. (2018). Improving precision of ability estimation: Getting more from response times. British Journal of Mathematical and Statistical Psychology, 71(1), 13–38.
Bonifay, W. E., Reise, S. P., Scheines, R. S., & Meijer, R. R. (2015). When Are Multidimensional Data Unidimensional Enough for Structural Equation Modeling? An Evaluation of the DETECT Multidimensionality Index. Structural Equation Modeling: A Multidisciplinary Journal, 22(4), 1–13.
Braeken, J., & van Assen, M. A. L. M. (2017). An empirical Kaiser criterion. Psychological Methods, 22(3), 450–466.
Cai, L., Yang, S., & Hansen, M. (2011). Generalized Full-Information Item Bifactor Analysis.Psychological Methods, 16(3), 221–248.
de la Torre, J., & Song, H. (2009). Simultaneous estimation of overall and domain abilities: A higher-order IRT model approach. Applied Psychological Measurement, 33(8), 620–639.
Fox, J-P., & Marianti, S. (2017). Person-Fit Statistics for joint models for accuracy and speed. Journal of Educational Measurement, 54(2), 243–262.
Huang, H. Y., Wang, W. C., Chen, P. H., & Su, C. M. (2013). Higher-order item response models for hierarchical latent traits. Applied Psychological Measurement, 37(8), 619–637.
Klein Entink, R. H., van der Linden, W. J., & Fox, J. P. (2009). A Box-Cox normal model for response times. British Journal of Mathematical and Statistical Psychology, 62(3), 621–640.
Muthén, L. K., & Muthén, B. (2019). Mplus. The comprehensive modelling program for applied researchers: user’s guide, 5.
Ranger, J., & Kuhn. J. T. (2012). A flexible latent trait model for response times in tests. Psychometrika, 77(1), 31–47.
Ranger, J., & Kuhn, J-T. (2015). A mixture proportional hazards model with random effects for response times in tests. Educational and Psychological Measurement, 76(4), 1–25.
Reise, S. P. (2012 ). The rediscovery of bifactor measurement models. Multivariate Behavioral Research, 47(5), 667–696.
Reise, S. P., Moore, T. M., & Haviland, M. G. (2010). Bifactor models and rotations: Exploring the extent to which multidimensional data yield univocal scale scores. Journal of Personality Assessment, 92(6), 544–559.
Reise, S. P., Scheines, R., Widaman, K., & Haviland, M. G. (2013). Multidimensionality and Structural Coefficient Bias in Structural Equation Modeling A Bifactor Perspective. Educational and Psychological Measurement, 73(1), 5–26.
Stucky, B. D., & Edelen, M. O. (2015). Using hierarchical IRT models to create unidimensional measures from multidimensional data. In S. P. Reise & D. A. Revicki (Eds.), Handbook of item response theory modeling: Applications to typical performance assessment (pp.183-206). New York: Routledge.
van der Linden, W. J. (2006). A lognormal model for response times on test items. Journal of Educational and Behavioral Statistics, 31(2), 181–204.
van der Linden, W. J., & Xin hui Xiong. (2013). Speededness and Adaptive Testing. Journal of Educational and Behavioral Statistics, 38(4), 418–438. |