Comparing décalage and development with cognitive developmental tests
Bond, Trevor (2010) Comparing décalage and development with cognitive developmental tests. Journal of Applied Measurement, 11 (2). pp. 158-171.
|PDF (Published Version) - Repository staff only - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader|
View at Publisher Website: http://www.jampress.org
The use of Rasch measurement techniques with data from developmental psychology has provided important insights into human development (e.g., Bond, 1997, 2003; Dawson, 2002 a, b;). In particular, Rasch methods support investigations into what has been, up until now, intractable theoretical and empirical problems. Research into the development of formal operational thinking using the Rasch model (Bond 1995 a, b; Bond and Bunting, 1995; Bond and Fox, 2001) substantiates important aspects of the original theorizing of Piaget (Inhelder and Piaget, 1955/1958), which was based wholly on qualitative structural analyses of children's problem-solving responses. Common-person equating of student performances has been used across different formal operational thinking tasks to estimate the relative difficulties of tasks measuring the same underlying developmental construct (Bond, 1995b; Bond and Fox, 2001). Repeated person performance measures on the same task have been used in order to estimate cognitive development over time. Rasch measurement estimates of cognitive development do not exceed 0.5 logits per annum (Bond, 1996; Endler, 1998; Stanbridge, 2001); a result that has been estimated independently in two large research projects in the United Kingdom (Shayer, 1999) and in Papua-New Guinea (Lake, 1996). Interestingly, difficulty differences (decalage) between tests of formal thought are as large as 2.0 logits (Bond, 1995a; Bond, 1996; Bond and Fox, 2001), confounding attempts to differentiate development from decalage. Given the problems and possibilities raised by the Rasch measurement quantification of cognitive development, this article canvasses the promise of using Rasch modelling techniques to investigate systematically these fundamental aspects of human cognitive performance.
|Item Type:||Article (Refereed Research - C1)|
|FoR Codes:||17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170102 Developmental Psychology and Ageing @ 70%|
17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170103 Educational Psychology @ 30%
|SEO Codes:||93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930103 Learner Development @ 100%|
|Deposited On:||16 May 2011 12:42|
|Last Modified:||15 Oct 2012 09:45|
Last 12 Months: 0
|Citation Counts with External Providers:|
Repository Staff Only: item control page