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Most neuropsychological tests were developed without the benefit of modern psychometric theory. We used item response theory (IRT) methods to determine whether a widely used test – the 26-item Matrix Reasoning subtest of the WAIS-IV – might be used more efficiently if it were administered using computerized adaptive testing (CAT).
Method:
Data on the Matrix Reasoning subtest from 2197 participants enrolled in the National Neuropsychology Network (NNN) were analyzed using a two-parameter logistic (2PL) IRT model. Simulated CAT results were generated to examine optimal short forms using fixed-length CATs of 3, 6, and 12 items and scores were compared to the original full subtest score. CAT models further explored how many items were needed to achieve a selected precision of measurement (standard error ≤ .40).
Results:
The fixed-length CATs of 3, 6, and 12 items correlated well with full-length test results (with r = .90, .97 and .99, respectively). To achieve a standard error of .40 (approximate reliability = .84) only 3–7 items had to be administered for a large percentage of individuals.
Conclusions:
This proof-of-concept investigation suggests that the widely used Matrix Reasoning subtest of the WAIS-IV might be shortened by more than 70% in most examinees while maintaining acceptable measurement precision. If similar savings could be realized in other tests, the accessibility of neuropsychological assessment might be markedly enhanced, and more efficient time use could lead to broader subdomain assessment.
The present chapter has two general aims. The first is to survey the range of aptitude batteries and sub-tests that are discussed in the literature, and then to explore how they relate to one another and what emphases each of them contains. To achieve this, the various sub-tests will be located in terms of two dimensions: whether they are domain-specific or domain-general, and whether they require implicit or explicit processes and learning. In addition, how the different domains of sound, working memory, processing, language and learning are handled in each of the sub-tests will be explored. The second aim is to explore what insights aptitude tests might contribute to theorizing about the nature of second language learning. The different theoretical accounts will be examined, and then existing aptitude tests will be related to them, indicating clear coverage in some areas, and not very much in others. Overall, it is argued that aptitude work, viewed in this way, should be central to second language acquisition and reveal how we can understand and predict it.
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