El viaje desde los cuestionarios Likert a los cuestionarios de elección forzosa: evidencia de la invarianza de los parámetros de los ítems

Multidimensional forced-choice questionnaires are widely regarded in the personnel selection literature for their ability to control response biases. Recently developed IRT models usually rely on the assumption that item parameters remain invariant when they are paired in forced-choice blocks, without giving it much consideration. This study aims to test this assumption empirically on the MUPP-2PL model, comparing the parameter estimates of the forced-choice format to their graded-scale equivalent on a Big Five personality instrument. The assumption was found to hold reasonably well, especially for the discrimination parameters. In the cases in which it was violated, we briefly discuss the likely factors that may lead to non-invariance. We conclude discussing the practical implications of the results and providing a few guidelines for the design of forced-choice questionnaires based on the invariance assumptionLos cuestionarios de elección forzosa multidimensionales son bastante apreciados en la literatura de selección de personal por su capacidad para controlar los sesgos de respuesta. Los modelos de TRI desarrollados recientemente normalmente asumen que los parámetros de los ítems permanecen invariantes cuando se emparejan en bloques de elección forzosa, sin dedicarle mucha atención. Este estudio tiene como objetivo poner a prueba empíricamente este supuesto en el modelo MUPP-2PL, comparando las estimaciones de los parámetros del formato de elección forzosa con su equivalente en escala graduada, en un instrumento de personalidad Big Five. Se encontró que el supuesto se cumplía razonablemente bien, especialmente para los parámetros de discriminación. En los casos en los que no se cumplió se discuten brevemente los posibles factores que pueden dar lugar a no invarianza. Concluimos discutiendo las implicaciones prácticas de los resultados y proponiendo algunas pautas para el diseño de cuestionarios de elección forzosa basados en el supuesto de invarianzaThis research is funded by the Spanish government’s Ministerio de Economia y Competitividad, projects PSI 2015-65557-P and PSI 2017-85022-

Bayesian hierarchical classes analysis

Hierarchical classes models are models for N-way N-mode data that represent the association among the N modes and simultaneously yield, for each mode, a hierarchical classification of its elements. In this paper we present a stochastic extension of the hierarchical classes model for two-way two-mode binary data. In line with the original model, the new probabilistic extension still represents both the association among the two modes and the hierarchical classifications. A fully Bayesian method for fitting the new model is presented and evaluated in a simulation study. Furthermore, we propose tools for model selection and model checking based on Bayes factors and posterior predictive checks. We illustrate the advantages of the new approach with applications in the domain of the psychology of choice and psychiatric diagnosis

The Feeling Is Mutual: Clarity of Haptics-Mediated Social Perception Is Not Associated With the Recognition of the Other, Only With Recognition of Each Other

The enactive theory of perception hypothesizes that perceptual access to objects depends on the mastery of sensorimotor contingencies, that is, on the know-how of the regular ways in which changes in sensations depend on changes in movements. This hypothesis can be extended into the social domain: perception of other minds is constituted by mastery of self-other contingencies, that is, by the know-how of the regular ways in which changes in others’ movements depend on changes in one’s movements. We investigated this proposal using the perceptual crossing paradigm, in which pairs of players are required to locate each other in an invisible one-dimensional virtual space by using a minimal haptic interface.We recorded and analyzed the real-time embodied social interaction of 10 pairs of adult participants. The results reveal a process of implicit perceptual learning: on average, clarity of perceiving the other’s presence increased over trials and then stabilized. However, a clearer perception of the other was not associated with correctness of recognition as such, but with both players correctly recognizing each other. Furthermore, the moments of correct mutual recognition tended to happen within seconds. The fact that changes in social experience can only be explained by the successful performance at the level of the dyad, and that this veridical mutual perception tends toward synchronization, lead us to hypothesize that integration of neural activity across both players played a role

El efecto del número de opciones de respuesta sobre las propiedades psicométricas de la medida de estrés con un instrumento aplicado a niños

The main objective of this study was to use Item Response Theory (IRT) models to measure the effect exerted by the number of response options on the psychometric properties of a test measuring stress in children. In this study, we applied the 30-item Child Stress Perception Inventory (CSPI) scale to 583 children; the items have different response alternatives (3, 5, or 7). We studied whether the scales measure the same trait and whether the alternatives that the same items possess are equivalent. As evidenceof validity, we present measurements that examine the internal structure of the instrument and its relationship with other variables. The result indicates that the three forms measure the same trait, but that there is no equivalency among the categories.The scale adjustment of 7 response alternatives is best; however, validity in relation to other variables is optimal for 5 response alternatives, which in addition, performs best in terms of reliability and information.El presente trabajo tiene como principal objetivo analizar mediante modelos de la Teoría de Respuesta al Ítem (TRI) el efecto que tiene el número de alternativas de respuesta sobre las propiedades psicométricas de un test que mide estrés infantil. En el presente estudio se aplicó la escala de “Percepción de Estrés para Niños” (IPEI) de 30 ítems a 583 niños, los ítems tenían diferentes alternativas de respuesta (3, 5 o 7). Se estudio si las escalas miden el mismo rasgo y si las alternativas que tienen las mismas etiquetas son equivalentes. Como evidencias de validez se presentan medidas que examinan la estructura interna del instrumento y su relación con otras variables. Los resultados indican que las tres escalas miden el mismo rasgo pero no existe equivalencia entre las categorías. El ajuste de escala de 7 alternativas de respuesta es mejor, sin embargo, la validez en relación con otras variables es óptima para 5 alternativas de respuesta, que además muestra el mejor comportamiento en términos de fiabilidad e información

Puntuaciones tradicionales y estimaciones TRI en tests de elección forzosa con un modelo de dominancia

Background: Forced-choice tests (FCTs) were proposed to minimize response biases associated with Likert format items. It remains unclear whether scores based on traditional methods for scoring FCTs are appropriate for between-subjects comparisons. Recently, Hontangas et al. (2015) explored the extent to which traditional scoring of FCTs relates to the true scores and IRT estimates. The authors found certain conditions under which traditional scores (TS) can be used with FCTs when the underlying IRT model was an unfolding model. In this study, we examine to what extent the results are preserved when the underlying process becomes a dominance model. Method: The independent variables analyzed in a simulation study are: forced-choice format, number of blocks, discrimination of items, polarity of items, variability of intra-block diffi culty, range of diffi culty, and correlation between dimensions. Results: A similar pattern of results was observed for both models; however, correlations between TS and true thetas are higher and the differences between TS and IRT estimates are less discrepant when a dominance model involved. Conclusions: A dominance model produces a linear relationship between TS and true scores, and the subjects with extreme thetas are better measuredAntecedentes: los tests de elección forzosa (TEFs) fueron propuestos para reducir los sesgos de respuesta de ítems tipo Likert. Se cuestiona que los métodos de puntuación tradicional (PT) empleados permitan hacer comparaciones entre-sujetos. Recientemente, Hontangas et al. (2015) exploraron cómo las PTs obtenidas con diferentes TEFs se relacionan con sus puntuaciones verdaderas y estimaciones TRI, mostrando las condiciones para ser utilizadas cuando el modelo subyacente es un modelo de unfolding. El objetivo del trabajo actual es comprobar si el patrón de resultados se mantiene con un modelo de dominancia. Método: las variables independientes del estudio de simulación fueron: formato de elección forzosa, número de bloques, discriminación de los ítems, polaridad de los ítems, variabilidad de la dificultad intrabloque, rango de difi cultad del test y correlación entre dimensiones. Resultados: un patrón similar de resultados fue obtenido en ambos modelos, pero en el modelo de dominancia las correlaciones entre PTs y puntuaciones verdaderas son más altas y las diferencias entre PTs y estimaciones TRI se reducen. Conclusiones: un modelo de dominancia produce una relación lineal entre PTs y puntuaciones verdaderas, y los sujetos con puntuaciones extremas son medidos mejorThe research has been funded by the Ministry of Economy and Competitivity of Spain, project PSI2012-3334

Reducing HIV infection among youth: What can schools do? Key baseline findings from Mexico, South Africa, and Thailand

Although many program planners see schools as a convenient location for HIV-prevention programs, there is controversy about whether school programs can ever be strong enough to go beyond improving knowledge and attitudes to increasing the adoption of safe sexual behaviors. Evaluations of school programs in Mexico, South Africa, and Thailand focus on this question: Can school HIV programs change behavior? In each country, local organizations have worked with educators on teacher training and course design to ensure high-quality school interventions. Researchers surveyed students’ knowledge, attitudes, norms, and reported behavior before the intervention, immediately after the intervention, and again several months later to measure retention of program effects. In all three sites comparable control groups are compared to the intervention group. The mean age and age ranges for the three study groups are: 16 years and 13–23 for the Mexican study group; 15 years and 8 months and ages 12–21 for the South African study group; and 20 years and ages 17–31 for the Thai study group. This report is a summary of key baseline findings from these studies

Three-way Hierarchical Classes: A Comparison of the Indclas and Tucker3-Hiclas Models

Hierarchical classes (HICLAS) models for multi-way multi-mode data constitute a unique family of classification models in that (a) they simultaneously induce a hierarchical classification (of the elements) of each mode and (b) they link the hierarchical classifications together by an association relation that yieldsa predicted (or reconstructed) value for each cell in the data array. For the case of three-way three-mode binary data, the most prominent HICLAS models include INDCLAS and Tucker3-HICLAS. In this paper, we compare the latter two models, introducing the underlying theory of both in substantive terms and showing how a Tucker3-HICLAS analysis may result in a simpler model than that yielded by INDCLAS, although the former is mathematically more complex than the latter (which it includes as a special case). We illustrate by two applications: astudy on anger responses in frustrating situations and a case-study on emotions in interpersonal relations

A conjunctive parallelogram model for pick any/n data

Choice data analysis, binary data, parallelogram analysis, noncompensatory combination rule,

Modelo para la promoción de la salud en comunidades rurales, a través del desarrollo de agencia personal y empoderamiento intrínseco

Based on the program “Yo quiero, yo puedo… mejorar mi salud y ejercer mis derechos” [I want to, I can…improve my health and exercise my rights], a pilot model was designed and implemented in three States of Mexico. This model aims to change nutrition and hygiene behaviors in the inhabitants of marginalized communities, through knowledge and psychosocial skills development facilitating personal agency and intrinsic empowerment. Evaluation of the program showed an effect on knowledge, assertive communication, personal agency and gender equity among the personnel in charge of the warehouses that provide the rural stores, and on knowledge, assertive communication, decision making and personal agency in the target population. Life skills training, knowledge and personal agency promotion enhance opportunities for poverty reduction.Con el propósito de modificar conductas alimentarias y sanitarias en los habitantes de comunidades marginadas, a través del desarrollo de conocimientos y habilidades psicosociales encaminadas a promover agencia personal y empoderamiento intrínseco, se desarrolló e instrumentó en México un modelo piloto basado en el programa “Yo quiero, yo puedo… mejorar mi salud y ejercer mis derechos”. La evaluación de dicho programa mostró un efecto sobre conocimientos, comunicación asertiva, agencia personal y equidad de género en el personal de los almacenes que surte las tiendas rurales, así como en conocimientos, comunicación asertiva, toma de decisiones y agencia personal en la población meta. Las habilidades psicosociales, los conocimientos y la agencia personal ofrecen oportunidades para superar la pobreza