Tuulia Ortner - Academia.edu (original) (raw)
Papers by Tuulia Ortner
European Journal of Psychology of Education, 2013
ABSTRACT We investigated students' metacognitive experiences with regard to feelings of d... more ABSTRACT We investigated students' metacognitive experiences with regard to feelings of difficulty (FD), feelings of satisfaction (FS), and estimate of effort (EE), employing either computerized adaptive testing (CAT) or computerized fixed item testing (FIT). In an experimental approach, 174 students in grades 10 to 13 were tested either with a CAT or a FIT version of a matrices test. Data revealed that metacognitive experiences were not related to the resulting test scores for CAT: test takers who took the matrices test in an adaptive mode were paradoxically more satisfied with their performance the worse they had performed in terms of the resulting ability parameter. They also rated the test as easier the lower they had performed, but their estimates of effort were higher the better they had performed. For test takers who took the FIT version, completely different results were revealed. In line with previous results, test takers were supposed to base these experiences on the subjectively estimated percentage of items solved. This moderated mediation hypothesis was in parts confirmed, as the relation between the percentage of items solved and FD, FS, and EE was revealed to be mediated by the estimated percentage of items solved. Results are discussedwith reference to feedback acceptance, errant self-estimations, and test fairness with regard to a possible false regulation of effort in lower ability groups when using CAT.
European Journal of Psychological Assessment, 2011
We investigated the effects of test anxiety on test performance using computerized adaptive testi... more We investigated the effects of test anxiety on test performance using computerized adaptive testing (CAT) versus conventional fixed item testing (FIT). We hypothesized that tests containing mainly items with medium probabilities of being solved would have negative effects on test performance for testtakers high in test anxiety. A total of 110 students (aged 16 to 20) from a German secondary modern school filled out a short form of the Test Anxiety Inventory (TAI-G; Wacker, Jaunzeme, & Jaksztat, 2008) and then were presented with items from the Adaptive Matrices Test (AMT; Hornke, Etzel, & Rettig, 1999) on the computer, either in CAT form or in a fixed item test form with a selection of items arranged in order of increasing item difficulty. Additionally, half of the students were given a short summary of information about the mode of item selection in adaptive testing before working on the CAT. In a moderated regression approach, a significant interaction of test anxiety and test mode was revealed. The effect of test mode on the AMT score was stronger for students with higher scores on test anxiety than for students with lower test anxiety. Furthermore, getting information about CAT led to significantly better results than receiving standard test instructions. Results are discussed with reference to test fairness.
Frontiers in neuroscience, 2015
Sex role orientation, i.e., a person's masculinity or femininity, influences cognitive and em... more Sex role orientation, i.e., a person's masculinity or femininity, influences cognitive and emotional performance, like biological sex. While it is now widely accepted that sex differences are modulated by the hormonal status of female participants (menstrual cycle, hormonal contraceptive use), the question, whether hormonal status and sex hormones also modulate participants sex role orientation has hardly been addressed previously. The present study assessed sex role orientation and hormonal status as well as sex hormone levels in three samples of participants from two different cultures (Northern American, Middle European). Menstrual cycle phase did not affect participant's masculinity or femininity, but had a significant impact on reference group. While women in their follicular phase (low levels of female sex hormones) determined their masculinity and femininity in reference to men, women in their luteal phase (high levels of female sex hormones) determined their masculin...
European Journal of Psychological Assessment, 2014
Frontiers in Neuroscience, 2015
Sex role orientation, i.e., a person's masculinity or femininity,... more Sex role orientation, i.e., a person's masculinity or femininity, influences cognitive and emotional performance, like biological sex. While it is now widely accepted that sex differences are modulated by the hormonal status of female participants (menstrual cycle, hormonal contraceptive use), the question, whether hormonal status and sex hormones also modulate participants sex role orientation has hardly been addressed previously. The present study assessed sex role orientation and hormonal status as well as sex hormone levels in three samples of participants from two different cultures (Northern American, Middle European). Menstrual cycle phase did not affect participant's masculinity or femininity, but had a significant impact on reference group. While women in their follicular phase (low levels of female sex hormones) determined their masculinity and femininity in reference to men, women in their luteal phase (high levels of female sex hormones) determined their masculinity and femininity in reference to women. Hormonal contraceptive users rated themselves as significantly more feminine and less masculine than naturally cycling women. Furthermore, the impact of biological sex on the factorial structure of sex role orientation as well as the relationship of estrogen to masculinity/femininity was modulated by culture. We conclude that culture and sex hormones interactively affect sex role orientation and hormonal status of participants should be controlled for when assessing masculinity and/or femininity.
Psychological Test and Assessment Modeling
When modeling responses and response times in tests with latent trait models, the assumption of c... more When modeling responses and response times in tests with latent trait models, the assumption of conditional independence between responses and response times might be too strong in the case that both data are gained from reactions to the same item. In order to account for the possible dependency of responses and response times from the same item, a generalization of the model of van der Linden is proposed. The basic idea consists in the assumption of a latent continuous response that underlies the observed binary response. This latent response is assumed to be correlated with the corresponding response time. The main advantage of this approach consists in the fact that the marginal models for responses and response times follow well known, standard latent trait models. Model estimation can be accomplished by marginal maximum likelihood estimation. The adequacy of the estimation approach is demonstrated in a small scale simulation study. An empirical data application illustrates the practicability of the approach in practice.
European Journal of Psychological Assessment
European Journal of Psychological Assessment
Although Objective Personality Tests (OPTs) have a long history in psychology and the field of ps... more Although Objective Personality Tests (OPTs) have a long history in psychology and the field of psychological assessment, their validity, and reliability have not yet been sufficiently studied. In this study, we examined the convergent and discriminant validity of objective (personality) tests, Implicit Association Tests (IATs), and self-report measures for the assessment of conscientiousness and intelligence. Moreover, the convergent and discriminant validity of these measures was assessed on the trait (stable) and occasion specific (momentary) level by using the multimethod latent state-trait (MM-LST) model proposed by Courvoisier, Nussbeck, Eid, and Cole (2008) which allows for the decomposition of different sources of variance. Data from 367 students assessed on three different measurement occasions was incorporated. Results indicate generally low convergence of OPTs with data gained by other approaches. Additional analyses revealed that the OPTs used assess stable rather than mo...
European Journal of Psychological Assessment, 2014
European Journal of Psychological Assessment, 2014
ABSTRACT Despite much research on thinking biases such as the representativeness, availability, a... more ABSTRACT Despite much research on thinking biases such as the representativeness, availability, and anchoring heuristics, a psychometrically sound measurement instrument for assessing the degree of heuristic thinking is still missing. Therefore, it was the goal of this study to develop and validate a new test to assess the degree of heuristic thinking associated with three particular thinking heuristics (i.e., the representativeness, availability, and anchoring heuristics). The resulting Objective Heuristic Thinking Test (OHTT) was evaluated with regard to its internal consistency, factor structure, construct validity, and stability in an internet sample (N = 300) and an independent laboratory sample (N = 55). Exploratory factor analyses resulted in three latent factors that represented the three OHTT subscales (i.e., representativeness, availability, and anchoring factors). Results revealed a low to sufficient internal consistency for each of the three scales. Further analyses indicated convergent correlations of the OHTT scales with related constructs such as field-independency. Furthermore, good stability of the test scores was shown. Conclusions are drawn regarding possible future applications of the OHTT as a promising tool for studying the origins of heuristic thinking processes.
European Journal of Psychology of Education, 2013
ABSTRACT We investigated students' metacognitive experiences with regard to feelings of d... more ABSTRACT We investigated students' metacognitive experiences with regard to feelings of difficulty (FD), feelings of satisfaction (FS), and estimate of effort (EE), employing either computerized adaptive testing (CAT) or computerized fixed item testing (FIT). In an experimental approach, 174 students in grades 10 to 13 were tested either with a CAT or a FIT version of a matrices test. Data revealed that metacognitive experiences were not related to the resulting test scores for CAT: test takers who took the matrices test in an adaptive mode were paradoxically more satisfied with their performance the worse they had performed in terms of the resulting ability parameter. They also rated the test as easier the lower they had performed, but their estimates of effort were higher the better they had performed. For test takers who took the FIT version, completely different results were revealed. In line with previous results, test takers were supposed to base these experiences on the subjectively estimated percentage of items solved. This moderated mediation hypothesis was in parts confirmed, as the relation between the percentage of items solved and FD, FS, and EE was revealed to be mediated by the estimated percentage of items solved. Results are discussedwith reference to feedback acceptance, errant self-estimations, and test fairness with regard to a possible false regulation of effort in lower ability groups when using CAT.
European Journal of Psychological Assessment, 2011
We investigated the effects of test anxiety on test performance using computerized adaptive testi... more We investigated the effects of test anxiety on test performance using computerized adaptive testing (CAT) versus conventional fixed item testing (FIT). We hypothesized that tests containing mainly items with medium probabilities of being solved would have negative effects on test performance for testtakers high in test anxiety. A total of 110 students (aged 16 to 20) from a German secondary modern school filled out a short form of the Test Anxiety Inventory (TAI-G; Wacker, Jaunzeme, & Jaksztat, 2008) and then were presented with items from the Adaptive Matrices Test (AMT; Hornke, Etzel, & Rettig, 1999) on the computer, either in CAT form or in a fixed item test form with a selection of items arranged in order of increasing item difficulty. Additionally, half of the students were given a short summary of information about the mode of item selection in adaptive testing before working on the CAT. In a moderated regression approach, a significant interaction of test anxiety and test mode was revealed. The effect of test mode on the AMT score was stronger for students with higher scores on test anxiety than for students with lower test anxiety. Furthermore, getting information about CAT led to significantly better results than receiving standard test instructions. Results are discussed with reference to test fairness.
Frontiers in neuroscience, 2015
Sex role orientation, i.e., a person's masculinity or femininity, influences cognitive and em... more Sex role orientation, i.e., a person's masculinity or femininity, influences cognitive and emotional performance, like biological sex. While it is now widely accepted that sex differences are modulated by the hormonal status of female participants (menstrual cycle, hormonal contraceptive use), the question, whether hormonal status and sex hormones also modulate participants sex role orientation has hardly been addressed previously. The present study assessed sex role orientation and hormonal status as well as sex hormone levels in three samples of participants from two different cultures (Northern American, Middle European). Menstrual cycle phase did not affect participant's masculinity or femininity, but had a significant impact on reference group. While women in their follicular phase (low levels of female sex hormones) determined their masculinity and femininity in reference to men, women in their luteal phase (high levels of female sex hormones) determined their masculin...
European Journal of Psychological Assessment, 2014
Frontiers in Neuroscience, 2015
Sex role orientation, i.e., a person's masculinity or femininity,... more Sex role orientation, i.e., a person's masculinity or femininity, influences cognitive and emotional performance, like biological sex. While it is now widely accepted that sex differences are modulated by the hormonal status of female participants (menstrual cycle, hormonal contraceptive use), the question, whether hormonal status and sex hormones also modulate participants sex role orientation has hardly been addressed previously. The present study assessed sex role orientation and hormonal status as well as sex hormone levels in three samples of participants from two different cultures (Northern American, Middle European). Menstrual cycle phase did not affect participant's masculinity or femininity, but had a significant impact on reference group. While women in their follicular phase (low levels of female sex hormones) determined their masculinity and femininity in reference to men, women in their luteal phase (high levels of female sex hormones) determined their masculinity and femininity in reference to women. Hormonal contraceptive users rated themselves as significantly more feminine and less masculine than naturally cycling women. Furthermore, the impact of biological sex on the factorial structure of sex role orientation as well as the relationship of estrogen to masculinity/femininity was modulated by culture. We conclude that culture and sex hormones interactively affect sex role orientation and hormonal status of participants should be controlled for when assessing masculinity and/or femininity.
Psychological Test and Assessment Modeling
When modeling responses and response times in tests with latent trait models, the assumption of c... more When modeling responses and response times in tests with latent trait models, the assumption of conditional independence between responses and response times might be too strong in the case that both data are gained from reactions to the same item. In order to account for the possible dependency of responses and response times from the same item, a generalization of the model of van der Linden is proposed. The basic idea consists in the assumption of a latent continuous response that underlies the observed binary response. This latent response is assumed to be correlated with the corresponding response time. The main advantage of this approach consists in the fact that the marginal models for responses and response times follow well known, standard latent trait models. Model estimation can be accomplished by marginal maximum likelihood estimation. The adequacy of the estimation approach is demonstrated in a small scale simulation study. An empirical data application illustrates the practicability of the approach in practice.
European Journal of Psychological Assessment
European Journal of Psychological Assessment
Although Objective Personality Tests (OPTs) have a long history in psychology and the field of ps... more Although Objective Personality Tests (OPTs) have a long history in psychology and the field of psychological assessment, their validity, and reliability have not yet been sufficiently studied. In this study, we examined the convergent and discriminant validity of objective (personality) tests, Implicit Association Tests (IATs), and self-report measures for the assessment of conscientiousness and intelligence. Moreover, the convergent and discriminant validity of these measures was assessed on the trait (stable) and occasion specific (momentary) level by using the multimethod latent state-trait (MM-LST) model proposed by Courvoisier, Nussbeck, Eid, and Cole (2008) which allows for the decomposition of different sources of variance. Data from 367 students assessed on three different measurement occasions was incorporated. Results indicate generally low convergence of OPTs with data gained by other approaches. Additional analyses revealed that the OPTs used assess stable rather than mo...
European Journal of Psychological Assessment, 2014
European Journal of Psychological Assessment, 2014
ABSTRACT Despite much research on thinking biases such as the representativeness, availability, a... more ABSTRACT Despite much research on thinking biases such as the representativeness, availability, and anchoring heuristics, a psychometrically sound measurement instrument for assessing the degree of heuristic thinking is still missing. Therefore, it was the goal of this study to develop and validate a new test to assess the degree of heuristic thinking associated with three particular thinking heuristics (i.e., the representativeness, availability, and anchoring heuristics). The resulting Objective Heuristic Thinking Test (OHTT) was evaluated with regard to its internal consistency, factor structure, construct validity, and stability in an internet sample (N = 300) and an independent laboratory sample (N = 55). Exploratory factor analyses resulted in three latent factors that represented the three OHTT subscales (i.e., representativeness, availability, and anchoring factors). Results revealed a low to sufficient internal consistency for each of the three scales. Further analyses indicated convergent correlations of the OHTT scales with related constructs such as field-independency. Furthermore, good stability of the test scores was shown. Conclusions are drawn regarding possible future applications of the OHTT as a promising tool for studying the origins of heuristic thinking processes.