Going beyond observable actions: A cognition-centered approach to interpreting pauses represented in process data.

European Journal of Psychological Assessment, Vol 39(4), 2023, 263-270; doi:10.1027/1015-5759/a000756Pauses represented in process data captured from digital learning and assessment tasks are defined as the time elapsed between two subsequent events. Pauses are used as a marker of unobservable cognitive processes, such as encoding, problem-solving, and planning, that underlie test takers’ subsequent observable actions in educational assessment. To make valid inferences about the underlying cognitive processes represented by pauses, we argue that applying a task-specific cognitive modeling approach is required. We discuss and demonstrate how to apply a task-specific, theoretical cognitive modeling approach for interpreting pauses. We believe that this approach will have value for educational researchers seeking to make valid, task-general inferences about test-taker cognition from pauses represented in process data. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Source: European Journal of Psychological Assessment - Category: Psychiatry & Psychology Source Type: research