Ulrich Schroeders | Psychological Assessment

Equivalence of screen versus print reading comprehension depends on task complexity and proficiency

Reference. Lenhard, W., Schroeders, U., & Lenhard, A. (2017). Equivalence of screen versus print reading comprehension depends on task complexity and proficiency. Discourse Processes, 54(5-6), 427–445. doi: https://doi.org/10.1080/0163853X.2017.1319653 Abstract. As reading and reading assessment become increasingly implemented on electronic devices, the question arises whether reading on screen is comparable with reading on paper. To examine potential differences, we studied reading processes on different proficiency and complexity levels. Specifically, we used data from the standardization sample of the German reading comprehension test ELFE II (n = 2,807), which assesses reading at word, sentence, and text level with separate speeded subtests.

Commitment to Research Transparency and Open Science

I signed the Commitment to Research Transparency and Open Science, which was initially worded by Felix Schönbrodt, Markus Maier, Moritz Heene, and Michael Zehetleitner from the LMU Munich. The first paragraph of this commitment summarizes the overall aim: We embrace the values of openness and transparency in science. We believe that such research practices increase the informational value and impact of our research, as the data can be reanalyzed and synthesized in future studies.

Meta-heuristics in short scale construction

Reference. Schroeders, U., Wilhelm, O., & Olaru, G. (2016). Meta-heuristics in short scale construction: Ant Colony Optimization and Genetic Algorithm. PLOS ONE, 11, e0167110. doi:10.1371/journal.pone.0167110 Abstract. The advent of large-scale assessment, but also the more frequent use of longitudinal and multivariate approaches to measurement in psychological, educational, and sociological research, caused an increased demand for psychometrically sound short scales. Shortening scales economizes on valuable administration time, but might result in inadequate measures because reducing an item set could: a) change the internal structure of the measure, b) result in poorer reliability and measurement precision, c) deliver measures that cannot effectively discriminate between persons on the intended ability spectrum, and d) reduce test-criterion relations.

Page 3 of 3