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Dresang HC, Dickey MW, Warren TC. Semantic memory for objects, actions, and events: A novel test of event-related conceptual semantic knowledge. Cogn Neuropsychol 2019; 36:313-335. [PMID: 31451020 PMCID: PMC7042074 DOI: 10.1080/02643294.2019.1656604] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2018] [Revised: 07/20/2019] [Accepted: 08/11/2019] [Indexed: 10/26/2022]
Abstract
People possess significant knowledge about how real-world events typically unfold. Such event-related semantic memory connects action and object knowledge, is essential for multiple stages of language processing, and may be impaired in neurological conditions like aphasia. However, current assessments are not well designed for measuring this knowledge. This study presents and tests a novel measure of event-related semantic memory. Task-performance data were collected from unimpaired adults across the lifespan and a sample of stroke survivors with aphasia. Individuals with aphasia also completed measures of language processing and action-/object-related semantic memory, to establish the novel measure's convergent validity. Results demonstrate that performance on the event-knowledge measure correlated with action and object semantic-memory measures and was also associated with a broader range of language-processing performance than other semantic-memory measures. These findings suggest that the novel measure can be used to detect the presence and impact of event-knowledge impairments in neurological conditions.
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Affiliation(s)
- Haley C. Dresang
- Department of Communication Science and Disorders, University of Pittsburgh, 4028 Forbes Tower Pittsburgh, PA, 15260, USA
- VA Pittsburgh Healthcare System, 4100 Allequippa Street, Pittsburgh, PA, 15261, USA
- Center for the Neural Basis of Cognition, Carnegie Mellon University, 4400 Fifth Avenue #115, Pittsburgh, PA, 15213, USA
| | - Michael Walsh Dickey
- Department of Communication Science and Disorders, University of Pittsburgh, 4028 Forbes Tower Pittsburgh, PA, 15260, USA
- VA Pittsburgh Healthcare System, 4100 Allequippa Street, Pittsburgh, PA, 15261, USA
- Center for the Neural Basis of Cognition, Carnegie Mellon University, 4400 Fifth Avenue #115, Pittsburgh, PA, 15213, USA
| | - Tessa C. Warren
- Learning Research and Development Center, University of Pittsburgh, 3939 O’Hara Street, Pittsburgh, PA, 15260, USA
- Department of Psychology, University of Pittsburgh, Sennott Square, 3rd Floor, 210 South Bouquet Street, Pittsburgh, PA, 15260, USA
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Tavakol M, Rahimi-Madiseh M, Dennick R. Postexamination Analysis of Objective Tests Using the Three-Parameter Item Response Theory. J Nurs Meas 2014; 22:94-105. [DOI: 10.1891/1061-3749.22.1.94] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Background and Purpose: Although the importance of item response theory (IRT) has been emphasized in health and medical education, in practice, few psychometricians in nurse education have used these methods to create tests that discriminate well at any level of student ability. The purpose of this study is to evaluate the psychometric properties of a real objective test using three-parameter IRT. Methods: Three-parameter IRT was used to monitor and improve the quality of the test items. Results: Item parameter indices, item characteristic curves (ICCs), test information functions, and test characteristic curves reveal aberrant items which do not assess the construct being measured. Conclusions: The results of this study provide useful information for educators to improve the quality of assessment, teaching strategies, and curricula.
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