Solving the Paradox Between the Generalized Partial Credit Model and PISA’s Rating Instructions: A Generalized IRTree Approach to Within-Rating Multidimensionality

In this paper, published in Thinking Skills and Creativity, we show that PISA creative-thinking rating instructions conflict with the generalized partial credit model and propose a generalized IRTree approach to model within-rating multidimensionality.

Predictive Validity of the Algebra Concept Inventory (ACI): The Importance of Algebraic Conceptual Understanding to College Math and STEM Outcomes

In this paper, published in AERA Open, we show that scores on the Algebra Concept Inventory predict college math performance and STEM outcomes, highlighting the importance of algebraic conceptual understanding.

One Score, Two Components: Disentangling Appropriateness and Originality in PISA Creative Thinking Judgments Using Generalized Item Response Tree Models

In this paper, published in Journal of Creative Behavior, we disentangle appropriateness and originality in PISA creative-thinking judgments by modeling them as distinct latent components within a generalized item response tree framework.

Bayesian Estimation of Generalized Log-Linear Poisson Item Response Models for Fluency Scores Using brms and Stan

In this paper, published in Journal of Intelligence, we show how generalized log-linear Poisson item-response models for fluency scores (including the 2-Parameter Poisson Counts Model) can be estimated and interpreted in a Bayesian multilevel framework using brms and Stan.

Depressive and Anxious Symptoms, Experimentally Manipulated Acute Social-Evaluative Threat, and Cortisol

In this paper, published in Psychosomatic Medicine, we test how depressive and anxious symptoms shape cortisol recovery after acute social-evaluative threat.