P
Paul De Boeck
Researcher at Ohio State University
Publications - 217
Citations - 11170
Paul De Boeck is an academic researcher from Ohio State University. The author has contributed to research in topics: Item response theory & Differential item functioning. The author has an hindex of 45, co-authored 209 publications receiving 9517 citations. Previous affiliations of Paul De Boeck include Catholic University of Leuven & University of Amsterdam.
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Categorization of novel stimuli in well-known natural concepts: a case study.
TL;DR: The results indicate that both the prototype predictors and the exemplar predictors contribute significantly in accounting for the categorization choices but that the contribution of the prototype predictor comes from just a limited number of features.
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A relation between a between-item multidimensional IRT model and the mixture rasch model
Frank Rijmen,Paul De Boeck +1 more
TL;DR: In this paper, the authors compared between-item multidimensional models with a continuous mixture of Rasch models and showed that the relation between two types of models also holds when the number of classes of the mixture is as small as two.
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An irt model with a parameter-driven process for change
TL;DR: In this article, an IRT model with a parameter-driven process for change is proposed, where qualitative differences between persons are taken into account by a continuous latent variable, as in common IRT models.
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Parameter estimation of multiple item response profile model.
TL;DR: Three different estimation methods to meet the challenges of maximum likelihood estimation of models for binary data with crossed random effects are described: the Laplace approximation to the integrand; hierarchical Bayesian analysis, a simulation-based method; and an alternating imputation posterior with adaptive quadrature as the approximation toThe integral.
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Verbal fluency and verbal comprehension abilities in synonym tasks
TL;DR: It is shown in this study that the generation component ability is primarily related to verbal fluency abilities, whereas the evaluation componentAbility is primarilyrelated to verbal comprehension abilities.