方法对比
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| Latent Transition Analysis× | DINA模型× | |
|---|---|---|
| 领域 | 心理测量学 | 心理测量学 |
| 方法族 | Latent structure | Latent structure |
| 起源年份≠ | 2002 | 2001 |
| 提出者≠ | Linda M. Collins, Stephanie T. Lanza | Brian Junker, Klaas Sijtsma |
| 类型≠ | Markovian transition between latent states | Discrete latent class model |
| 开创性文献≠ | Collins, L. M., & Lanza, S. T. (2010). Latent Class and Latent Transition Analysis: With Applications in the Social, Behavioral, and Health Sciences. Wiley. ISBN: 9780470228395 | Junker, B. W., & Sijtsma, K. (2001). Cognitive assessment models with few assumptions, and connections with nonparametric item response theory. Applied Psychological Measurement, 25(3), 258-272. DOI ↗ |
| 别名 | LTA | DINA |
| 相关 | 4 | 4 |
| 摘要≠ | Latent Transition Analysis (LTA) is a method for studying transitions between latent classes over time, developed by Collins and Lanza (2010). LTA combines latent class analysis (grouping individuals into classes) with Markovian transition models to understand how people move between qualitatively distinct states across time periods. | The DINA Model (Deterministic Inputs, Noisy Outputs) is a cognitive diagnostic model developed by Junker and Sijtsma (2001) that classifies examinees into latent skill classes based on their item response patterns. DINA assumes a deterministic relationship between skill mastery and correct responses, with probabilistic error accounting for guessing and slips. |
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