Verbal memory and executive components of recall in adolescent binge drinkers.

Introduction: Binge drinking (BD) is a common health-risk behavior among young people. Due to the incomplete maturation of the adolescent brain, BD can lead to structural and functional changes that impact neurocognitive processes, particularly executive functioning and verbal memory. This study aimed to investigate the influence of executive components, such as mnemonic strategies and error avoidance, on performance in a verbal memory test and the potential effects of BD on this performance. Methods: A sample of 160 college students (51.55% female) with a mean age of 18.12 ± 0.32 years completed assessments for alcohol use disorders using the Alcohol Use Disorder Identification Test (AUDIT), as well as psychopathological (Symptom Checklist-90-R) and neuropsychological evaluations (Verbal Learning Test Spain-Complutense and WMS-III Logical Memory). The Intensive Drinking Evaluation Instrument (IECI) was utilized to gather detailed information about binge drinking habits, including the calculation of the highest blood alcohol concentration (BAC) during an episode of intake. Results: Correlation and clustering analyses revealed a negative association between BAC values and verbal memory performance, as well as the use of memory strategies. The high BAC group (BD) exhibited negative values in verbal memory variables, higher accuracy errors, and less efficient strategy usage, while the low BAC group (No BD) demonstrated better memory test performance, fewer precision errors, and superior use of memory strategies. Discussion: These findings support the hypothesis that, when solving tests requiring verbal memory, adolescents reporting a BD consumption pattern show fewer executive skills in their resolution and, therefore, achieved poorer performance than non-binge drinkers. Addressing excessive alcohol consumption in young individuals is crucial for safeguarding their cognitive development and overall well-being.

Análisis de las creencias epistemológicas de estudiantes colombianos según variables sociodemográficas y educativas / Epistemological beliefs of Colombian students according to educational and socio-demographic variables / Análise das crenças epistemológicas de estudantes colombianos segundo variáveis sociodemográficas e educativas

El objetivo principal del presente estudio es analizar y caracterizar la influencia de las variables educativas y sociodemográficas sobre el grado de desarrollo de las creencias epistemológicas (CE) en estudiantes universitarios y de último año de bachillerato. Para conseguir este objetivo se administró un instrumento llamado EQEBI, que mide las CE a una muestra de 1.387 alumnos en Bogotá (Colombia). La metodología utilizada fue cuantitativa y no experimental. Para comparar las CE de acuerdo con los grupos conformados según las variables analizadas, se utilizaron las pruebas estadísticas no paramétricas de Mann-Whitney y Kruskal-Wallis. Los resultados indican diferencias significativas en las CE por sexo, nivel socioeconómico y nivel educativo de los estudiantes y de sus padres. Sin embargo, no se encontraron diferencias según el entorno de procedencia (rural o urbano), ni por la repetición de curso. Este estudio tiene implicaciones para el diseño de programas educativos específicos, según las características de los alumnos, que favorezcan el desarrollo de las CE.

The main goal of the present study is to analyze and characterize the influence of educational and socio-demographic variables on the Epistemological Beliefs (EB) of senior year and university students. With this aim, an instrument that measures EB, called EQEBI, was applied to a sample of 1387 students in Bogota-Colombia. The methodology used was quantitative, non experimental, and the nonparametric statistics tests of Mann-Whitney and Kruskal-Wallis were used to compare the EB according to the groups formed by the variables analyzed. Results indicate significant differences in EB by sex, socioeconomic status and educational level of students and his parents, but no differences according to the environmental background (rural or urban) and grade repetition. This study has implications for the design of specific educational programs, according to the characteristics of students, to encourage the development of EB.

O objetivo principal do presente estudo é analisar e caracterizar a influência de variáveis educativas e sociodemográficas sobre o grau de desenvolvimento das crenças epistemológicas (CE) em estudantes universitários e do último ano do ensino médio. Para atingir esse objetivo, administrou-se um instrumento chamado EQEBI, que mede as CE a uma amostra de 1.387 alunos em Bogotá (Colômbia). A metodologia utilizada foi quantitativa e não experimental. Para comparar as CE de acordo com os grupos formados segundo as variáveis analisadas, utilizaram-se as provas estatísticas não paramétricas de Mann-Whitney e Kruskal-Wallis. Os resultados indicam diferenças significativas nas CE por sexo, nível socioeconômico e nível educativo dos estudantes e de seus pais. Contudo, não se encontraram diferenças segundo o ambiente de procedência (rural ou urbano) nem pela repetição de curso. Este estudo tem implicações para o desenho de programas educativos específicos, conforme as características dos alunos, que favoreçam o desenvolvimento das CE.

Validation of the Cognitive Structure of an Arithmetic Test with the Least Squares Distance Model (LSDM) / Validación de la estructura cognitiva de una prueba aritmética con el Modelo de Distancia Mínima de Cuadrados (LSDM)

The aim of the present paper is to collect evidence about validity of the cognitive structure proposed to solve the items of an arithmetic test using an cognitive diagnosis model (based on the Item Response Theory) called Least Squares Distance Model (LSDM). The test was applied to a sample of 382 students of 7th grade from five public high schools in Bogotá-Colombia. With this data the objective was addressed in three ways: first, the analysis of two statistical validity indices; second by a cross -validation of the LSDM results on attribute difficulties using other cognitive model (LLTM), and third, by comparing the LSDM results with the observed scores on individual attributes. The logical behavior of the probability curves for the five attributes under study provides important evidence for their overall validity. Additional specific evidences of validity are also presented in the results.

El objetivo del presente trabajo ha sido reunir evidencias sobre la validez de la estructura cognitiva propuesta para resolver los ítems de un test de aritmética, mediante la aplicación de un modelo de diagnóstico cognitivo basado en la Teoría de Respuesta al Item llamado Modelo de las Distancias Mínimo Cuadráticas (LSDM, por sus siglas en inglés). El test se aplicó a una muestra de 382 estudiantes de séptimo grado en cinco colegios públicos en Bogotá-Colombia. Usando estos datos el objetivo se abordó de tres maneras: en primer lugar se analizaron dos índices estadísticos de validez, en segundo lugar, se realizó una validación cruzada de los resultados del LSDM sobre las dificultades de atributos utilizando otro modelo cognitivo (LLTM) y en tercer lugar, se compararon los resultados del modelo con las puntuaciones observadas en atributos individuales. El comportamiento lógico de las curvas de probabilidad para los cinco atributos estudiados proporciona importante evidencia para su validez general. En los resultados se presentan también otras evidencias concretas de validez de la estructura propuesta.

Detection of Q-matrix misspecification using two criteria for validation of cognitive structures under the Least Squares Distance Model / Detección de errores de especificación en la matriz Q utilizando dos criterios de validación de estructuras cognitivas con el Modelo de las Distancias Mínimo Cuadráticas (LSDM)

Cognitive Diagnostic Models (CDMs) aim to provide information about the degree to which individuals have mastered specific attributes that underlie the success of these individuals on test items. The Q-matrix is a key element in the application of CDMs, because contains links item-attributes representing the cognitive structure proposed for solve the test. Using a simulation study we investigated the performance of two model-fit statistics (MAD and LSD) to detect misspecifications in the Q-matrix within the least squares distance modeling framework. The manipulated test design factors included the number of respondents (300, 500, 1000), attributes (1, 2, 3, 4), and type of model (conjunctive vs disjunctive). We investigated MAD and LSD behavior under correct Q-matrix specification, with Qmisspecifications and in a real data application. The results shows that the two model-fit indexes were sensitive to Q-misspecifications, consequently, cut points were proposed to use in applied context (AU)

Los Modelos de Diagnóstico Cognitivo (MDC) tienen por objeto proporcionar información sobre el grado en que los individuos dominan atributos específicos para resolver correctamente los items de un test. La matriz Q es un elemento clave en la aplicación de los MDC porque contiene vínculos entre items y atributos que representan la estructura cognitiva propuesta para resolver la prueba. Por medio de un estudio de simulación, se determinó el rendimiento de dos estadísticos de ajuste (MAD y LSD) para detectar errores de especificación en la matriz Q dentro del marco del modelo de la distancia mínimo cuadrática. Los factores manipulados en el diseño del test incluyen: número de encuestados (300, 500, 1000), número de atributos (1, 2, 3, 4), y el tipo de modelo (conjuntivo vs disyuntivo). Se investigó el comportamiento de los valores MAD y LSD bajo una correcta especificación de Q, con errores de especificación en Q y en una aplicación de datos reales. Los resultados muestran que los dos índices son sensibles a los errores de especificación de Q, por este motivo se proponen puntos de corte para usar en aplicaciones del Modelo (AU)

[Analysis of the cognitive structure of scientific competence in PISA-2006 by means of the Least Squares Distance Method (LSDM): the Spanish case]. / Análisis de la estructura cognitiva de la competencia científica en PISA 2006 mediante el método de las distancias mínimo-cuadráticas: el caso español.

The cognitive diagnosis approach links Psychometrics and Cognitive Psychology in order to obtain detailed measurements of the processes and cognitive attributes required to solve test items. In this context, the Least Squares Distance Method (LSDM) employs item parameters, calibrated with any Item Response Theory (IRT) model, to analyze the attributes and provide evidence about the validity of the cognitive structure. The Organization for Economic Cooperation and Development (OECD) determines three cognitive attributes underlying students' performance in the PISA-2006 science items: a) identifying scientific issues, b) explaining phenomena scientifically and c) using scientific evidence. The aim of the present work is to analyze these processes and collect evidence of the cognitive structure proposed by the OECD, using the LSDM. A second aim is to compare the probabilities of mastering the attributes of the Spanish Communities. The results show that the proposed structure is appropriate to explain students' proficiency in the science items, and also, significant differences between three Spanish Communities were found.

Análisis de la estructura cognitiva de la competencia científica en PISA 2006 mediante el método de las distancias mínimo-cuadráticas: el caso español / Analysis of the cognitive structure of scientific competence in PISA-2006 by means of the Least Squares Distance Method (LSDM): the Spanish case

Los modelos de diagnóstico cognitivo integran la Psicometría y la Psicología Cognitiva con el objetivo de realizar mediciones detalladas de los procesos o atributos cognitivos requeridos para resolver los ítems de un test. Dentro de este contexto, el método de las distancias mínimo-cuadráticas (en inglés, LSDM) utiliza los parámetros de los ítems, estimados con alguno de los modelos de la Teoría de Respuesta al Ítem (TRI), para analizar los atributos y proporcionar evidencia sobre la validez de la estructura cognitiva. La Organización para la Cooperación y el Desarrollo Económico (OCDE) define tres procesos cognitivos subyacentes a la ejecución de los ítems de ciencias en PISA-2006: a) identificar cuestiones científicas, b) explicar fenómenos científicamente, y c) utilizar pruebas científicas. El objetivo del presente trabajo es analizar estos tres procesos y acopiar evidencia sobre la validez de la estructura propuesta por la OCDE, utilizando para ello el LSDM. Un segundo objetivo es comparar las comunidades autónomas participantes en cuanto al dominio de los tres atributos. Los resultados evidencian que la estructura propuesta explica adecuadamente la ejecución de los estudiantes en los ítems y que existen diferencias significativas entre tres comunidades autónomas en cuanto al dominio de los mismos (AU)

The cognitive diagnosis approach links Psychometrics and Cognitive Psychology in order to obtain detailed measurements of the processes and cognitive attributes required to solve test items. In this context, the Least Squares Distance Method (LSDM) employs item parameters, calibrated with any Item Response Theory (IRT) model, to analyze the attributes and provide evidence about the validity of the cognitive structure. The Organization for Economic Cooperation and Development (OECD) determines three cognitive attributes underlying students’ performance in the PISA-2006 science items: a) identifying scientific issues, b) explaining phenomena scientifically and c) using scientific evidence. The aim of the present work is to analyze these processes and collect evidence of the cognitive structure proposed by the OECD, using the LSDM. A second aim is to compare the probabilities of mastering the attributes of the Spanish Communities. The results show that the proposed structure is appropriate to explain students’ proficiency in the science items, and also, significant differences between three Spanish Communities were found (AU)

[XS-DIF: program for analysis of Differential Item Functioning in Excel]. / XS-DIF: programa para el análisis del funcionamiento diferencial de los ítems en Excel.

XS-DIF is a program for detection of Differential Item Functioning (DIF) using Item Response Theory (IRT). It calculates Lords Chi-Square, Raju's Signed Area and Unsigned Area, and Kim and Cohen's Closed-interval signed area and Closed-interval unsigned area. XS-DIF was designed to be executed in Excel 2000 and it has a capacity of analysis of up to 100 items. It is useful to support data analysis of research projects and in detection and teaching processes in DIF.

XS-DIF: programa para el análisis del funcionamiento diferencial de los ítems en Excel / XS-DIF: program for analysis of Differential Item Functioning in Excel

El XS-DIF es un programa para analizar el Funcionamiento Diferencial de los Ítems (FDI) desde la Teoría de Respuesta al Ítem (TRI). Calcula los estadísticos de chi cuadrado de Lord, Área Con Signo (ACS) y Sin Signo (ASS) de Raju, y Área Cerrada Con Signo (ACCS) y Sin Signo (ACSS) de Kim y Cohen. XS-DIF ha sido diseñado para ser ejecutado en Excel 2000 y tiene una capacidad de análisis de hasta 100 ítems. Es útil para apoyar el análisis de datos de proyectos de investigación y para ser empleado en procesos de detección y enseñanza del FDI

XS-DIF is a program for detection of Differential Item Functioning (DIF) using Item Response Theory (IRT). It calculates Lords Chi-Square, Raju's Signed Area and Unsigned Area, and Kim and Cohens Closed-interval signed area and Closed-interval unsigned area. XS-DIF was designed to be executed in Excel 2000 and it has a capacity of analysis of up to 100 items. It is useful to support data analysis of research projects and in detection and teaching processes in DIF