Jimmy de la Torre
Biographic Data
| ID | 6517414 |
|---|---|
| NAME | Jimmy de la Torre |
| GIVEN NAMES | Jimmy |
| FAMILY NAME | de la Torre |
| SIGNATURE | DE LA TORRE J |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| ORCID | 0000-0002-0893-3863 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Revisiting reliability and measurement precision
This article revisits the concepts of reliability and measurement precision across classical test theory (CTT), item response theory (IRT) and cognitive diagnosis models (CDMs), emphasizing their conceptual differences and proposing a unified framework. We show how continuous score estimators in CTT and IRT relate to mastery probabilities in CDMs through integration over proficiency estimator distributions relative to defined thresholds. Building…
A cognitive diagnosis model for latent classification of bounded continuous variables
Cognitive Diagnosis Models (CDMs) are widely used in latent‐variable modeling for classification tasks that diagnose abilities or skills. Originally developed for dichotomous indicators, CDMs have been extended to polytomous and continuous responses, including bounded continuous variables (e.g. proportions or index scores on a 0–1 or 0–100 scale). We introduce a Bounded DINA (B‐DINA) model, an extension of DINA for handling bounded continuous res…
Subtypes of mathematics disability
New Handbook of Mathematical Psychology
The field of mathematical psychology began in the 1950s and includes both psychological theorizing, in which mathematics plays a key role, and applied mathematics motivated by substantive problems in psychology. Central to its success was the publication of the first Handbook of Mathematical Psychology in the 1960s. The psychological sciences have since expanded to include new areas of research, and significant advances have been made both in tra…
Do background characteristics matter in Children's mastery of digital literacy? A cognitive diagnosis model analysis
Exploring the structure of digital literacy competence assessed using authentic software applications
Digital literacy competence (DL) is an important capacity for students’ learning in a rapidly changing world. However, little is known about the empirical structure of DL. In this paper, we review major DL assessment frameworks and explore the dimensionality of DL from an empirical perspective using assessment data collected using authentic software applications, rather than simulated assessment environments. Secondary analysis on representative …
Measuring digital literacy across three age cohorts
Analysis of Clinical Data From a Cognitive Diagnosis Modeling Framework
We propose a general cognitive diagnosis model framework to diagnose mental disorders using item scores obtained from clinical measurement instruments. This framework can be used to validate the extent to which the items measure the specific disorders. The method is illustrated using data obtained with the Dutch version of Millon Clinical Multiaxial Inventory-III
Analysis of Clinical Data From Cognitive Diagnosis Modeling Framework
We propose a general cognitive diagnosis model framework to diagnose mental disorders using item scores obtained from clinical measurement instruments. This framework can be used to validate the extent to which the items measure the specific disorders. The method is illustrated using data obtained with the Dutch version of Millon Clinical Multiaxial Inventory-III
The Generalized Dina Model Framework
The G-DINA ( generalized deterministic inputs, noisy “ and ” gate ) model is a generalization of the DINA model with more relaxed assumptions. In its saturated form, the G-DINA model is equivalent to other general models for cognitive diagnosis based on alternative link functions. When appropriate constraints are applied, several commonly used cognitive diagnosis models (CDMs) can be shown to be special cases of the general models. In addition to…
Illustration of a Multilevel Model for Meta-Analysis
Clustering effect and non-zero intraclass correlation produce the variability that can be observed in meta-analytic data. Statistical modeling is shown to provide a flexible approach to capturing and describing this empirical variability. The most common multilevel approach to analyzing data from meta-analysis is illustrated in this article with a set of 177 studies of behavioral therapies. Additional informationNotes on contributorsJimmy De La T…
Higher-Order Latent Trait Models for Cognitive Diagnosis
Higher-order latent traits are proposed for specifying the joint distribution of binary attributes in models for cognitive diagnosis. This approach results in a parsimonious model for the joint distribution of a high-dimensional attribute vector that is natural in many situations when specific cognitive information is sought but a less informative item response model would be a reasonable alternative. This approach stems from viewing the attribut…
No prominent works on this page.
Higher-Order Latent Trait Models for Cognitive Diagnosis
Higher-order latent traits are proposed for specifying the joint distribution of binary attributes in models for cognitive diagnosis. This approach results in a parsimonious model for the joint distribution of a high-dimensional attribute vector that is natural in many situations when specific cognitive information is sought but a less informative item response model would be a reasonable alternative. This approach stems from viewing the attribut…
Illustration of a Multilevel Model for Meta-Analysis
Clustering effect and non-zero intraclass correlation produce the variability that can be observed in meta-analytic data. Statistical modeling is shown to provide a flexible approach to capturing and describing this empirical variability. The most common multilevel approach to analyzing data from meta-analysis is illustrated in this article with a set of 177 studies of behavioral therapies. Additional informationNotes on contributorsJimmy De La T…
The Generalized Dina Model Framework
The G-DINA ( generalized deterministic inputs, noisy “ and ” gate ) model is a generalization of the DINA model with more relaxed assumptions. In its saturated form, the G-DINA model is equivalent to other general models for cognitive diagnosis based on alternative link functions. When appropriate constraints are applied, several commonly used cognitive diagnosis models (CDMs) can be shown to be special cases of the general models. In addition to…
Analysis of Clinical Data From Cognitive Diagnosis Modeling Framework
We propose a general cognitive diagnosis model framework to diagnose mental disorders using item scores obtained from clinical measurement instruments. This framework can be used to validate the extent to which the items measure the specific disorders. The method is illustrated using data obtained with the Dutch version of Millon Clinical Multiaxial Inventory-III
Analysis of Clinical Data From a Cognitive Diagnosis Modeling Framework
We propose a general cognitive diagnosis model framework to diagnose mental disorders using item scores obtained from clinical measurement instruments. This framework can be used to validate the extent to which the items measure the specific disorders. The method is illustrated using data obtained with the Dutch version of Millon Clinical Multiaxial Inventory-III
Exploring the structure of digital literacy competence assessed using authentic software applications
Digital literacy competence (DL) is an important capacity for students’ learning in a rapidly changing world. However, little is known about the empirical structure of DL. In this paper, we review major DL assessment frameworks and explore the dimensionality of DL from an empirical perspective using assessment data collected using authentic software applications, rather than simulated assessment environments. Secondary analysis on representative …
Measuring digital literacy across three age cohorts
Do background characteristics matter in Children's mastery of digital literacy? A cognitive diagnosis model analysis
New Handbook of Mathematical Psychology
The field of mathematical psychology began in the 1950s and includes both psychological theorizing, in which mathematics plays a key role, and applied mathematics motivated by substantive problems in psychology. Central to its success was the publication of the first Handbook of Mathematical Psychology in the 1960s. The psychological sciences have since expanded to include new areas of research, and significant advances have been made both in tra…
Subtypes of mathematics disability
Revisiting reliability and measurement precision
This article revisits the concepts of reliability and measurement precision across classical test theory (CTT), item response theory (IRT) and cognitive diagnosis models (CDMs), emphasizing their conceptual differences and proposing a unified framework. We show how continuous score estimators in CTT and IRT relate to mastery probabilities in CDMs through integration over proficiency estimator distributions relative to defined thresholds. Building…
A cognitive diagnosis model for latent classification of bounded continuous variables
Cognitive Diagnosis Models (CDMs) are widely used in latent‐variable modeling for classification tasks that diagnose abilities or skills. Originally developed for dichotomous indicators, CDMs have been extended to polytomous and continuous responses, including bounded continuous variables (e.g. proportions or index scores on a 0–1 or 0–100 scale). We introduce a Bounded DINA (B‐DINA) model, an extension of DINA for handling bounded continuous res…
Psychology (8 works) · Computer Science (7 works) · Cognition (5 works) · Item response theory (5 works) · Mathematics (5 works) · Psychometric Methodologies and Testing (5 works) · Psychometrics (5 works) · Cognitive Abilities and Testing (4 works) · Machine learning (4 works) · Child Development and Digital Technology (3 works)