Effects of Motivation on the Accuracy and Speed of Responding in Tests: The Speed-Accuracy Tradeoff Revisited

Autor/inn/en	Ranger, Jochen; Kuhn, Jörg-Tobias; Pohl, Steffi
Titel	Effects of Motivation on the Accuracy and Speed of Responding in Tests: The Speed-Accuracy Tradeoff Revisited
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 19 (2021) 1, S.15-38 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pohl, Steffi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2020.1750934
Schlagwörter	Item Response Theory; Reaction Time; Accuracy; Psychological Testing; Cognitive Processes; Task Analysis; Problem Solving; Persistence; Mathematical Models; Individual Differences; Test Wiseness + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Reaktionsvermögen; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Cognitive process; Kognitiver Prozess; Aufgabenanalyse; Problemlösen; Ausdauer; Mathematical model; Mathematisches Modell; Individueller Unterschied
Abstract	The term speed-accuracy tradeoff is used when an increase in response speed comes at the expense of response accuracy. Although originally a concept from experimental psychology, the speed-accuracy tradeoff has been a topic in psychological assessment, too. In the first part of the manuscript, we discuss motivational factors that may be responsible for a tradeoff between work pace and effective ability in psychological tests. We address possible modeling strategies and implications for psychological assessment. In the second part of the manuscript, we explore the tradeoff between work pace and effective ability in two empirical data sets. The findings suggest that the relation between work pace and effective ability is more complex than the standard conception of the speed-accuracy tradeoff implies. It seems possible to increase both work pace and effective ability. This might be due to the fact that motivated test takers allocate more mental resources, increase their speed of processing, or have a higher focus on the task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01