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Measuring Integrative Inferential Reasoning (IIR) using Modern Objective Measurement

By Alexander Mario Blum UC Berkeley & San Francisco State University Join Doctoral Program James M. Mason University of California, Berkeley JinHo Kim University of California, Berkeley Professor P. David Pearson University of California, Berkeley 2019 Annual Meeting of the American Education Research Association

Pearson & Johnson (1978)

Text-Explicit QAR Text-Implicit QAR Script-Implicit QAR

Warren, Nicolas, & Trabasso (1979)

Motivational Inference Evaluative Inference

Chikalanga (1992)

Motivational Inference Text-Implicit Script-Implicit

Causal- Antecedent Superordinate Goal State Causal- Consequence Thematic Character Emotional Reaction Knowledge Based Inferences (SUBSET) Graesser, Warren, Singer, & Trabasso (1994)

Construction-Integration Model Kintsch (1988)

Situation Model

E x p l i c i t I n t e g r a t i

• n

Theoretical Position Degree of increasing and decreasing explicit integration

E x p l i c i t I n t e g r a t i

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Theoretical Position

• Degree of increasing and decreasing

integration

• Pearson & Johnson’s (1978) QAR

categories make up this continuum Text-Implicit QAR Script-Implicit QAR

E x p l i c i t I n t e g r a t i

• n

Theoretical Position

• Degree of increasing

and decreasing integration

• Pearson & Johnson’s

(1978) QAR categories make up this continuum

• A new category is being

posited: The Combination Category Text-Implicit QAR Script-Implicit QAR Script-Implicit & Text-Implicit QAR

E x p l i c i t I n t e g r a t i

• n

Text-Implicit QAR Script-Implicit QAR Script-Implicit & Text-Implicit QAR Graesser et al., (1994) Graesser et al., (1994) Graesser et al., (1994)

Items Design

Motivational Inference Probes Evaluative Inference Probes Meta-Reasoning Probe (What made you think of that answer) Degree of Explicit Integration Degree of Explicit Integration Degree of Explicit Integration

Outcome Space

This gives rise to the following questions in literacy research

– (a) can these theories be united to form a single construct? – (b) how many levels are there to this construct? – (c) is there a hierarchical relationship between these levels as they relate to narrative comprehension? – (d) does this construct relate to development?

Objective

• The construction and validation of an instrument,

through the use of appropriate measurement methodologies, that is conducive to answering these questions.

Demographics

• 72 Students
• Grades 3-6
• Ages 8-12 years old
• General Education
• Public School in the Bay Area, CA

So What Did We Find?

E x p l i c i t I n t e g r a t i

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Text-Implicit QAR Script-Implicit QAR Script-Implicit & Text-Implicit QAR

Latent Regression

E x p l i c i t I n t e g r a t i

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Multi-Dimensional Analysis

Multi-Dimensional Analysis

Multi-Dimensional Analysis

.767 .760 .834

E x p l i c i t I n t e g r a t i

• n

Text-Implicit QAR Script-Implicit QAR Script-Implicit & Text-Implicit QAR Graesser et al., (1994) Graesser et al., (1994) Graesser et al., (1994)

Thank You!

• Contact Information

– Alexander Mario Blum

• Alexander.M.Blum@Berkeley.edu

– James M. Mason

• Jmason888@Berkeley.edu

– JinHo Kim

• PotatoPaul@Berkeley.edu

– P. David Pearson

• Ppearson@berkeley.edu