Ability and speed are negatively correlated, and the reading test's ability estimates are more affected by speed than the math test's¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2014: tool and model accuracy changes quickly

Subclaims¶

q2 i? The correlation between person ability and speed was negative under all models, meaning higher-ability students tended to respond faster. → Wang 2011 q2 i? The absolute magnitude of the ability-speed correlation was larger for LI52 (range -0.34984 to -0.29045) than for NS34 (range -0.18389 to -0.16582). → Wang 2011 (2)

Evidence¶

Wang 2011¶

Wang, S., & Jiao, H. (2011). Incorporating Person Covariates and Response Times as Collateral Information to Improve Person and Item Parameter Estimations. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA. https://www.nwea.org/research/publication/incorporating-person-covariates-and-response-times-as-collateral-information-to-improve-person-and-item-parameter-estimations/

q2 · i? · associational · r2

Correlational analysis of jointly estimated person parameters across nested models (Table 2 and Figures 5-6). The dependence parameter ρ between theta and zeta was directly estimated in the GLMM G matrix; all values were negative.

"The negative sign of ρ means that higher ability students tend to response the item fast."

Wang 2011 (2)¶

Wang, S., & Jiao, H. (2011). Incorporating Person Covariates and Response Times as Collateral Information to Improve Person and Item Parameter Estimations. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA. https://www.nwea.org/research/publication/incorporating-person-covariates-and-response-times-as-collateral-information-to-improve-person-and-item-parameter-estimations/

q2 · i? · associational · r2

Same person-parameter analysis across the five nested models per test. The authors conclude "the student ability measured by LI52 test tend to be affected more by the speed than the ability measured by NS34 test."

"The range of ρ for NS34 test under different models are from -0.18389 to -0.16582; The range of ρ for LI52 test under different models are from -0.34984 to -0.29045."

Discussion¶

Related Claims¶

• The increased efficiency effect confounds attempts to exploit the speed-ability trade-off central to many response-time models — related
• The negative response time–likelihood trend holds for boys (R=-0.22) but not for girls (R=+0.04) — related
• Boys responded faster than girls on the test, but the response-time difference did not affect achievement — related
• Adding collateral information has little effect on ability and item parameter estimates but more effect on speed parameter estimates — related
• Higher prior proficiency is associated with faster step-level response-time propensities — possibly the same claim (merge candidate)
• Response acceleration is heterogeneous by ability: lower ability estimates are associated with larger increases in acceleration — related