Two different traditions of response-time (RT) modeling are reviewed: the tradition of distinct models for RTs and responses, and the tradition of model integration in which RTs are incorporated in response models or the other way around. Several conceptual issues underlying both traditions are made explicit and analyzed for their consequences. We…

This article addresses issues in model building and statistical inference in the context of student modeling. The use of probability-based reasoning to explicate hypothesized and empirical relationships and to structure inference in the context of proportional reasoning tasks is discussed. Ideas are illustrated with an example concerning…

Errors in self-reports of three academic performance measures are analyzed. Empirical errors are shown to depart radically from both no-error and random-error assumptions. Self-reports by females depart farther from the no-error and random-error models for all three performance measures. (Author/BW)