I-States-as-Objects-Analysis (ISOA): Extensions of an Approach to Studying Short-Term Developmental Processes by Analyzing Typical Patterns

Autor/inn/en	Bergman, Lars R.; Nurmi, Jari-Erik; von Eye, Alexander A.
Titel	I-States-as-Objects-Analysis (ISOA): Extensions of an Approach to Studying Short-Term Developmental Processes by Analyzing Typical Patterns
Quelle	In: International Journal of Behavioral Development, 36 (2012) 3, S.237-246 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025412440947
Schlagwörter	Classification; Statistical Analysis; Structural Equation Models; Sample Size; Standardized Tests; Multivariate Analysis; Foreign Countries; Mathematics; Mathematics Instruction; Children; Sweden + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Statistische Analyse; Standadised tests; Standardisierter Test; Multivariate Analyse; Ausland; Mathematik; Mathematics lessons; Mathematikunterricht; Child; Kind; Kinder; Schweden
Abstract	I-states-as-objects-analysis (ISOA) is a person-oriented methodology for studying short-term developmental stability and change in patterns of variable values. ISOA is based on longitudinal data with the same set of variables measured at all measurement occasions. A key concept is the "i-state," defined as a person's pattern of variable values at a specific time point. All i-states are first subjected to a classification analysis that results in a time-invariant classification characterized by a number of "typical i-states." Each person is then characterized at each time point by the typical i-state he/she belongs to. Then the person's sequences of typical i-states are analyzed with regard to structural and individual stability and change. Extensions of ISOA are presented where: (1) some methods for checking the assumption of a time-invariant classification are indicated; (2) information about the degree of dissimilarity between typical i-states is used as an aid in interpreting the findings; and (3) attention is given to "closed paths"--that is, typical i-state sequences that do not occur at all. To demonstrate the methods, an empirical example is given that concerns the development of children's achievement-intelligence patterns between ages 10 and 13. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10