Enhancing Spatial Ability Assessment: Integrating Problem-Solving Strategies in Object Assembly Tasks Using Multimodal Joint-Hierarchical Cognitive Diagnosis Modeling.

Abstract read

In one paragraph

Article in Journal of Intelligence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it

0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Assessing Comprehensive Spatial Ability and Specific Attributes Through Higher-Order LLM.Journal of Intelligence · 2025
Article

4 · The record

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PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Jujia LiDepartment of Educational Studies in Psychology, Research Methodology and Counseling, College of Education, University of Alabama, Tuscaloosa, AL 35487, USA.ORCID 0009-0001-7982-5122

Kaiwen ManDepartment of Educational Studies in Psychology, Research Methodology and Counseling, College of Education, University of Alabama, Tuscaloosa, AL 35487, USA.ORCID 0000-0002-9696-9726

Joni M LakinDepartment of Educational Studies in Psychology, Research Methodology and Counseling, College of Education, University of Alabama, Tuscaloosa, AL 35487, USA.ORCID 0000-0002-0546-0554

Funding

U.S. Department of Education #R305A210428

6 · The paper itself

Abstract

We proposed a novel approach to investigate how problem-solving strategies, identified using response time and eye-tracking data, can impact individuals' performance on the Object Assembly (OA) task. To conduct an integrated assessment of spatial reasoning ability and problem-solving strategy, we applied the Multimodal Joint-Hierarchical Cognitive Diagnosis Model (MJ-DINA) to analyze the performance of young students (aged 6 to 14) on 17 OA items. The MJ-DINA model consists of three sub-models: a Deterministic Inputs, Noisy "and" Gate (DINA) model for estimating spatial ability, a lognormal RT model for response time, and a Bayesian Negative Binomial (BNF) model for fixation counts. In the DINA model, we estimated five spatial cognitive attributes aligned with problem-solving processes: encoding, falsification, mental rotation, mental displacement, and intractability recognition. Our model fits the data adequately, with Gelman-Rubin convergence statistics near 1.00 and posterior predictive

Indexed as

eye trackingMJ-DINA modelresponse timespatial reasoning ability

Identifiers

PMID40137062

DOI10.3390/jintelligence13030030

PMCPMC11943229

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.