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Estes, William

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Estes

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Estes, William

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1997 - 199912000 - 20053

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Author's Publications: search.filters.isAuthorOfPublication.d7a0df9e-e3f4-47ff-844a-7ba758c664fd

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Now showing 1 - 4 of 4
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    Risks of Drawing Inferences about Cognitive Processes from Model Fits to Individual Versus Average Performance
    (Psychonomic Society, 2005) Estes, William; Maddox, W. Todd
    With the goal of drawing inferences about underlying processes from fits of theoretical models to cognitive data, we examined the tradeciff of risks of depending on model fits to individual performance versus risks of depending on fits to averaged data with respect to estimation of values of a model's parameters. Comparisons based on several models applied to experiments on recognition and categorization and to artificial, computer-generated data showed that results of using the two types of model fitting are strongly determined by two factors: model complexity and number of subjects. Reasonably accurate information about true parameter values was found only for model fits to individual performance and then only for some of the parameters of a complex model. Suggested guidelines are given for circumventing a variety of obstacles to successful recovery of useful estimates of a model's parameters from applications to cognitive data.
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    On the Communication of Information by Displays of Standard Errors and Confidence Intervals
    (Psychonomic Society, 1997) Estes, William
    A survey of practices regarding the presentation of information about reliability of means in psychological research publications over the last century reveals some advance in quality of communication, greater for tabular presentations than for graphic presentations, but also substantial room for improvement. In this article, problems of interpretation and communication associated with presentations of standard errors and confidence intervals in research reports are examined from both statistical and psychological perspectives. Four general principles of effective communication are proposed and illustrated in application to presentations of data from common psychological research designs, with special attention to problems arising in connection with repeated measures.
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    On the Processes Underlying Stimulus-familiarity Effects in Recognition of Words and Nonwords
    (American Psychological Association, 2002) Estes, William; Maddox, W. Todd
    The authors investigated the recognizability of recently studied word and nonword stimuli in relation to both experimentally controlled prior frequency of occurrence and, for words, normative frequency (assessed by counts of occurrences in printed English). The interaction between these variables was small and nonsignificant across all conditions of 2 experiments. Patterns of recognition measures in relation to controlled prior frequency, but not normative frequency, appeared interpretable in terms of response biases generated by long-term priming. Application of a global memory model and analyses of correlations among item categories yielded evidence for a lexicality dimension underlying normative-frequency effects and an implication that "word-frequency effects" on recognition are better termed lexicality effects.
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    Predicting True Patterns of Cognitive Performance from Noisy Data
    (Psychonomic Society, Inc., 2004) Maddox, W. Todd; Estes, William
    Starting from the premise that the purpose of cognitive modeling is to gain information about the cognitive processes of individuals, we develop a general theoretical framework for assessment of models on the basis of tests of the models' ability to yield information about the true performance patterns of individual subjects and the processes underlying them. To address the central problem that observed performance is a composite of true performance and error, we present formal derivations concerning inference from, noisy data to true performance. Analyses of model fits to simulated data illustrate the usefulness of our approach for coping with difficult issues of model identifiability and testability.