不同的表征学习目标从相同的心理测量数据中恢复出不同的潜在结构

中文摘要 AI 辅助

心理测量问卷包含丰富的项目层面信息，但不同的表征学习目标是否会恢复出相同的潜在组织仍不明确。我们利用塞浦路斯ProW学前试验基线评估中的757对匹配的师生对来研究该问题。通过主成分分析和聚类从儿童的SDQ、ASBI和CBRS项目反应中表征行为结构，得到四种行为表型。对比学习目标相较于基于PCA的表征大幅提升了师生检索性能，将Top-1准确率从0.13%提升至7.27%，Top-10准确率从1.98%提升至56.14%。然而，对比表征保留行为表型结构的效果不如基于PCA的表征。联合优化对齐和行为预测的多任务目标部分恢复了行为组织，但降低了检索性能。这些发现表明师生对应关系和行为表型代表不同形式的潜在组织，且从关联心理测量数据中恢复的潜在结构取决于表征学习目标。

英文摘要

Psychometric questionnaires contain rich item-level information, yet it remains unclear whether different representation learning objectives recover the same latent organization. We investigated this question using 757 matched teacher-child pairs from the baseline assessment of the Cyprus ProW preschool trial. Behavioral structure was characterized from child SDQ, ASBI, and CBRS item responses using principal component analysis and clustering, yielding four behavioral phenotypes. A contrastive objective substantially improved teacher-child retrieval relative to PCA-based representations, increasing Top-1 accuracy from 0.13% to 7.27% and Top-10 accuracy from 1.98% to 56.14%. However, contrastive representations preserved behavioral phenotype structure less effectively than PCA-based representations. A multi-task objective jointly optimizing alignment and behavioral prediction partially restored behavioral organization but reduced retrieval performance. These findings indicate that teacher-child correspondence and behavioral phenotypes represent distinct forms of latent organization and demonstrate that the latent structure recovered from linked psychometric data depends on the representation learning objective.

发表机构

• Yale University（耶鲁大学）
• Yale School of Public Health（耶鲁公共卫生学院）
• VA Connecticut Healthcare System（VA康涅狄格医疗系统）
• Cooperative Studies Program Coordinating Center（合作研究项目协调中心）
• Center for the Advancement of Research & Development in Educational Technology (CARDET)（教育技术研究与发展促进中心（CARDET））

机构由 AI 辅助整理，请以论文原文为准。

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29 pages