<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1659-2913</journal-id>
<journal-title><![CDATA[Revista Costarricense de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Costarric. Psic]]></abbrev-journal-title>
<issn>1659-2913</issn>
<publisher>
<publisher-name><![CDATA[Colegio Profesional de Psicólogos de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-29132016000100023</article-id>
<article-id pub-id-type="doi">10.22544/rcps.v35i01.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Autorreportes verbales en voz alta para la identificación de procesos de razonamiento en pruebas estandarizadas]]></article-title>
<article-title xml:lang="en"><![CDATA[Verbal Self-reporting to Identify Reasoning Processes in Standardized Tests]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brizuela Rodríguez]]></surname>
<given-names><![CDATA[Armel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Alfaro]]></surname>
<given-names><![CDATA[Karol]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Rojas]]></surname>
<given-names><![CDATA[Nelson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Rojas]]></surname>
<given-names><![CDATA[Guaner]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>23</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-29132016000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-29132016000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-29132016000100023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Los estándares actuales, para la evaluación de la calidad psicométrica de las pruebas psicológicas y educativas, estipulan que una de las evidencias requeridas que justifican las inferencias derivadas de la aplicación de un test se refiere a las estrategias para contestar a los ítems que lo componen. Por lo tanto, el objetivo del presente artículo se propone presentar los resultados de una investigación, que consistió en la ejecución de entrevistas semiestructuradas a un conjunto de 15 estudiantes universi tarios de primer ingreso, cuyos reportes orales fueron analizados con el objetivo de fundamentar un conjunto de estrategias para contestar los ítems verbales de la Prueba de Aptitud Académica de la Universidad de Costa Rica, que habían sido identificadas previamente. Los resultados indican que efectivamente los participantes emplearon las estrategias propuestas, lo cual constituye una eviden cia de gran importancia sobre las habilidades de razonamiento que se miden con los ítems verbales de la Prueba de Aptitud Académica. Finalmente, se concluye con una discusión sobre los resultados acerca de la utilidad de los autorreportes verbales que recaban evidencias de validez para un test y sobre futuras investigaciones en esta línea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Current standards for assessing the psychometric quality of psychological and educational tests stip ulate that one indication required to justify the inferences derived from the application of a test are those related to answering strategies for the test items. Thus, this article presents the results of a study that involved the execution of semi-structured interviews with a group of 15 college freshmen, whose oral reports were analyzed to provide support for a set of strategies to answer previously identified verbal items from the &#8220;Academic Aptitude Test&#8221; (Prueba de Aptitud Académica) at the Universidad de Costa Rica. The results indicate that participants actually used the proposed strategies, which is important evidence about the reasoning skills measured by the Prueba de Aptitud Académica verbal items. Finally, we conclude with a discussion of the results, the usefulness of verbal self-reports to gather evidence for test validity and future research along these lines.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[prueba de admisión]]></kwd>
<kwd lng="es"><![CDATA[comprensión de lectura]]></kwd>
<kwd lng="es"><![CDATA[procesos de respuesta]]></kwd>
<kwd lng="es"><![CDATA[reporte verbal]]></kwd>
<kwd lng="en"><![CDATA[Admission exam]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Response processes]]></kwd>
<kwd lng="en"><![CDATA[Verbal report]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<collab>AERA (American Educational Research Association)</collab>
<collab>APA (American Psychological Association)</collab>
<collab>NCME (National Council on Measurement in Education)</collab>
<source><![CDATA[Standards for Educational and Psychological Testing]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Washington, Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[American Educational Research Association]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Allen]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Horsley]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A New Approach to Cognitive Metrics: Analysing the Visual Mechanics of Comprehension Using Eye-Tracking Data in Student Completion of High-Stakes Testing Evaluation]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Horsley]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Eliot]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Allen]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Reilly]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Current Trends in Eye Tracking Research]]></source>
<year>2014</year>
<page-range>287-96</page-range><publisher-loc><![CDATA[Suiza ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Anguas]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identificación y validación del significado subjetivo en México: Fundamentos para el desarrollo de un instrumento de medición]]></article-title>
<source><![CDATA[Interamerican Journal of Psychology]]></source>
<year>2001</year>
<volume>35</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>163-83</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aulls]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Developmental and remedial reading in the middle grades]]></source>
<year>1978</year>
<publisher-loc><![CDATA[Boston ]]></publisher-loc>
<publisher-name><![CDATA[Allyn and Bacon]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Belinchón]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Igoa]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Rivière]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicología del lenguaje: Investigación y teoría]]></source>
<year>1998</year>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Trotta]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Borsboom]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Mellenbergh]]></surname>
<given-names><![CDATA[G.J]]></given-names>
</name>
<name>
<surname><![CDATA[Heerden]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Concept of Validity]]></article-title>
<source><![CDATA[Psychological Review]]></source>
<year>2004</year>
<volume>111</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1061-71</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brizuela]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Montero]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Predicción del nivel de dificultad en una prueba estandarizada de comprensión de lectura: aportes desde la psicometría y la psicología cognitiva]]></article-title>
<source><![CDATA[RELIEVE]]></source>
<year>2013</year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-23</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Padilla]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How cognitive interviewing can provide validity evidence of the response processes to scale items]]></article-title>
<source><![CDATA[Social indicators research]]></source>
<year>2013</year>
<volume>114</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>963-75</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cerdas]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Construcción de una tabla de especificaciones para la parte matemática de la prueba de aptitud académica de la Universidad de Costa Rica, mediante la aplicación del modelo de Rasch]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Costa Rica ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Upton]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8216;I want to go back to the text&#8217;: Response Strategies on the Reading Subtest of the New TOEFL]]></article-title>
<source><![CDATA[Language Testing]]></source>
<year>2007</year>
<volume>24</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>209-50</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cromley]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-report of reading comprehension strategies: What are we measuring?]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2006</year>
<volume>1</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>229-47</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cronbach]]></surname>
<given-names><![CDATA[L.J]]></given-names>
</name>
<name>
<surname><![CDATA[Meehl]]></surname>
<given-names><![CDATA[P.E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Construct Validity in Psychological Test]]></article-title>
<source><![CDATA[Psychological Bulletin]]></source>
<year>1955</year>
<volume>52</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>281-302</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cui]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
<name>
<surname><![CDATA[Roduta]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validating Student Score Inferences With Person-Fit Statistic and Verbal Reports: A Person-Fit Study for Cognitive Diagnostic Assessment]]></article-title>
<source><![CDATA[Educational Measurement: Issues and Practice]]></source>
<year>2013</year>
<volume>32</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>34-42</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Del Teso]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Núñez]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Semántica y pragmática del texto común]]></source>
<year>1996</year>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Cátedra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Cumba]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Bernal]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Rivera]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desarrollo y propiedades psicométricas de la escala de autoeficacia para la depresión en adolescentes (EADA)]]></article-title>
<source><![CDATA[Interamerican Journal of Psychology]]></source>
<year>2008</year>
<volume>42</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>218-27</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Du&#355;&#259;]]></surname>
<given-names><![CDATA[O]]></given-names>
</name>
</person-group>
<source><![CDATA[Semántica Léxica y oposiciones de sentido: un enfoque teórico. Annals of the University of Craiova. Series Philology]]></source>
<year>2009</year>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Embretson]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Gorin]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Improving Construct Validity Cognitive Psychology Principles]]></article-title>
<source><![CDATA[Journal of Educational Measurement]]></source>
<year>2001</year>
<volume>38</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>343-68</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Embretson]]></surname>
<given-names><![CDATA[S. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The New Rules of Measurement]]></article-title>
<source><![CDATA[Psychological Assessment]]></source>
<year>1996</year>
<volume>8</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>341-9</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ercikan]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Arim]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Law]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Domene]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Gagnon]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Lacroix]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Application of think aloud protocols for examining and confirming sources of differential item functioning identified by expert reviews]]></article-title>
<source><![CDATA[Educational Measurement: Issues and Practice]]></source>
<year>2010</year>
<volume>29</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>24-35</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ericsson]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Simon]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<source><![CDATA[Protocol Analysis]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[MIT Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Farr]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Pritchard]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Smitten]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Description of What Happens When an Examinee Takes a Multiple-Choice Reading Comprehension Test]]></article-title>
<source><![CDATA[Journal of Educational Measurement]]></source>
<year>1990</year>
<volume>27</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>209-26</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fox]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Ericsson]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Best]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Do Procedures for Verbal Reporting of Thinking Have to Be Reactive? A Meta-Analysis and Recommendations for Best Reporting Methods]]></article-title>
<source><![CDATA[Psychological Bulletin]]></source>
<year>2011</year>
<volume>137</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>316-44</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garcés]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Las operaciones de reformulación]]></source>
<year>2006</year>
<conf-name><![CDATA[ Actas del XXXV Simposio Internacional de la Sociedad Española de Lingüística]]></conf-name>
<conf-loc>España </conf-loc>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gorin]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Test Design with Cognition in Mind]]></article-title>
<source><![CDATA[Educational Measurement: Issues and Practice]]></source>
<year>2006</year>
<volume>25</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>21-35</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gorin]]></surname>
<given-names><![CDATA[J. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reconsidering Issues in Validity Theory]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>2007</year>
<volume>36</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>456-62</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Vega]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Cuetos]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicolingüística del español]]></source>
<year>1999</year>
<page-range>231-70</page-range><publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Trotta]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Haladyna]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Downing]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Construct-Irrelevant Variance in High-Stakes Testing]]></article-title>
<source><![CDATA[Educational Measurement: Issues and Practice]]></source>
<year>2004</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-27</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hunt]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Human Intelligence]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validez predictiva del Promedio de Admisión de la Universidad de Costa Rica y sus componentes]]></article-title>
<source><![CDATA[Actualidades en psicología]]></source>
<year>2009</year>
<month>-2</month>
<day>01</day>
<volume>23-24</volume>
<numero>110-111</numero>
<issue>110-111</issue>
<page-range>21-55</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kintsch]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<source><![CDATA[Comprehension: A Paradigm for Cognition]]></source>
<year>1998</year>
<publisher-loc><![CDATA[Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Landis]]></surname>
<given-names><![CDATA[J. R]]></given-names>
</name>
<name>
<surname><![CDATA[Koch]]></surname>
<given-names><![CDATA[G. G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The measurement of observer agreement for categorical data]]></article-title>
<source><![CDATA[Biometrics]]></source>
<year>1977</year>
<volume>33</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>159-74</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leighton]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Gierl]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Verbal Reports as Data for Cognitive Diagnostic Assessmen]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Leighton]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Gierl]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Cognitive Diagnostic Assessment for Education]]></source>
<year>2007</year>
<page-range>146-72</page-range><publisher-loc><![CDATA[Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leighton]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Gierl]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Defining and evaluating models of cognition used in educational measurement to make inferences about examinees&#8217; thinking processes]]></article-title>
<source><![CDATA[Educational Measurement: Issues and Practice]]></source>
<year>2007</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>3-16</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leighton]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avoiding misconception, misuse, and missed opportunities: The collection of verbal reports in educational achievement testing]]></article-title>
<source><![CDATA[Educational Measurement: Issues and Practice]]></source>
<year>2004</year>
<volume>23</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>6-15</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lyons]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Introduction to Theoretical Linguistics]]></source>
<year>1968</year>
<publisher-loc><![CDATA[Reino Unido ]]></publisher-loc>
<publisher-name><![CDATA[University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Markus]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Boorsboom]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Frontiers of Test Validity: Measurement, Causation, and Meaning.]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martin]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Portolés]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los marcadores del discurso]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Bosque]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
<name>
<surname><![CDATA[Demonte]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<source><![CDATA[Gramática descriptiva de la lengua española]]></source>
<year>2000</year>
<page-range>4051-213</page-range><publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Espasa-Calpe]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Nuñez]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Entrevista de Prototipos de Apego Adulto (EPAA): Propiedades psicométricas de su versión en Chile]]></article-title>
<source><![CDATA[Interamerican Journal of Psychology]]></source>
<year>2007</year>
<volume>41</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>261-74</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McNamara]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Magliano]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Towards a comprehensive model of comprehension]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Ross]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<source><![CDATA[The psychology of learning and motivation]]></source>
<year>2009</year>
<page-range>297-384</page-range><publisher-loc><![CDATA[Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Messick]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validity of Psychological Assessment]]></article-title>
<source><![CDATA[American Psychologist]]></source>
<year>1995</year>
<volume>50</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>741-9</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Villalobos]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Análisis de la estructura subyacente de la Prueba de Aptitud Académica (PAA) de la Universidad de Costa Rica]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Costa Rica ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Gallardo]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Cordero]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Tiempo para graduarse en la Universidad de Costa Rica: Factores Socioeconómicos y académicos asociados]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Costa Rica ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montero]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Referentes conceptuales y metodolo&#769;gicos sobre la nocio&#769;n moderna de validez de instrumentos de medición: implicaciones para el caso de personas con necesidades educativas especiales]]></article-title>
<source><![CDATA[Actualidades en Psicología]]></source>
<year>2013</year>
<volume>27</volume>
<numero>114</numero>
<issue>114</issue>
<page-range>113-28</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montero]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Villalobos]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Valverde]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Factores institucionales, pedagógicos, psicosociales y sociodemográficos asociados al rendimiento académico en la Universidad de Costa Rica: Un análisis multinivel]]></article-title>
<source><![CDATA[RELIEVE]]></source>
<year>2007</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>215-34</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murphy]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Semantic Relations and the Lexicon]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Reino Unido ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="book">
<collab>Official Languages and Bilingualism Institute</collab>
<source><![CDATA[Canadian Test of English for Scholars and Trainees]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Canadá ]]></publisher-loc>
<publisher-name><![CDATA[University of Ottawa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Padilla]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Benítez]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validity Evidence Based on Response Processes]]></article-title>
<source><![CDATA[Psicothema]]></source>
<year>2014</year>
<volume>26</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>136-44</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Powers]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Wilson]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Answering the New SAT Reading Comprehension Questions without the Passages]]></article-title>
<source><![CDATA[Journal of Educational Measurement]]></source>
<year>1995</year>
<volume>32</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>105-29</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="">
<collab>Programa Estado de la Nación</collab>
<source><![CDATA[Cuarto Informe Estado de la Educación. Costa Rica: Programa Estado de la Nación]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Remor]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desarrollo de una medida específica para la evaluación de la calidad de vida en pacientes adultos viviendo con hemofilia en América Latina: el Hemolatin-QoL]]></article-title>
<source><![CDATA[Revista Interamericana de Psicología]]></source>
<year>2005</year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>211-20</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Fallas]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Destrezas cognoscitivas en los estudiantes de décimo año de Educación Diversificada en la resolución de ítemes de analogías]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Costa Rica ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validez predictiva de los componentes del promedio de admisión a la universidad de costa rica utilizando el género y el tipo de colegio como variables control]]></article-title>
<source><![CDATA[Actualidades Investigativas en Educación]]></source>
<year>2013</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>45-69</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rupp]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Ferne]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Choi]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How Assessing Reading Comprehension with Multiple-Choice Questions Shapes the Construct: a Cognitive Processing Perspective]]></article-title>
<source><![CDATA[Language Testing]]></source>
<year>2006</year>
<volume>23</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>441-74</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rupp]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Templin]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Henson]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Diagnostic Measurement: Theory, Methods, and Applications]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[The Guilford Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los conectores discursivos: su empleo en redacciones de estudiantes universitarios costarricenses]]></article-title>
<source><![CDATA[Revista deFilología y Lingüística]]></source>
<year>2005</year>
<volume>31</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>169-99</page-range></nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schroeder]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What Readers Have and Do: Effects of Student&#8217;s Verbal Ability and Reading Time Components on Comprehension With and Without Text Availability]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2011</year>
<volume>103</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>877-96</page-range></nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[La entrevista cognitiva: Guía para su aplicación en la evaluación y mejoramiento de instrumentos de papel y lápiz]]></source>
<year>2011</year>
<publisher-loc><![CDATA[San José, Costa Rica ]]></publisher-loc>
<publisher-name><![CDATA[Instituto de Investigaciones Psicológicas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Svetina]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Gorin]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Tatsuoka]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Defining and Comparing the Reading Comprehension Construct: A Cognitive-Psychometric Modeling Approach]]></article-title>
<source><![CDATA[International Journal of Testing]]></source>
<year>2011</year>
<volume>11</volume>
<page-range>1-23</page-range></nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Taylor]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Dionne]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Accessing problem-solving strategy knowledge: The complementary use of concurrent verbal protocols and retrospective debriefing]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2000</year>
<volume>92</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villarreal]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Construcción de un modelo psicométrico cognitivo para una prueba de inteligencia fluida]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Costa Rica ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Gierl]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using the attribute hierarchy method to make diagnostic inferences about examinees&#8217; cognitive skills in critical reading]]></article-title>
<source><![CDATA[Journal of Educational Measurement]]></source>
<year>2011</year>
<volume>48</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>165-87</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
