Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.
Psicothema was founded in Asturias (northern Spain) in 1989, and is published by the Psychology Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias). We currently publish four issues per year.
We accept work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.
Psicothema is included in the most important national and international databases, notably Psychological Abstracts, Current Contents and MEDLINE/Index Medicus; it is also on the Impact Factor lists drawn up by the prestigious Institute for Scientific Information. Looking to the future, Psicothema will continue to be open to any psychological approach or perspective backed up by the strength of its data and arguments, and to welcome any author capable of convincing our reviewers that their manuscript meets the standards of quality we demand.
Psicothema is an open access journal which means that all content is freely available without charge to any user or institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author, as long as reference to the original source is made. For content coverage outside of our network, links to the Psicothema website are preferred.
We believe that a decisive commitment to quality is the best guarantee for our readers, whose suggestions will always be welcome.
Artificial Intelligence (AI) is increasingly used to enhance traditional assessment practices by improving efficiency, reducing costs, and enabling greater scalability. However, its use has largely been confined to large corporations, with limited uptake by researchers and practitioners. This study aims to critically review current AI-based applications in test construction and propose practical guidelines to help maximize their benefits while addressing potential risks. Method: A comprehensive literature review was conducted to examine recent advances in AI-based test construction, focusing on item development and calibration, with real-world examples to demonstrate practical implementation.
Artificial Intelligence (AI) is increasingly used to enhance traditional assessment practices by improving efficiency, reducing costs, and enabling greater scalability. However, its use has largely been confined to large corporations, with limited uptake by researchers and practitioners. This study aims to critically review current AI-based applications in test construction and propose practical guidelines to help maximize their benefits while addressing potential risks. READ MORE
Detecting late talkers among children is important because they are at greater risk of subsequently manifesting persistent disorders in language development. Therefore, it would be beneficial to have quick measurement tools with adequate psychometric properties, which have not yet been developed. This study set out to develop, analyse and validate the factor structure of an observational scale for detecting Late Language Emergence (LLE) in Spanish-speaking children aged 2-3 years that could be applied not only by language professionals but also teachers in early childhood education centres for children aged 0-3 years.
Detecting late talkers among children is important because they are at greater risk of subsequently manifesting persistent disorders in language development. Therefore, it would be beneficial to have quick measurement tools with adequate psychometric properties, which have not yet been developed. This study set out to develop, analyse and validate the factor structure of an observational scale for detecting Late Language Emergence (LLE) in Spanish-speaking children aged 2-3 years that could be applied not only by language professionals but also teachers in early childhood education centres for children aged 0-3 years.
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Developing assessments in multiple languages is hugely complex, impacting every stage from test development to scoring, and evaluating scores. Different approaches are needed to examine comparability and enhance validity in cross-lingual assessments. Method: A review of literature and practices relating to different methods used in cross-lingual assessment is presented. Results: There has been a shift from source-to-target language translation to developing items in multiple languages simultaneously. Quantitative and qualitative methods are used to link and evaluate assessments across languages and provide validity evidence. Conclusions: This article provides practitioners with an overview and research-based recommendations relating to test development, linking, and validation of assessments produced in multiple languages.
Developing assessments in multiple languages is hugely complex, impacting every stage from test development to scoring, and evaluating scores. Different approaches are needed to examine comparability and enhance validity in cross-lingual assessments. Method: A review of literature and practices relating to different methods used in cross-lingual assessment is presented.
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