The d2 test is a cancellation test to measure attention, visual scanning, and processing speed. It is the most frequently used test of attention in Europe. Although it has been validated using factor analytic techniques and correlational analyses, its fit to item response theory models has not been examined. We evaluated the fit of the d2 test to the Rasch Poisson Counts Model (RPCM) by examining the fit of six different scoring techniques. Only two scoring techniques—concentration performance scores and total number of characters canceled—fit the RPCM. The individual items fit the RPCM, with negligible differential item functioning across sex. Graphical model check and likelihood ratio test confirmed the overall fit of the two scoring techniques to RPCM.

Background:Attention is a basic neurocognitive function which is a prerequisite for performance on more complex cognitive tasks. The Ruff 2 & 7 test is a well-known measure of attention with a well-supported theoretical and empirical underpinnings.Objective:The Ruff 2 & 7 test, has not been subjected to rigorous item response theory analysis yet. The purpose of this research was to examine the fit of the Ruff 2 & 7 test to the Rasch Poisson Counts Model (RPCM).Methods:Responses of 138 nonclinical subjects to the Ruff 2 & 7 test were analyzed with the RPCM measurement model using ‘lme4’ package in R. The fit of the individual items (blocks) and the overall test to the model were examined.Results:Findings showed that three out of seven scoring techniques fit the Rasch model. The scoring techniques which fitted the model were total number of characters cancelled, total number of characters correctly cancelled, and total number of characters correctly cancelled minus errors of commission.Conclusion:Three of the scoring techniques fit the RPCM which support the internal validity of the test when these scoring procedures were employed. Therefore, the Ruff 2 & 7 test is psychometrically uni-dimensional when these three scores are computed.

The present study aimed to investigate the relationship between a number of cognitive abilities (auditory/visual attention, processing speed, and fluid intelligence) and listening comprehension. A total of 97 undergraduate EFL students participated in the study. Tests of auditory and visual attention, processing speed, verbal and nonverbal fluid intelligence, overall English language proficiency, and listening comprehension were administered to the participants. The results indicated that the measure of English proficiency had the highest correlation with the listening test followed by measures of attention and processing speed. Hierarchical regression analysis indicated that 17% of the variance in listening comprehension was explained by the cognitive factors. The addition of second language proficiency to the regression model in the second step added another 25% to the total variance explained. That is, foreign language proficiency, after controlling for cognitive abilities, can explain 25% of the variance in listening comprehension. These findings suggest that understanding when listening in L2 involves cognitive information processing skills in addition to proficiency in that language.