Statistical Analysis of Structured Latent Attribute Models

Abstract

In modern psychological and biomedical research with diagnostic purposes, scientists often formulate the key task as inferring the fine-grained latent information under structural constraints. These structural constraints usually come from the domain experts' prior knowledge or insight. The emerging family of Structured Latent Attribute Models (SLAMs) accommodate these modeling needs and have received substantial attention in psychology, education, and epidemiology. SLAMs bring exciting opportunities and unique challenges. In particular, with high-dimensional discrete latent attributes and structural constraints encoded by a structural matrix, one needs to balance the gain in the model's explanatory power and interpretability, against the difficulty of understanding and handling the complex model structure. This dissertation studies such a family of structured latent attribute models from theoretical, methodological, and computational perspectives. On the theoretical front, we present identifiability results that advance the theoretical knowledge of how the structural matrix influences the estimability of SLAMs. The new identifiability conditions guide real-world practices of designing diagnostic tests and also lay the foundation for drawing valid statistical conclusions. On the methodology side, we propose a statistically consistent penalized likelihood approach to selecting significant latent patterns in the population in high dimensions. Computationally, we develop scalable algorithms to simultaneously recover both the structural matrix and the dependence structure of the latent attributes in ultrahigh dimensional scenarios. These developments explore an exponentially large model space involving many discrete latent variables, and they address the estimation and computation challenges of high-dimensional SLAMs arising from large-scale scientific measurements. The application of the proposed methodology to the data from international educational assessments reveals meaningful knowledge structures of the student population.