Publicaciones

2024

San Martin, E., Perticará, M., Varas, I. M., Asahi, K., & González, J. (2024). The role of identifiability in empirical research. In W. P. Fisher, Jr. & L. R. Pendrill (Eds.), Models, measurement, and metrology extending the SI: Trust and quality assured knowledge infrastructures (K.-D. Sommer & T. Fröhlich, Eds.). De Gruyter Series in Measurement Sciences. (pp. 133-158). De Gruyter Oldenbourg. [Link]
González, J. & Wiberg, M. (2024). A family of discrete kernels for presmoothing test score distributions. In M. Wiberg, J-S. Kim, H. Hwang, H. Wu, & T. Sweet (Eds.), Quantitative psychology. pp 1-12. New York: Springer. [Link]
Bustamante-Valdés, M., Díaz-Levicoy, D., Alarcón-Bustamante, E. (2024) Analysis of formative and evaluative activities on statistical graphs in textbooks for Chilean rural multigrade education. European Journal of Investigation in Health, Psychology and Education; 14 (5), 1396-1412. [Link]

2023

González, J., & Torres-Irribarra, D. (2023). Can New Constructs Overcome the Old Challenge of Coordinating Psychological Theory and Psychometric Methods?. Psychological Inquiry 34(4), 277-279.[Link]
Carrasco, D., Torres-Irribarra, D., & González, J. (2023). Continuation Ratio Model for Polytomous Responses with Censored Like Latent Classes. In M. Wiberg, D. Molenaar, J. González, J-S. Kim, & H. Hwang (Eds.), Quantitative psychology. pp 243-256. New York: Springer. [Link]
Alarcón-Bustamante, E. , Varas, IM., San Martín, E. (2023) On the impact of missing outcomes in linear regression. Chilean Journal of Statistics 14 (1), 26-36 (Link)
Alarcón-Bustamante, E. (2023) Ignorabilidad: un supuesto clave en la dinámica de la inferencia estadística en Ciencias de la Salud. Inferencias: Boletín de Bioestadística 7 11-13. (Link)
Narea, M., Caqueo-Urízar, A., Torres-Irribarra, D. et al. (2023) Assessment of Early Childhood Mental Health in Immigrant and Local Children in Chile. Child Ind Res 16, 337–356 [Link].

2022

Marmolejo-Ramos, F., Tejo, M., Brabec, M., Kuzilek, J., Joksimovic, S., Kovanovic, V., González, J., Kneib, T., Bühlmann, P., Kook, L., Briseño-Sánchez, G., & Ospina, R. (2023). Distributional regression modeling via generalized additive models for location, scale, and shape: An overview through a data set from learning analytics. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 13(1), e1479. [Link]
Reveco-Quiroz, P., Sandoval-Díaz, J. & Alvares, D. (2022). Bayesian modeling for pro-environmental behavior data: sorting and selecting relevant variables. Stochastic Environmental Research and Risk Assessment. [Link].
Rosell, J., Vergés, A., Torres Irribarra, D. et al. (2022) Motives of Use and Internet Addiction: Development and Evidence of Validity of a Scale to Evaluate Motives of Internet Use. Int J Ment Health Addiction. [Link].
Cabezas , V., Narea , M., Torres Irribarra , D. ., Icaza , M., Escalona , G. ., & Reyes , A. . (2022). Bienestar Docente durante la Pandemia de COVID-19 en Chile: Demandas y Recursos para Afrontar la Angustia Psicológica. Psykhe, 31(1). [Link]
San Martín, E. and González, J. (2022). A Critical View on the NEAT Equating Design: Statistical Modeling and Identifiability Problems. Journal of Educational and Behavioral Statistics. [Link]
San Martín, E. and Alarcón-Bustamante, E. (2022). Dissecting Chilean surveys: The case of missing outcomes. Chilean Journal of Statistics, 13(1), 17-46. [Link]
Carrasco, D., Irribarra, D.T., González, J. (2022). Continuation Ratio Model for Polytomous Items Under Complex Sampling Design. In: Wiberg, M., Molenaar, D., González, J., Kim, JS., Hwang, H. (eds) Quantitative Psychology. IMPS 2021. Springer Proceedings in Mathematics & Statistics, vol 393. Springer, Cham. [Link]
Alarcón-Bustamante, E. (2022)Ignorar o no ignorar, esa es la cuestión. Cuadernos de Beauchef. Ciencia, tecnología y cultura. 6 (1) 15-33. [Link]
San Martín, E. (2022) Teoría del justo precio: del mercado autorregulado al espacio político deliberativo. Cuadernos de Beauchef. Ciencia, tecnología y cultura. 6 (1) 57-. [Link]

2021

Alarcón-Bustamante, E., San Martín, E. & González, J. (2021). On the marginal effect under partitioned populations: Definition and Interpretation. In Wiberg, M., Molenaar, M., González, J., Böckenholt, U., and Kim, JS. (Eds.), Quantitative Psychology. Springer Proceedings in Mathematics & Statistics, vol 353. Springer, Cham. [Link]
Arancibia-Collao, F., y San Martín, E., 2021. El valor de la privacidad en el combate al COVID-19 en Chile: análisis de las tecnologías de trazabilidad. Temas de Agenda Pública, 16(143), 1-17. Centro de Políticas Públicas UC. [Link]
Calderón, F. & González, J. (2021) Analyses of the Factor Structure and Item Measurement Bias of School Climate Scale in Chilean Students. Frontiers in Education (6), 231. [Link]
Calderón F., González J. (2021) Polytomous IRT Models Versus IRTree Models for Scoring Non-cognitive Latent Traits. In: Wiberg M., Molenaar D., González J., Böckenholt U., Kim JS. (eds) Quantitative Psychology. Springer Proceedings in Mathematics & Statistics, vol 353. [Link]
González J., Wallin G. (2021) An Illustration on the Quantile-Based Calculation of the Standard Error of Equating in Kernel Equating. In: Wiberg M., Molenaar D., González J., Böckenholt U., Kim JS. (eds) Quantitative Psychology. Springer Proceedings in Mathematics & Statistics, vol 353. Springer, Cham. [Link]
San Martín, E., Ovalle, A. Nueva Constitución y sistemas electorales de asignación parlamentaria. Temas de Agenda Pública, 16(150), 1-30. Centro de Políticas Públicas UC. [Link]
Torres I., D. 2021. A Pragmatic Perspective of Measurement. SpringerBriefs in Psychology. Springer, Cham. [Link]
Wiberg M., González J. (2021) Possible Factors Which May Impact Kernel Equating of Mixed-Format Tests. In: Wiberg M., Molenaar D., González J., Böckenholt U., Kim JS. (eds) Quantitative Psychology. Springer Proceedings in Mathematics & Statistics, vol 353. Springer, Cham. [Link]
Discussion paper 2021|02: A Pseudo-likelihood Approach to the Partial Credit Model: Theory and Applications.
Discussion paper 2021|01: Rasch y Skinner ¿Psicometría sin Psicología?

2020

Alarcón-Bustamante, E., San Martín, E. & González, J. (2020). Predictive validity under partial observability. In Wiberg, M., Molenaar, M., González, J., Böckenholt, U., and Kim, JS. (Eds.), Quantitative Psychology. IMPS2019. Springer Proceedings in Mathematics & Statistics, vol 322. Springer, Cham. [Link]
Varas, I.M., González, J., & Quintana F.A. A Bayesian Nonparametric Latent Approach for Score Distributions in Test Equating. Journal of Educational and Behavioral Statistics. 2020;45(6):639-666. [Link]
Boeck, P., Gore, L., González, T., & Martín, E. (2020). An Alternative View on the Measurement of Intelligence and Its History. In R. Sternberg (Ed.), The Cambridge Handbook of Intelligence (Cambridge Handbooks in Psychology, pp. 47-74). Cambridge: Cambridge University Press. [Link]
Discussion paper 2020|06: Las posibilidades de elegir convencionales según el Sistema de D’Hondt.
Discussion paper 2020|05: El sistema de D’Hondt ¿Cómo funciona y qué significa?
Discussion paper 2020|04: ¿Cómo presentar imparcialmente resultados del plebiscito? El caso del distrito 11.
Discussion paper 2020|03: Muchas curvas, misma información: Sobre indeterminación del modelo SIR y su uso en el contexto de la pandemia del COVID-19.
Discussion paper 2020|02: How to Broker the Evaluation of Public Policies? A strategy to Reveal Inherent Uncertainties in Policy-Decision Making.
Discussion paper 2020|01: How Fair is to be Fair? Revisiting Test Equating under the NEAT Design.

2019

Fariña, P., González, J., San Martín, E. (2019). The Use of an Identifiability-Based Strategy for the Interpretation of Item Parameters in the 1PL-G and Rasch Models. Psychometrika. 84(2):511-528. [Link]
Janssen, R., González, J., San Martín, E. (2019). Standard-Setting Procedures for Counts Data. Journal Of Applied Measurement. 20(2):134-145.
Varas, I., González, J., Quintana, F. (2019). A New Equating Method Through Latent Variables. In M. Wiberg, S. A. Culpepper, R. Janssen, J. González & D. Molennar (Eds.), Quantitative psychology: The 83nd annual meeting of the psychometric society, New York, 2018. Springer International Publishing. [Link]
González, J., Gempp, R. (in press). Comparabilidad de las mediciones: un componente clave para la validez de las pruebas educativas. In J. Manzi, María Rosa García & Sandy Taut. Validez de sistemas de evaluación educacional en Chile y Latinoamérica.

2018

González, J., San Martín, E, (2018). An alternative view of the NEAT design in test equating. In M. Wiberg, S. A. Culpepper, R. Janssen, J. González & D. Molenaar (Eds.), Quantitative psychology: The 82nd annual meeting of the psychometric society, Zurich, Switzerland, 2017. pp 111-120. New York: Springer. [Link]
Gutiérrez, L., Barrientos, A. F., González, J., Taylor-Rodríguez, D. (2018). A Bayesian nonparametric multiple testing procedure for comparing several treatments against a control. Bayesian Analysis. doi:10.1214/18-BA1122.

2017

González, J. & Wiberg, M. (2017). Applying Test Equating Methods. Springer International Publishing. [Link]
Santelices, M. V., Valencia, E., Gonzalez, J., & Taut, S. (2017). Two teacher quality measures and the role of context: evidence from Chile. Educational Assessment, Evaluation and Accountability, 29(2), 111-146. [Link]
Santelices, M. V., Catalán, X., Horn, C. & Venegas, A. (2017). High School Ranking in University Admissions at a National Level: Theory of Action and Early Results from Chile. Higher Education Policy, 1-21. [Link]
Page, G. L., San Martín, E., Orellana, J., & González, J. (2017). Exploring complete school effectiveness via quantile value added. Journal of the Royal Statistical Society: Series A (Statistics in Society), 180(1), 315-340. [Link]
Discussion paper_2017|04: An Alternative View on the NEAT Design in Test Equating.
Discussion paper_2017|03: Construcción de un Espacio de Conocimiento.
Discussion paper 2017|02: On the Implementation of Integrated Leadership Model as Public Policy.
Discussion paper 2017|01 : Responsabilidad del uso de Modelos con Variables Latentes.

2016

Milla, J., San Martín, E. & Van Bellegem, S. (2016). Higher Education Value Added using Multiple Outcomes. Journal of Educational Measurement, 53, 368-400.
San Martín, E. (2016). Identifiability of Structural Characteristics: How relevant is in the Bayesian Approach? Accepted for publication in the Brazilian Journal of Probability and Statistics.
Milla, J., San Martín, E. & Van Bellegem, S. (2016). Higher education value added using multiple outcomes. Journal of Educational Measurement, 53(3), 368-400.
González, S., González, T. y Jouannet, C. (2016). Metodología Aprendizaje Servicio (A+S): Una oportunidad de desarrollo de habilidades transversales en estudiantes universitarios. Educación y Diversidad, 10(2), 115-126.

2015

Avello, D. (2015) Impacto. En Una ruta de mejoramiento escolar Aprendizaje desde la experiencia. Editorial Norma de Chile S.A: Chile.
Barrientos, A., González, J., & Quintana, F. (2015). Bayesian Nonparametric Estimation Of Test Equating Functions With Covariates. Computational Statistics & Data Analysis, 89(1), 222-244.
Claro, M., Cabello, T., San Martín, E., & Nussbaum, M. (2015). Comparing marginal effects of Chilean students’ economic, social and cultural status on digital versus reading and mathematics performance. Computers & Education, 82, 1-10.
Christofides, L. N., Hoy, M., Milla, J., & Stengos, T. (2015). Grades, aspirations and post-secondary education outcomes. Canadian Journal of Higher Education, 45(1), 48-82.
Christofides, L.M., Hoy, M., Milla, J. & Stengos, J. (2015) Intergenerational Transmission of Higher Education: Nature vs. Nurture, IZA Discussion Paper 9046.
Fariña, E. San Martín, D. Preiss, M. Claro & Jara, I. (2015). Measuring the relation between Computer Use and Reading Literacy in the Presence of Endogeneity. Computers & Education, 80, 176-186.
González, J., Barrientos, A. F., & Quintana, F. A. (2015). A Dependent Bayesian Nonparametric Model for Test Equating. In Millsap, R.E., Bolt, D.M., van der Ark, L.A., Wang, W.-C. (Eds.) Quantitative Psychology Research. Springer Proceedings in Mathematics & Statistics, 89, 213-226.
Jara, I., Claro, M., Hinostroza, E., San Martín, E., Rodríguez, P., Cabello, T., Ibieta, A., & Labbé, C. (2015). Understanding factors related to Chilean students’ Digital Skills: A mixed method analysis. Computers & Education, 88, 387-398.
Maris, G., Bechger, T. & San Martín, E. (2015). A Gibbs sampler for the (Extended) marginal Rasch Model. Psychometrika, 80(4), 859–879.
San Martín, E., González, J., & Tuerlinckx, F. (2015). Erratum to: On the unidentifiability of the fixed-effects 3PL model. Psychometrika, 80(4), 1146-1146.
San Martín, E., González, J., & Tuerlinckx, F. (2015). On the unidentifiability of the fixed-effects 3PL model. Psychometrika, 80(2), 450-467.
San Martín, E. (2015). Identification of Item Response Theory Models. In: W. van der Linden (Ed.), Handbook of Item Response Theory, Volumen 2, Chapter 8.  11
San Martín, E. & De Boeck, P. (2015). What do you mean by a difficult item? On the interpreta- tion of the difficulty parameter in Rasch models. In: Roger E. Millsap, Daniel M. Bolt, L. Andries van der Ark, Wen-Chung Wang (Eds.), Quantitative Psychology Research, Springer Proceedings in Mathematics & Statistics, 89, Chapter 1.
San Martín, E. (2015). Modelos Rasch: ¿cuán(in-)coherentemente son presentados y utilizados? Actualidades en Psicología, 29, 91-102.
San Martín, E. (2015). Caracterizando caminos de mejora a partir del Instrumento de Innovación Social Efectiva ISE. En: F. Cortez-Monroy & T. Matus (Eds.), Innovación Social Efectiva. Una propuesta de evaluación para programas sociales, pp. 294-301. Editorial Librosdementira Ltda, Santiago, Chile.
Santelices, M. V. & Wilson, M. (2015). The Revised SAT Score and Its Potential Benefits for the Admission of Minority Students to Higher Education. Education Policy Analysis Archives, 23 (125).
Santelices, M. V., Galleguillos, P., González, J., & Taut, S. (2015). Un Estudio Sobre la Calidad Docente en Chile: El Rol del Contexto en Donde Enseña el Profesor y Medidas de Valor Agregado. Psyhke, 24(1), 1-14.

2014

De Boeck, P., González, J., Tuerlinckx, F. (2014). Linear Mixed Modeling For Data From a Double Mixed Factorial Design With Covariates. a Case Study On Semantic Categorization Response Times. Journal Of The Royal Statistical Society: Series C (Applied Statistics), 63(2):289-302.
González, J. (2014). Snsequate: Standard And Nonstandard Statistical Models And Methods For Test Equating. Journal Of Statistical Software, 59(7),1-30.
Manzi, J., San Martín, E. & Van Bellegem, S. (2014). School System Evaluation by Value-Added Models Under Endogeneity. Psychometrika, 79, 130-153.
Medina, L., Valdivia, A., y San Martín, E. (2014). Prácticas pedagógicas para la enseñanza de la lectura inicial: Un estudio en el contexto de la evaluación docente chilena. Psykhe, 23(2), 1-13.
Oulhaj, A., & San Martin, E. (2014). Generating data from improper distributions: application to Cox proportional hazards models with cure. Journal of Statistical Computation and Simulation, 84(1), 204-214.

2013

Castro, L., San Martín, E., & Arellano-Valle, R. (2013). A Note on the Parameterization of Multivariate Skewed-Normal Distributions. Brazilian Journal of Probability and Statistics, 27, 110- 115.
Preiss, D., Castillo, J. C., Flotts, P., & San Martín, E. (2013). Assessment of argumentative writing and critical thinking in higher education: Educational correlates and gender differences. Learning and Individual Differences, 28, 193-203.
San Martín, E., Rolin, J.-M., & Castro, L. M. (2013). Identification of the 1PL Model with Guessing Parameter: Parametric and Semi-parametric Results. Psychometrika, 78, 341-379.
San Martín, E. (2013). Identification of Item Response Theory Models. In: R.K. Hambleton and W. van der Linden (Eds.), Handbook of Item Response Theory: Models, Statistical Tools, and Applications, Volumen 2, Chapter 8.
San Martín, E., & Rolin, J.-M. (2013). Identification of Parametric Rasch-type Models. Journal of Statistical Planning and Inference, 143, 116-130.
San Martín, E., Rolin, J.-M., & Castro, L. M. (2013). Identification of the 1PL Model with guessing parameter: Parametric and Semi-parametric results. Psychometrika, 78, 341-379.
San Martín, E., & Carrasco, A. (2013). Criterios para evaluar la metodología oficial de clasificación de escuelas: ¿un asunto técnico o conceptual? [Criteria to assess the official methodology of classification of schools: a technical or conceptual matter?]. Propuestas para Chile [Proposals for Chile], 85-114.

2012

Claro, M., Preiss, D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., Cortés, S. & Nussbaun, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59, 1042-1053.
San Martín, E. & Carrasco, A. (2012). Clasificación de Escuelas en la Nueva Institucionalidad Educativa: Contribución de Modelos de Valor-Agregado para una Responsabilización Justa. Serie Temas de la Agenda Pública, Centro de Políticas Públicas UC 7, No. 53.
Carrasco, A. & San Martín, E. (2012). Voucher System and School Effectiveness: reassessing school performance difference and parental choice decision-making. Estudios de Economía, 39, 123-141.
Domínguez, M., Bascopé, M., Meckes, L., & San Martín, E. (2012). ¿ Producen mejores resultados las carreras de Pedagogía Básica con más años de acreditación?. Estudios Públicos, 128, 1-59.
Taut, S., Santelices, V. & Stecher, B. (2012). Validation of a National Teacher Assessment and Improvement System. Educational Assessment, 17, 163-199.

2011

Galdames, V., Medina, L., San Martín, E., Gaete, R., & Valdivia, A. (2011). ¿Qué actividades realizan los docentes de NB1 para enseñar a leer en situación de evaluación docente? Enfoques tras las prácticas pedagógicas. La evaluación docente en Chile, 200-203.
Hinostroza, J., Brun, M., Labbé, C., San Martín, E., Vargas, J., Fryer, M., Almonacid, M., Quijano, U., Dal Borgo, M., & Obidah, J. (2011). The Relation of the Availability and Use of Computers with Students’ and Teachers’ Performance in Secondary Schools in Barbados. Office of Evaluation and Oversight OVE, Interamerican Development Bank, Working Paper OVE/WMP07/11.
Preiss, D., San Martín, E., Alegría, I., Espinoza, A. M., Núñez, M. y Ponce, L. (2011). Estructura y discurso en el aula matemática de primer ciclo: Enseñanza matemáticas fomentando la apropiación privada de términos y procedimientos. En: Centro de Estudios MINEDUC (Eds.), Evidencias para Políticas Públicas en Educación, Ministerio de Educación: Chile, 127–165.
San Martín, E., Jara, A., Rolin, J.-M., & Mouchart, M. (2011). On the Bayesian nonparametric generalization of Rasch-type models. Psychometrika, 76, 385-409.
San Martín, E., Claro, M., Fariña, P., Jara, I. & Preiss, D., (2011). ¿Cuál es el impacto del acceso y uso de Tics en los resultados de las mediciones de lectura y lectura digital en PISA 2009? Análisis comparativo en cinco naciones. Evidencias para Políticas Públicas en Educación.

2010

San Martín, E. & González, J. (2010). Bayesian Identifiability: Contributions to an Inconclusive Debate. Chilean Journal of Statistics, 1, 69-91.
Santelices, M. V. & Wilson, M. (2010). Unfair Treatment? The Case of Freedle, the SAT and the Standardization Approach to Differential Item Functioning. Harvard Educational Review. 80(1), 106-133.

2009

Erdinc, H. & Milla, J., (2009) Analysis of Cointegration in Capital Markets of France, Germany, and United Kingdom, with Hande, Economics & Business Journal: Inquiries & Perspectives, 2(1), 109-123.
González, J. & E. San Martín, E. (2009). Rendimiento en la prueba PISA: ¿Es posible entender los alcances y límites de las comparaciones entre países?. In L. Cariola, G. Cares and E. Lagos (Eds.), ¿Qué nos dice PISA sobre la Educación de los jóvenes en Chile? Nuevos Análisis y Perspectivas sobre los Resultados de Pisa 2006, pp. 327–351. Published by the International Studies, Curriculum and Evaluation Office from the Ministry of Education of the Chilean Government.
San Martín, E., González, J. & Tuerlinckx, F. (2009). Identified Parameters, Parameters of Interest and Their Relationships. Measurement: Interdisciplinary Research and Perspective, 7, 95-103.

2008

del Pino, G., San Martín, E., González, J. & De Boeck, P. (2008). On the Relationships Between Sum Score Based Estimation and Joint Maximum Likelihood Estimation. Psychometrika, 73, 145– 151.
Jara, A., Quintana, F., & San Martín, E. (2008). Linear Mixed Models with Skew-elliptical Distributions: A Bayesian Approach. Computational Statistics and Data Analysis, 52, 5033-5045.
De Boeck, P., González, J., Tuerlinckx, F. (2008). A Double-Structure Structural Equation Model For Three-Mode Data. Psychological Methods, 13(4), 337-353.
González, J., Preiss, D. & San Martín, E. (2008). Evaluando el discurso docente: desarrollo de un modelo Rasch a partir de evidencia audiovisual de profesores chilenos de primer ciclo de Educación básica en el área lenguaje. Revista Iberoamericana de Evaluación Educativa, 1, 137-147.

2007

Geiser, S., & Santelices, M. V. (2007). Validity of High-School Grades in Predicting Student Success beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes. Research & Occasional Paper Series: CSHE. Center for studies in higher education: UC Berkeley.
San Martín, E. & Mouchart, M. (2007). On Joint Completeness: Sampling and Bayesian Versions, and Their Connections. Sankhya: The Indian Journal of Statistics, 69, 780–807.

2006

San Martín, E., del Pino, G., & De Boeck, P. (2006). IRT Models for Ability-Based Guessing. Applied Psychological Measurement, 30, 183–203.

2005

San Martín, E., Mouchart, M. & Rolin, J.-M. (2005). Ignorable Common Information, Null Sets and Basu’s First Theorem (2005). Sankhya: The Indian Journal of Statistics, 67, 674-698.

2003

Aravena, R., del Pino, G., & San Martín, E. (2003). Capacidad Predictiva de la PAA. Perspectivas, 6, 203–217.
Flahaut, B., Mouchart, M., San Martin, E., & Thomas, I. (2003). The local spatial autocorrelation and the kernel method for identifying black zones: A comparative approach. Accident Analysis & Prevention, 35(6), 991-1004.
Manzi, J. y San Martín, E. (2003). La necesaria complementariedad entre la teoría clásica de medición (TCM) y la teoría de respuesta al ítem (IRT). Estudios Públicos, 90, 145–183.
Mouchart, M. & San Martín, E. (2003). Specification and Identification Issues in Models Involving a Latent Hierarchical Structure. Journal of Statistical Planning and Inference, 111, 143–163.
San Martín, E. (2003) Modeling Problems Motivated by the Specification of Latent Linear Structures. Journal of Mathematical Psychology, 47, 572–579.

2002

Arellano-Valle, R. B., del Pino, E. & San Martín, E. (2002). Definition and probabilistic properties of skew-distributions. Statistics and Probability Letters, 58, 111–121 .
San Martín, E. & Quintana, F. (2002). Consistency and Identifiability Revisited. Brazilian Journal of Probability and Statistics,16, 99–106.