Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
12 Cards in this Set
- Front
- Back
|
(Ree, Earles, & Teachout, 1994) |
* found that g (GMA) was the best predictor of work sample criteria across 7 jobs * specific abilities or knowledge (s) added a statistically significant but practically small amount to predictive efficiency * Thus, they claimed there's not much value in considering specific cognitive abilities in addition to GMA |
|
|
(Carroll, 1993) |
* found that specific abilities (verbal, arithmetic, figural reasoning) positively correlate * hierarchal three strata model -> specific, broad, general ability * continues to call for more research investigating value of narrow abilities |
|
|
(Zazanis et al., 2001) |
* knowledge of the usefulness and narrow abilities has potentially been limited by deficient criterion assessment; criterion bandwidth and fidelity. |
|
|
(Alonso et al., 2008) |
Not a strong relationship between cognitive ability and OCBs |
|
|
(Lang et al. 2010) |
Specific abilities more predictive for low-complexity jobs |
|
|
(Schmidt & Hunter, 2004) |
Evidencewas summarized indicating that weighted combinations ofspecific aptitudes (e.g., verbal, spatial, or quantitative aptitude)tailored to individual jobs do not predict job performance betterthan GMA measures alone, thus disconfirming specific aptitudetheory |
|
|
Need more than just g |
-only predicts initial job performance (Kuncel, Ones, & Sackett, 2010) -better at predicting task than contextual performance |
|
|
Cattell (1971) |
investable (fluid) and invested (crystallized) intelligence |
|
|
Wagner and Sternberg (1985) |
- practical intelligence is defined as “a broader conceptualization of the abilities needed for real-world success” and can be characterized as “street smarts” or common sense” - Tacit knowledge is a factor of practical intelligence and includes knowledge gained through everyday experience rather than explicit, articulated training or guidance - Wagner and Sternberg (1990) and Sternberg et al. (2000) found that measures of tacit knowledge exhibit incremental validity over and above traditional intelligence tests. |
|
|
Mayer & Salovey (1997) |
definedEI as the ability to monitor one’s own and others’ emotions, discriminatebetween emotions, and use this information to guide thinking and action - Results of a meta-analysis found that EI was a valid predictor of performance in high emotional labor jobs (Joseph & Newman, 2010)- measures of EI provided incremental validity over measures of personality and cognitive ability but only for job high on emotional labor. - criticisms of conceptualization of EI as a trait or mixed model (Cote, 2014) |
|
|
(Earley & Ang, 2003) |
- CQ refers to the capacity to adapt to varying cultural contexts - Ward et al. (2008) found that different measures of CQ resulted in good convergent validity - failed to demonstrate the incremental validity of CQ over and above personality and cognitive ability - |
|
|
Ones et al. (2012) |
the three strata model proposed by Carroll in 1993 continues to be the dominant taxonomy for the individual difference construct of intelligence - According to Carroll, cognitive ability tests primarily measure intelligences within the second stratum |
