Performance evaluations, need for cognition, and the acquisition of a complex skill: an attribute–treatment interaction

2005 ◽  
Vol 38 (8) ◽  
pp. 1867-1877 ◽  
Author(s):  
Jazmine Espejo ◽  
Eric Anthony Day ◽  
Ginamarie Scott
Keyword(s):  
Need For Cognition ◽  
Performance Evaluations ◽  
Complex Skill ◽  
Treatment Interaction

Need for cognition and complex skill training: An attribute-treatment interaction

2009 ◽  
Author(s):  
Lauren E. McEntire ◽  
Xiaoqian Wang ◽  
Eric A. Day ◽  
Vanessa K. Kowollik ◽  
Paul R. Boatman ◽  
...  
Keyword(s):  
Skill Training ◽  
Need For Cognition ◽  
Complex Skill ◽  
Treatment Interaction

Declarative and Procedural Knowledge in Skill Acquisition: An Aptitude — Treatment Interaction Framework for Training

1988 ◽  
Vol 32 (18) ◽  
pp. 1241-1245
Author(s):  
Phillip L. Ackerman ◽  
Ruth Kanfer
Keyword(s):  
Skill Acquisition ◽  
Procedural Knowledge ◽  
Empirical Studies ◽  
Attentional Focus ◽  
Knowledge Compilation ◽  
Attentional Model ◽  
Complex Skill ◽  
Intellectual Abilities ◽  
Treatment Interaction ◽  
Empirical Demonstration

This paper focuses on the interactions among four constructs during skill acquisition: (1) the dynamic changes in attentional demands of the task to be acquired, (2) individual differences in cognitive and intellectual abilities, (3) conative (motivational), metacognitive processes involved in changes of attentional focus, and (4) knowledge structures acquired through part-task training. An attentional model is reviewed that describes how these variables interact during three phases of skill acquisition (i.e., during declarative knowledge, knowledge compilation, and at the level of proceduralized knowledge). Empirical demonstration of the framework is provided in the context of complex skill acquisition. Supportive results from a series of empirical studies are reviewed.

Modeling the links between need for cognition and the acquisition of a complex skill

2007 ◽  
Vol 42 (2) ◽  
pp. 201-212 ◽  
Author(s):  
Eric Anthony Day ◽  
Jazmine Espejo ◽  
Vanessa Kowollik ◽  
Paul R. Boatman ◽  
Lauren E. McEntire
Keyword(s):  
Need For Cognition ◽  
Complex Skill

Relationships Between Subjective Ratings and Objective Measures of Performance in Speechreading Sentences

1997 ◽  
Vol 40 (4) ◽  
pp. 900-911 ◽  
Author(s):  
Marilyn E. Demorest ◽  
Lynne E. Bernstein
Keyword(s):  
Hearing Impairment ◽  
Performance Evaluations ◽  
Objective Measures ◽  
Large Individual ◽  
Subjective Ratings ◽  
Objective Performance ◽  
Phonetic Distance ◽  
Stimulus Length ◽  
Measures Of Performance ◽  
Confidence Scale

Ninety-six participants with normal hearing and 63 with severe-to-profound hearing impairment viewed 100 CID Sentences (Davis & Silverman, 1970) and 100 B-E Sentences (Bernstein & Eberhardt, 1986b). Objective measures included words correct, phonemes correct, and visual-phonetic distance between the stimulus and response. Subjective ratings were made on a 7-point confidence scale. Magnitude of validity coefficients ranged from .34 to .76 across materials, measures, and groups. Participants with hearing impairment had higher levels of objective performance, higher subjective ratings, and higher validity coefficients, although there were large individual differences. Regression analyses revealed that subjective ratings are predictable from stimulus length, response length, and objective performance. The ability of speechreaders to make valid performance evaluations was interpreted in terms of contemporary word recognition models.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Investment Traits and Intelligence in Adulthood

2013 ◽  
Vol 34 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Sophie von Stumm
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Fluid Intelligence ◽  
Need For Cognition ◽  
Openness To Experience ◽  
Intelligence Tests ◽  
Crystallized Intelligence ◽  
New Knowledge ◽  
The Relationship ◽  
Over Time

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

Election Poster Persuasion

2018 ◽  
Vol 49 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Malte Schott ◽  
Jule Wolf
Keyword(s):  
Political Parties ◽  
Policy Evaluation ◽  
Political Party ◽  
Need For Cognition ◽  
Evaluation Study ◽  
Additional Measure ◽  
Political Preferences ◽  
Policy Statements ◽  
Voting Intentions

Abstract. We examined the effect of presenting unknown policy statements on German parties’ election posters. Study 1 showed that participants inferred the quality of a presented policy from knowledge about the respective political party. Study 2 showed that participants’ own political preferences influenced valence estimates: policy statements presented on campaign posters of liked political parties were rated significantly more positive than those presented on posters of disliked political parties. Study 3 replicated the findings of Study 2 with an additional measure of participants’ need for cognition. Need for cognition scores were unrelated to the valence transfer from political parties to policy evaluation. Study 4 replicated the findings of Studies 2 and 3 with an additional measure of participants’ voting intentions. Voting intentions were a significant predictor for valence transfer. Participants credited both their individually liked and disliked political parties for supporting the two unknown policies. However, the credit attributed to the liked party was significantly higher than to the disliked one. Study 5 replicated the findings of Studies 2, 3, and 4. Additionally, participants evaluated political clubs that were associated with the same policies previously presented on election posters. Here, a second-degree transfer emerged: from party valence to policy evaluation and from policy evaluation to club evaluation. Implications of the presented studies for policy communications and election campaigning are discussed.

Meta-Cognition Predicts Attitude Depolarization and Intentions to Engage With the Opposition Following Pro-Attitudinal Advocacy

2020 ◽  
Vol 51 (6) ◽  
pp. 408-421
Author(s):  
Ravini S. Abeywickrama ◽  
Simon M. Laham
Keyword(s):  
Need For Cognition

Abstract. Across two studies we show that attitudes can paradoxically depolarize when people advocate for their own opinions. In Study 1 ( n = 276), we show that attitude depolarization is driven by how much meta-cognitive confidence people place in their advocacy attempt, such that those who experience low confidence during advocacy are more likely to depolarize. In Study 2 ( n = 495), we show that meta-cognitive confidence predicts communicative intentions, such as intentions to engage with those holding dissimilar views. In Study 2, we also show that the confidence–polarization and confidence–engagement links are unaffected by audience attitudes, but are moderated by Need-for-Cognition. The findings suggest that confidence and level of elaboration may predict some self-persuasive effects of pro-attitudinal advocacy.

Need for Cognition as a Moderator of Social Loafing

2000 ◽  
Author(s):  
Natalie A. Kerr ◽  
Brian N. Smith ◽  
Michael J. Markus ◽  
Mark F. Stasson
Keyword(s):  
Need For Cognition ◽  
Social Loafing
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