Predicting Training Success with General Mental Ability, Specific Ability Tests, and (Un)Structured Interviews: A meta-analysis with unique samples

2011 ◽  
Vol 19 (2) ◽  
pp. 170-182 ◽  
Author(s):  
Matthias Ziegler ◽  
Erik Dietl ◽  
Erik Danay ◽  
Markus Vogel ◽  
Markus Bühner
Keyword(s):  
Meta Analysis ◽  
Mental Ability ◽  
Structured Interviews ◽  
General Mental Ability ◽  
Ability Tests ◽  
Training Success

The Validity of Specific Cognitive Abilities for the Prediction of Training Success in Germany

2014 ◽  
Vol 13 (3) ◽  
pp. 123-133 ◽  
Author(s):  
Wiebke Goertz ◽  
Ute R. Hülsheger ◽  
Günter W. Maier
Keyword(s):  
Cognitive Abilities ◽  
Personnel Selection ◽  
Meta Analysis ◽  
Mental Ability ◽  
Occupational Category ◽  
General Mental Ability ◽  
Training Success ◽  
Specific Cognitive Abilities ◽  
Better Than

General mental ability (GMA) has long been considered one of the best predictors of training success and considerably better than specific cognitive abilities (SCAs). Recently, however, researchers have provided evidence that SCAs may be of similar importance for training success, a finding supporting personnel selection based on job-related requirements. The present meta-analysis therefore seeks to assess validities of SCAs for training success in various occupations in a sample of German primary studies. Our meta-analysis (k = 72) revealed operational validities between ρ = .18 and ρ = .26 for different SCAs. Furthermore, results varied by occupational category, supporting a job-specific benefit of SCAs.

scholarly journals General Intelligence: An Analysis of the Saudi Students’ General Mental Ability and Elementary Cognitive Task Performance

2021 ◽  
Vol 13 (4) ◽  
pp. 75
Author(s):  
Hesham Hanafy Alasali
Keyword(s):  
Cognitive Performance ◽  
Cognitive Task ◽  
Mental Ability ◽  
General Intelligence ◽  
G Factor ◽  
General Mental Ability ◽  
Saudi Students ◽  
Study Results ◽  
Ability Tests ◽  
Elementary Cognitive Tasks

Previous studies on human intelligence has revealed that varied factors influence cognitive performance, and some studies have hypothesized the presence of “general intelligence” (g factor) that is responsible for intelligence. However, most studies have been centered on Western cultures. This study thus examines the Saudi students and the g factor hypothesis. A group of Saudi college students participated in a battery of general mental ability tests and elementary cognitive tasks and were assessed for the influence of various factors on cognitive performance. The study results revealed an increase in the average of Saudi students’ intelligence compared to the results of the previous studies, but it did not yield a g factor.

A Meta-Analysis of the Relationship between General Mental Ability and Attitudes

2014 ◽  
Vol 2014 (1) ◽  
pp. 11088 ◽  
Author(s):  
Erik Gonzalez-Mule ◽  
Kameron Carter ◽  
Michael K Mount
Keyword(s):  
Meta Analysis ◽  
Mental Ability ◽  
General Mental Ability ◽  
The Relationship

Is It Possible to Improve Test Takers’ Perceptions of Ability Tests by Providing an Explanation?

2019 ◽  
Vol 18 (1) ◽  
pp. 1-9
Author(s):  
Klaus G. Melchers ◽  
Barbara Körner
Keyword(s):  
Experimental Studies ◽  
Control Group ◽  
Mental Ability ◽  
Ability Test ◽  
Selection Procedures ◽  
General Mental Ability ◽  
Positive Effects ◽  
Content Relevance ◽  
Ability Tests ◽  
Group A

Abstract. Previous meta-analytic findings have revealed that explanations can improve applicants’ perceptions of selection procedures. However, they also suggest that these positive effects do not generalize to ability tests. Given some limitations of previous studies and the small empirical basis for the corresponding meta-analytic results, we had another look at whether perceptions of ability tests can be improved by providing an explanation. In two experimental studies, participants had to complete either an attention or a general mental ability test. In the explanation group, a justification was given concerning the content, relevance, and predictiveness of the test. In contrast, no explanation was given in the control group. Providing an explanation significantly improved test takers’ fairness perceptions.

A meta-analysis of the relationship between general mental ability and nontask performance.

2014 ◽  
Vol 99 (6) ◽  
pp. 1222-1243 ◽  
Author(s):  
Erik Gonzalez-Mulé ◽  
Michael K. Mount ◽  
In-Sue Oh
Keyword(s):  
Meta Analysis ◽  
Mental Ability ◽  
General Mental Ability ◽  
The Relationship
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