THE ROLE OF COGNITIVE ABILITY IN THE SUBGROUP DIFFERENCES AND INCREMENTAL VALIDITY OF ASSESSMENT CENTER EXERCISES

1998 ◽  
Vol 51 (2) ◽  
pp. 357-374 ◽  
Author(s):  
HAROLD W. GOLDSTEIN ◽  
KENNETH P. YUSKO ◽  
ERIC P. BRAVERMAN ◽  
D. BRENT SMITH ◽  
BETH CHUNG
Keyword(s):  
Cognitive Ability ◽  
Assessment Center ◽  
Incremental Validity ◽  
Subgroup Differences

scholarly journals Gathering Behavioral Samples Through a Computerized and Standardized Assessment Center Exercise

2010 ◽  
Vol 9 (2) ◽  
pp. 94-98 ◽  
Author(s):  
Filip Lievens ◽  
Etienne Van Keer ◽  
Ellen Volckaert
Keyword(s):  
Cognitive Ability ◽  
Multiple Choice ◽  
Cost Savings ◽  
Assessment Center ◽  
Incremental Validity ◽  
Standardized Assessment ◽  
Management Competencies ◽  
Lower Response ◽  
Initial Validation

Although computerization and standardization might make assessment center (AC) exercises easier to administer and score, drawbacks are that most of such exercises have a static and multiple-choice format. This study reports on the development and initial validation of a computerized and standardized AC exercise that simulates key managerial tasks. This AC exercise capitalizes not only on the benefits of computerization and standardization (efficiency and cost savings) but at the same time aims to avoid their usual drawbacks (lower response fidelity and interactivity). The composite exercise score was significantly related to several criteria of interest and had incremental validity beyond cognitive ability. The exercise was also significantly related to candidates’ people management competencies.

Career Adaptability and Career Success

2021 ◽  
Author(s):  
Felix Krause ◽  
Sascha L. Schmidt ◽  
Dominik Schreyer
Keyword(s):  
Cognitive Ability ◽  
Significant Role ◽  
Career Success ◽  
Incremental Validity ◽  
Outcome Variable ◽  
Career Adaptability ◽  
Alternative Outcome ◽  
Psychosocial Resource ◽  
Incremental Validation

Abstract. In this study, we contribute to the ongoing incremental validation efforts of the Career Adapt-Abilities Scale (CAAS). Using primary personality and cognition data from 164 German athletes in vocational careers, we intended to replicate Zacher’s (2014) seminal work in an alternative Western environment while also extending it in two significant ways: first, by adding two components of cognitive ability, and second, by introducing an alternative outcome variable – objective career success. In line with Zacher, we observe a significant role of career adaptability in predicting subjective career success. However, we also note that this initially robust relationship stems from a different psychosocial resource than expected. Interestingly, employing CAAS seems not to possess further incremental validity when predicting objective career success.

A Meta-Analysis of Interviews and Cognitive Ability

2013 ◽  
Vol 12 (4) ◽  
pp. 157-169 ◽  
Author(s):  
Philip L. Roth ◽  
Allen I. Huffcutt
Keyword(s):  
Cognitive Ability ◽  
Meta Analysis ◽  
Incremental Validity ◽  
Employment Interviews ◽  
Moderator Analysis ◽  
The Future ◽  
Research Questions ◽  
Meta Analyses ◽  
The Relationship

The topic of what interviews measure has received a great deal of attention over the years. One line of research has investigated the relationship between interviews and the construct of cognitive ability. A previous meta-analysis reported an overall corrected correlation of .40 ( Huffcutt, Roth, & McDaniel, 1996 ). A more recent meta-analysis reported a noticeably lower corrected correlation of .27 ( Berry, Sackett, & Landers, 2007 ). After reviewing both meta-analyses, it appears that the two studies posed different research questions. Further, there were a number of coding judgments in Berry et al. that merit review, and there was no moderator analysis for educational versus employment interviews. As a result, we reanalyzed the work by Berry et al. and found a corrected correlation of .42 for employment interviews (.15 higher than Berry et al., a 56% increase). Further, educational interviews were associated with a corrected correlation of .21, supporting their influence as a moderator. We suggest a better estimate of the correlation between employment interviews and cognitive ability is .42, and this takes us “back to the future” in that the better overall estimate of the employment interviews – cognitive ability relationship is roughly .40. This difference has implications for what is being measured by interviews and their incremental validity.

Emotion information processing as a new component of emotional intelligence: Theoretical framework and empirical evidence

2021 ◽  
pp. 089020702110076
Author(s):  
Marina Fiori ◽  
Shagini Udayar ◽  
Ashley Vesely Maillefer
Keyword(s):  
Emotional Intelligence ◽  
Information Processing ◽  
Incremental Validity ◽  
Stressful Situation ◽  
Factorial Structure ◽  
Ability Emotional Intelligence ◽  
Processing Component ◽  
Overall Performance ◽  
The Relationship

The relationship between emotional intelligence (EI) and emotion information processing (EIP) has received surprisingly little attention in the literature. The present research addresses these gaps in the literature by introducing a conceptualization of emotional intelligence as composed of two distinct components: (1) EIK or emotion Knowledge component, captured by current ability emotional intelligence tests, related to top-down, higher order reasoning about emotions, and which depends more strongly on acquired and culture-bound knowledge about emotions; (2) EIP or emotion information Processing component, measured with emotion information processing tasks, requires faster processing and is based on bottom-up attention-related responses to emotion information. In Study 1 ( N = 349) we tested the factorial structure of this new EIP component within the nomological network of intelligence and current ability emotional intelligence. In Study 2 ( N =111) we tested the incremental validity of EIP in predicting both overall performance and the charisma of a presenter while presenting in a stressful situation. Results support the importance of acknowledging the role of emotion information processing in the emotional intelligence literature and point to the utility of introducing a new EI measure that would capture stable individual differences in how individuals process emotion information.

THE EFFECTS OF APPLICANTs' REACTIONS TO COGNITIVE ABILITY TESTS AND AN ASSESSMENT CENTER

1994 ◽  
Vol 47 (4) ◽  
pp. 715-738 ◽  
Author(s):  
THERESE HOFF MACAN ◽  
MARCIA J. AVEDON ◽  
MATTHEW PAESE ◽  
DAVID E. SMITH
Keyword(s):  
Cognitive Ability ◽  
Assessment Center ◽  
Cognitive Ability Tests ◽  
Ability Tests
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