scholarly journals The Prediction of Professional Success in Apprenticeship: The Role of Cognitive and Non-Cognitive Abilities, of Interests and Personality

2018 ◽  
Vol 5 (2) ◽  
pp. 82-110 ◽  
Author(s):  
Jennifer Diedrich ◽  
Aljoscha C. Neubauer ◽  
Anna Ortner
Keyword(s):  
Cognitive Ability ◽  
Predictive Validity ◽  
Cognitive Abilities ◽  
Practical Implication ◽  
Work Satisfaction ◽  
Good Prediction ◽  
Job Fit ◽  
Social Emotional ◽  
Personality Dimension ◽  
Professional Success

Context: We addressed the issue of person-job-fit by focussing on both professional success and work satisfaction. Publications studying the predictive validity of (cognitive) ability, personality, or vocational interest alone have shown relationships with professional success or work satisfaction for each predictor separately. Nevertheless, these predictors have rarely been studied simultaneously. Methods: To this end we tested the incremental validity of abilities, traits, and interests in a sample from diverse occupations: In 648 apprentices and students from five different branches (Food, Tech, People, Office, Craft) the (incremental) contributions of 3 intelligence factors (verbal, numerical, spatial), 3 alternative abilities (social-emotional, creative, practical), 4 conscientiousness facets, other big five factors (O, E, A, N), and of 14 professional interests were analysed regarding prediction of GPA in professional schools and school/job satisfaction. Results: Intelligence and conscientiousness were best predictors, followed by social-emotional competence and interests, whereas other traits provided marginal contributions. Predictors varied between branches, mostly following expectations. The test battery allowed a very good prediction of apprenticeship success (max. 37%), but for some branches prediction was considerably lower.Conclusion: Criteria for person-job-fit are not swappable, neither are the predictors. Professional success was mostly predicted by a different predictor set -namely ability and the personality dimension of conscientiousness- then satisfaction, which was mostly predicted by non-interest in a certain occupation. As a practical implication, we conclude that choosing the right candidate for a certain branch one needs to use a broad set of predictor variables. Besides cognitive ability also personality and vocational interests had predictive validity for an individuals person-job-fit.

The Differential Predictive Validity of Two Measurements of Cognitive Ability

1996 ◽  
Vol 82 (3) ◽  
pp. 817-818 ◽  
Author(s):  
Paul Oosterveld ◽  
Johan Hoogstraten
Keyword(s):  
Secondary Education ◽  
Cognitive Ability ◽  
Predictive Validity ◽  
Cognitive Abilities ◽  
Predictive Power ◽  
Educational Achievement ◽  
Achievement Test ◽  
Self Report ◽  
Multiple Correlation

In this study was compared the relative predictive power of an achievement test and a self-report questionnaire for cognitive abilities in the context of prediction of educational achievement. With average grades, the multiple correlation of scores on both tests administered to a sample of 232 pupils in secondary education showed only marginal differences.

scholarly journals Measurement of children's mood/mental ability and big data analysis for elucidation of non-cognitive ability

Impact ◽  
2020 ◽  
Vol 2020 (9) ◽  
pp. 6-8
Author(s):  
Takashi Omori
Keyword(s):  
Big Data ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Cognitive Architecture ◽  
Kindergarten Children ◽  
Human Cognition ◽  
Social Emotional ◽  
Educational Environments ◽  
Information And Communication

It is considered to be important that 'non-cognitive skills' - the social, emotional and behavioural skills that are influenced by environmental factors - are nurtured from an early age, such as in childhood education in the classroom setting. Teachers have a strong influence on the non-cognitive skills of their students and it is therefore important that they are mindful of this and work to enhance such skills. A team of researchers based at Tamagawa University in Japan is working to collect data on non-cognitive abilities in order to convert this into a science that can be built upon, assisting with the development of such skills.<br/> This research is headed up by Professor Takashi Omori of the Cognitive Architecture Research Lab, which is based in the University's Department of Information and Communication in the Faculty of Engineering. In the team's lab, modelling research related to the process of human cognition is underway. The team are modelling the behavioural search processes of what makes the human consideration looks like logical. They expect development of the thinking process will come out as the change of non-cognitive ability in daily activity of children. The researchers have been observing nursery and kindergarten children in their educational environments with a view to optimising these environments for non-cognitive development. The idea is that this can then be expanded to benefit students beyond this, and society in general. The team is using Big Data to elucidate the causal relationship of post-growth non-cognitive abilities with a view to improving children's educational environments to, in turn, nurture and improve non-cognitive skills.

MENINGKATKAN KEMAMPUAN KOGNITIF MELALUI AKTIVITAS SENI MUSIK TERHADAP ANAK KELOMPOK B DI TK. ADINDA CAHAYA CIMAHI

2018 ◽  
Vol 1 (3) ◽  
pp. 14
Author(s):  
Nurpuri Waraswati ◽  
Rini Andriani
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Present Method ◽  
Evaluation Research ◽  
Music Learning ◽  
Learning Time ◽  
Childhood Education ◽  
Research Questions ◽  
Art Activities ◽  
Basic Ability

Early Childhood Education (PAUD) implements education that refers to all the basic aspects or abilities that are developing in the child. The basic ability of children is very interesting to be studied, one of them cognitive abilities of children. It is raised in connection with the lack of cognitive abilities in Adinda Cahaya kindergarten with the present method mainly through the activity of the art of music. The existing formulation in this study is "The activity of music art that can improve the cognitive abilities of children". The purpose of this study is to describe the cognitive abilities of children in music art activities.. There are six levels of cognitive ability: knowledge, understanding, application of analysis, synthesis and evaluation. Research questions are 1). How does music activity and music learning time to support the development of children's cognitive abilities? 2. How does the child's memory of what the teacher has taught in music art activities? 3) How are children's development related to cognitive ability? The conclusion is that the study of music art gives a positive and influential effect on the child's cognitive development that will stimulate brain development and emotional intelligence.

Long-Term Predictive Validity of the Cognitive Ability Scales

1992 ◽  
Vol 10 (3) ◽  
pp. 265-275 ◽  
Author(s):  
Susan Chown Clemmer ◽  
Timothy J. Klifman ◽  
Sharon Bradley-Johnson
Keyword(s):  
Cognitive Ability ◽  
Predictive Validity

scholarly journals Longitudinal Associations Between Loneliness and Cognitive Ability in the Lothian Birth Cohort 1936

2018 ◽  
Vol 74 (8) ◽  
pp. 1376-1386 ◽  
Author(s):  
Judith A Okely ◽  
Ian J Deary
Keyword(s):  
Cognitive Ability ◽  
Birth Cohort ◽  
Processing Speed ◽  
Verbal Memory ◽  
Cognitive Abilities ◽  
Birth Cohort Study ◽  
Visuospatial Ability ◽  
Lothian Birth Cohort ◽  
Longitudinal Associations ◽  
Reciprocal Associations

Abstract Objectives Loneliness is associated with poorer cognitive function in old age; however, the direction of this association is unknown. We tested for reciprocal associations between loneliness and the cognitive ability domains of processing speed, visuospatial ability, verbal memory, and crystallized ability. Method We used three triennial waves of longitudinal data from the Lothian Birth Cohort Study 1936, and tested for cross-lagged associations between loneliness and cognitive abilities using cross-lagged panel models. Results Better processing speed, visuospatial ability, or crystallized ability at age 73, was associated with less positive changes in loneliness between ages 73 and 76; however, these associations were not replicated between ages 76 and 79. Loneliness at ages 73 and 76 did not predict subsequent changes in cognitive abilities. Discussion Our findings indicate an association between cognitive ability and loneliness, such that individuals with lower cognitive abilities at age 73 may be at a slightly higher risk of becoming lonely. However, we did not find support for the hypothesis that loneliness causes a decline in cognitive health.

scholarly journals The Significant Connection between Communicative Competence and Cognitive Ability in Speaking English of English Debating Team

Humaniora ◽  
2018 ◽  
Vol 9 (2) ◽  
pp. 149
Author(s):  
Prima Dona Hapsari ◽  
F.A. Wisnu Wirawan
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Quantitative Research ◽  
Communicative Competence ◽  
Qualitative And Quantitative ◽  
Depth Interview ◽  
Speaking Skill ◽  
English Speaking ◽  
Descriptive Method ◽  
Speaking Skills

The purposes of the research were to find out whether the communicative competence in English speaking skills had a significant relationship with students' cognitive abilities was English speaking skill the most important achievement. How cognitive abilities and communicative competencies in English speaking skills were managed for the primary purposes of the English debating team. This research combined both qualitative and quantitative research. It used a descriptive method by distributing questionnaire, doing a survey, using observation, and doing an in-depth interview as the methods to collect data. The informants were twelve students who participated in the national teams of English Debating Championship of Institut Seni Indonesia Yogyakarta from 2013-2017. The results of this research reveal that there is a significant connection between communicative competence and cognitive ability in which cognitive ability has an important impact on thinking, critical analysis, and creativity. Furthermore, cognitive ability gives a direct influence on communicative competence in speaking English. This communicative competence is reflected in the ability to produce critical-intellectual andcommunicative-factual sentences in doing the analysis and giving the argumentation.

scholarly journals The Cognitive Underpinnings of Multiply-Constrained Problem Solving

2019 ◽  
Author(s):  
Derek Ellis ◽  
Gene Arnold Brewer ◽  
Matthew Kyle Robison
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Attention Control ◽  
Crystallized Intelligence ◽  
Constrained Problems ◽  
Constrained Problem ◽  
Analytical Strategies ◽  
Fluid And Crystallized Intelligence

An individual encounters problem of varying difficulty every day. Each problem may include a different number of constraints. Multiply-constrained problems, such as the compound remote associates, are commonly used to study problem solving. Since their development, multiply-constrained problems have been related to creativity and insight. Moreover, research has investigated the cognitive abilities underlying problem solving abilities. In the present study we sought to fully evaluate a range of cognitive abilities (i.e., working memory, attention control, episodic and semantic memory, and fluid and crystallized intelligence) previously associated with multiply-constrained problem solving. Additionally, we sought to determine whether problem solving ability and strategies (analytical or insightful) were task specific or domain general through the use of novel problem solving tasks (TriBond and Location Bond). Multiply-constrained problem solving abilities were shown to be domain general, solutions derived through insightful strategies were more often correct than those derived through analytical strategies, and crystallized intelligence was the only cognitive ability that provided unique predictive value after accounting for all other abilities.

scholarly journals Talent and Talent Management: Definition and Issues

2018 ◽  
Vol 14 (2) ◽  
pp. 174-186 ◽  
Author(s):  
Novera Ansar
Keyword(s):  
Cognitive Ability ◽  
General Problem ◽  
Critical Review ◽  
Practical Implication ◽  
Talent Management ◽  
Shared Understanding ◽  
Corporate World ◽  
Uniform Definition ◽  
Time Periods ◽  
Definition Of

Talent' has become a popular term amongst academicians and practitioners during the last two decades. A general problem, despite this increased interest on “Talent”, is that the construct of Talent and Talent Management lack theoretical vigor and standardized definition. The aim of this paper is to make a contribution to the literature on “Talent” and “Talent Management” by a critical review of the construct of “Talent”. The evolution of the definition of the term “Talent” was traced through different time periods starting from the Biblical Times when talent was used for a very large sum of money to the present times when it is considered as a cognitive ability. A philological perspective was also taken to identify the roots of different approaches towards “Talent” in speakers of different languages and terms, that are interchangeably used in lieu of Talent were also explored. Different definitions of the term “Talent Management” were analyzed to understand the different approaches taken by the authors. The dominant approach used in the definitions of Talent Management was found to be exclusive. The study concluded that it is important to develop a uniform definition of Talent and Talent Management for a shared understanding for both academic work on the topic and its practical implication for the corporate world.

Family background, cognitive abilities, and personality as predictors of education and occupational attainment across two generations

1993 ◽  
Vol 25 (2) ◽  
pp. 259-276 ◽  
Author(s):  
Craig T. Nagoshi ◽  
Ronald C. Johnson ◽  
Kelly Ann M. Honbo
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Family Study ◽  
Family Background ◽  
Social Attitudes ◽  
Occupational Attainment ◽  
Two Generations ◽  
Japanese Ancestry ◽  
Racial Ethnic ◽  
Male Subjects

SummaryThis study reports on the relative influences of parental attainment and cognitive ability and subjects’ own cognitive ability, personality, and social attitudes on the educational and occupational attainments and incomes of 183 Generation 3 subjects of Caucasian ancestry and 186 of Japanese ancestry originally tested in 1972–76 in the Hawaii Family Study of Cognition (HFSC) and re-tested in 1987–88. In contrast to earlier reports of sex differences in the influence of Generation 2 attainment and on Generation 3 attainment when these offspring were younger, family background had a trivial influence and own cognitive ability had a substantial influence on educational attainment for both racial/ethnic groups and both sexes. For income, however, own cognitive ability was only a significant predictor for male subjects. Within-family correlational analyses also supported this sex difference in influences on attainment.

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