scholarly journals The Role of General and Specific Cognitive Abilities in Predicting Performance of Three Occupations: Evidence from Bifactor Models

2021 ◽  
Vol 9 (3) ◽  
pp. 40
Author(s):  
Khalid ALMamari ◽  
Anne Traynor
Keyword(s):  
Job Performance ◽  
Cognitive Abilities ◽  
Predictive Power ◽  
Relative Contribution ◽  
Predicting Performance ◽  
Bifactor Models ◽  
Predictive Relations ◽  
Specific Cognitive Abilities

Cognitive abilities are related to job performance. However, there is less agreement about the relative contribution of general versus specific cognitive abilities to job performance. Similarly, it is not clear how cognitive abilities operate in the context of complex occupations. This study assessed the role of cognitive abilities on the performance of three aviation-related jobs: flying, navigation, and air battle management (ABM). Correlated-factor and bifactor models were used to draw a conclusion about the predictive relations between cognitive abilities and job performance. Overall, the importance of particular cognitive abilities tends to vary across the three occupations, and each occupation has different sets of essential abilities. Importantly, the interplay of general versus specific abilities is different across occupations, and some specific abilities also show substantial predictive power.

Specific Cognitive Abilities at Work

2014 ◽  
Vol 13 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Stefan Krumm ◽  
Lothar Schmidt-Atzert ◽  
Anastasiya A. Lipnevich
Keyword(s):  
Boundary Conditions ◽  
Cognitive Abilities ◽  
Current Paper ◽  
Future Research ◽  
Mental Ability ◽  
General Mental Ability ◽  
Work Related ◽  
Specific Cognitive Abilities

Recent findings suggest that the role of specific cognitive abilities in predicting work-related criteria may be critical and may add to the widely demonstrated importance of general mental ability. To summarize and organize these findings, the current paper puts forward two perspectives on the role of specific cognitive abilities in predicting work-related outcomes. Similarities and discrepancies of these perspectives are outlined together with suggestions for boundary conditions of the dominance of general versus specific cognitive abilities. Finally, avenues for future research within and across the two perspectives are discussed.

scholarly journals Why grit requires perseverance and passion to positively predict performance

2018 ◽  
Vol 115 (40) ◽  
pp. 9980-9985 ◽  
Author(s):  
Jon M. Jachimowicz ◽  
Andreas Wihler ◽  
Erica R. Bailey ◽  
Adam D. Galinsky
Keyword(s):  
Grade Point Average ◽  
Predictive Power ◽  
Critical Role ◽  
Grade Point ◽  
Passion Plays ◽  
Predicting Performance ◽  
Final Study ◽  
Contradictory Evidence

Prior studies linking grit—defined as perseverance and passion for long-term goals—to performance are beset by contradictory evidence. As a result, commentators have increasingly declared that grit has limited effects. We propose that this inconsistent evidence has occurred because prior research has emphasized perseverance and ignored, both theoretically and empirically, the critical role of passion, which we define as a strong feeling toward a personally important value/preference that motivates intentions and behaviors to express that value/preference. We suggest that combining the grit scale—which only captures perseverance—with a measure that assesses whether individuals attain desired levels of passion will predict performance. We first metaanalyzed 127 studies (n= 45,485) that used the grit scale and assessed performance, and found that effect sizes are larger in studies where participants were more passionate for the performance domain. Second, in a survey of employees matched to supervisor-rated job performance (n= 422), we found that the combination of perseverance, measured through the grit scale, and passion attainment, measured through a new scale, predicted higher performance. A final study measured perseverance and passion attainment in a sample of students (n= 248) and linked these to their grade-point average (GPA), finding that the combination of perseverance and passion attainment predicted higher GPAs in part through increased immersion. The present results help resolve the mixed evidence of grit’s relationship with performance by highlighting the important role that passion plays in predicting performance. By adequately measuring both perseverance and passion, the present research uncovers grit’s true predictive power.

Genetic Factors and Neurocognitive Traits

CNS Spectrums ◽  
2002 ◽  
Vol 7 (4) ◽  
pp. 274-284 ◽  
Author(s):  
John A. Bates ◽  
Anil K. Malhotra
Keyword(s):  
Cognitive Abilities ◽  
Genetic Factors ◽  
Future Research ◽  
Cognitive Profiles ◽  
Show Evidence ◽  
Attention Memory ◽  
Genetic Contributions ◽  
Existing Data ◽  
Specific Cognitive Abilities

ABSTRACTGenetic contributions to phenotypic variation in general intelligence have been studied extensively. Less research has been conducted on genetic contributions to specific cognitive abilities, such as attention, memory, working memory, language, and motor functions. However, the existing data indicate a significant role of genetic factors in these abilities. Stages of information processing, such as sensory gating, early sensory registration, and cognitive analysis, also show evidence of genetic contributions. Recent molecular studies have begun to identify candidate genes for specific cognitive functions. Future research, identifying endophenotypes based on cognitive profiles of neuropsychiatric disorders, may also assist in the detection of genes that increase susceptibility to major psychiatric disorders.

Refining our understanding of the “elephant in the room”

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Cognition ◽  
Cultural Evolution ◽  
Cognitive Abilities ◽  
Critical Factors ◽  
Technological Culture

Abstract The authors do the field of cultural evolution a service by exploring the role of non-social cognition in human cumulative technological culture, truly neglected in comparison with socio-cognitive abilities frequently assumed to be the primary drivers. Some specifics of their delineation of the critical factors are problematic, however. I highlight recent chimpanzee–human comparative findings that should help refine such analyses.

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.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

Sign in / Sign up

Export Citation Format

Share Document