A Research Note on the Incremental Validity of Job Knowledge and Integrity Tests for Predicting Maximal Performance

In a sample of industrial job applicants, relationships among scores on an integrity test, a job knowledge measure, and maximal performance as assessed by a work sample measure were investigated. The observed correlation between the personality-based integrity test and maximal performance was .27, indicating that integrity tests can be predictive of maximal performance. Furthermore, integrity test scores correlated .14 with job knowledge and job knowledge scores had a validity of .36 for maximal performance. Theoretical implications for the maximal/typical performance distinction are discussed.     

考试自我效能感是考试焦虑影响考试成绩的中介变量

本文采用结构方程的统计分析技术．依据Baron(1986)提出的确定中介变量的规则和标准．对265名中学生的特质考试焦虑、考试自我效能感、数学期末考试成绩的关系进行了探讨。考试焦虑,考试自我效能感和数学考试成绩是三个潜变量。结果表明,考试焦虑通过考试自我效能感这一中介变量对考试成绩产生影响,考试自我效能感对考试成绩有直接的影响作用,是考试焦虑影响考试成绩的中介变量。     

Learning from Our Mistakes: Error Management Training for Mature Learners

This research explored the effects of training goal (learning goal vs. performance goal) and training type (error management vs. error avoidance) on word processing skill acquisition with older workers. Sixty-seven participants were randomly assigned to one of four experimental conditions and attended two interactive tutorial training sessions. Results indicated that error management training lead to significantly higher performance test scores, learning quiz scores, and requests for assistance compared to error avoidant training. Additionally, learning goals generated significantly higher performance test scores and intrinsic motivation levels relative to performance goals. Other applications of error management training are discussed.     

An examination of the predictive criterion-related validity of professional certification tests

This study examines the predictive criterion-related validity of a series of professional certification tests for water and wastewater management operators. Certification test data were obtained on 164 operators holding one of three jobs in water or wastewater management facilities. The certification test scores were broken down into four component scores and a total score. Criterion data consisted of performance evaluations obtained from the operator's supervisor, a self-rating from the operator, or both. Test scores were correlated with the job performance evaluations. The results indicated that scores on the certification tests were not related to rated job performance by job type, job level, source of performance evaluation, or component of job performance. The findings are discussed in the context of establishing an appropriate criterion against which to validate certification tests, and the practical problems of doing so in an applied setting.     

Wire-bending test as a predictor of preclinical performance by dental students

Traditional Dental Aptitude Test and academic grade point average have been shown to be poor predictors of clinical performance by dental students. To refine predictors of psychomotor skills, a wire-bending test was given to 105 freshmen at the beginning of their dental education. Grades from seven restorative preclinical courses in their freshman and sophomore years were compared to scores on wire bending and the three traditional predictors: GPA, academic aptitude, and perceptual aptitude scores. Wire-bending scores correlated significantly with six out of seven preclinical restorative courses. The predictive power for preclinical performance was doubled when wire bending was added to traditional predictors in stepwise multiple regression analysis. Wire-bending scores identified students of low performance. These preliminary results suggest that the wire-bending test shows some potential as a screening test for identifying students who may hae psychomotor difficulties, early in their dental education.     

Exaggeration in memory: Systematic distortion of self-evaluative information under reduced accessibility

The tendency to exaggerate specific information about oneself can stem from reconstructive memory processes that are distinct from motivated self-enhancement or self-presentation. While exaggerations sometimes reflect these motives, they also result from attempts to reconstruct one’s past. Three studies examined test scores as they became less accessible in memory. Study 1 provided a real-world illustration, demonstrating reduced accessibility and increased exaggeration of SAT scores over time. Two experiments utilized test scores randomly assigned in a controlled laboratory setting. Increased exaggeration was observed following distraction (Study 2), and after a one-week delay (Study 3). Distortions in scores reported were consistent with beliefs about the self, rather than uniformly self-serving. Under reduced accessibility, exaggeration was predicted by beliefs about achievement (Study 1) and subjective perceptions of test performance (Study 2). Study 3 manipulated perceived performance. Positive performance feedback caused greater exaggeration under reduced accessibility, whereas negative feedback reduced the tendency to exaggerate.     

儿童的检测时与智力

采用三种视觉检测时任务,考察了儿童的检测时的特点以及儿童的检测时与智力之间的关系。结果发现：随着年龄的增长,儿童的检测时有逐步减小的趋势;儿童的检测时依赖于加工任务的类型。儿童的检测时与智力测验分数之间具有中等程度的负相关,并且两者之间的相关程度受加工任务和年龄因素的影响;与检测时快的儿童组相比,检测时慢组的检测时能够更好预测其智力测验分数。     

Repeated assessment of the Tower of Hanoi test: reliability and age effects

The purpose of this research was to analyze the effects of repeating an executive function test. Three versions of the Tower of Hanoi (TOH) test were repeated three times each, with test-retest intervals of 2 months. Two groups of children participated in the research (7.7 and 11.6 years, n = 22 and n = 28). Repeating the assessment improved the performance and decreased the total performance time in both of the groups. The older participants improved their performance faster than the younger ones. The reliability of all the scores, besides the error scores, seemed to be satisfactory after the first few assessments. The stability of the scores was maintained through all the assessments. The planning time did not explain the variations of the achieved score. The reasons for the initially low reliabilities are discussed, and modifications for the test administration and scoring are suggested.     

COMBINING BIODATA TEST AND INTERVIEW INFORMATION: PREDICTING DECISIONS AND PERFORMANCE CRITERIA

An important question in real world selection situations is: How do interviewers integrate employment test scores and interview information in making selection decisions? The present study expands on previous research by examining how valid biodata test scores and interview information interact in the prediction of actual interviewer selection decisions and actual job performance criteria for hired candidates. The sample for the study was 577 actual candidates for the position of life insurance sales agent evaluated by insurance agency managers from a single company. The results indicated the presence of interaction effects in predicting both the interviewers' decision and 12-month survival. The interview information predicted the decision and survival best for candidates with low passing scores on the biodata test and poorest for candidates with high passing scores. The results clarify the conditions under which interview information is most predictive of job performance criteria.     

Reliability (Generalizability) of Job Performance Measurements: Navy Machinist Mates

The Armed Services have undertaken a Joint Services Project to develop prototype methods for measuring job performance and, if feasible, to link enlistment standards to on-the-job performance. As one step toward meeting the first purpose of the project, our study assessed the reliability of scores on four measures of job performance of machinist mates in the Navy: a hands-on performance test, a paper-and-pencil job knowledge test, job task perform- ance ratings, and global ratings. Generalizability theory was used to estimate the reliability of the measures and to improve the design of each. The generalizability analyses investigated the consistency of performance scores over observers, tasks (equipment operation, casualty control, preventative maintenance), and types of raters (supervisor, peer, and self). Recommenda- tions about the optimal designs of studies for decision making (e.g., pre- dicting hands-on performance scores from the other measures of job perform- ance) were based on the findings.     

Sex Differences in Self-Estimates on Two Validated IQ Test Subscale Scores

Two related studies investigated sex differences in self- and parental estimates of IQ scores on specific scales derived from standardized and validated IQ tests. In the first study 210 participants were asked to estimate their scores on the 11 WAIS-R subtests as well as their overall general IQ. Results showed males estimated their overall score, plus their total WAIS score, significantly higher than females, with effect sizes around 0.5. Factor analysis showed participants did differentiate between verbal and performance subscale scores on this test. In the second study 117 participants performed a similar task, but this time on the 12 subscales of the Stanford-Binet test. Males estimated their overall score higher than females. Factor analysis also showed 2 clear factors that reflected exactly the verbal and performance subscale scores.     

Evaluation of a networked self-testing program

The use of a computerized, multiple-choice test bank to present practice and assessment tests on a network was evaluated with 46 men and 119 women from a first-year class in psychology. A correlation of .65 (p < .001) between scores on a traditional paper-and-pencil test and scores on a computerized test provided some validity for the computerized assessment. Regression analysis showed that ability (previous academic performance) and motivation (number of practice tests taken) accounted for 73% of the explained variance in computerized test scores. Sex differences did not enter the regression equation significantly.     

On interpreting stereotype threat as accounting for African American-White differences on cognitive tests

C. M. Steele and J. Aronson (1995) showed that making race salient when taking a difficult test affected the performance of high-ability African American students, a phenomenon they termed stereotype threat. The authors document that this research is widely misinterpreted in both popular and scholarly publications as showing that eliminating stereotype threat eliminates the African American-White difference in test performance. In fact, scores were statistically adjusted for differences in students' prior SAT performance, and thus, Steele and Aronson's findings actually showed that absent stereotype threat, the two groups differ to the degree that would be expected based on differences in prior SAT scores. The authors caution against interpreting the Steele and Aronson experiment as evidence that stereotype threat is the primary cause of African American-White differences in test performance.     

THE VALIDITY OF A MEASURE OF JOB COMPATIBILITY IN THE PREDICTION OF JOB PERFORMANCE AND TURNOVER OF MOTION PICTURE THEATER PERSONNEL

The predictive validity of a measure of job compatibility was studied for theater personnel. Scores on a forced-choice instrument, developed from the Job Compatibility Questionnaire (JCQ), predicted employee performance (r = .22, p< .05), turnover (r = -.35, p< .01), and scores on a "value composite" (reflecting a combination of job performance and employee retention criteria) as defined by the research sponsor (P = .41, p< .01). Furthermore, job compatibility scores explained a statistically significant increment in turnover and value composite score variance when analyzed concomitantly with verbal and numerical ability test scores. Finally, job compatibility scores were shown to be nonredundant with hiring decisions based on an application review, reference check, and interview, whereas the cognitive ability test scores shared considerable redundancy with hiring decisions based on the current selection system.     

Explaining the Black-White Test Score Gap: The Role of Test Perceptions

The Black-White gap in test scores on cognitive ability tests has been the subject of much research effort. This article critically evaluates the literature regarding one potential contributor to the gap: test perceptions. A model of how these perceptions affect test performance is presented, and the literature linking them to test performance and race is evaluated. Directions for future research and intervention are discussed.     

Cognitive subprocesses of mental rotation: why is a good rotator better than a poor one?

The Vanderberg-Kuse Mental Rotation Test is a standard test of mental rotation ability. Recent experiments have demonstrated that mental rotation is a complex cognitive process wherein different subprocesses (focused attention, visual scanning, perceptual decision, visual memory) play important roles in performance. We classified the population as good and poor rotators by performance of mental rotation (ns = 47: 22 men and 25 women, respectively; mean age: 20.7 yr.). To examine differences cognitive subprocesses of mental rotation of these two groups were compared. There were significant differences between poor and good rotators in performance on Raven's test and the Pieron Focused Attention test scores. The good rotators scored better because their perceptual decision-analytical intelligence (Raven) and focused attention scores were higher.     

The processing of deviant information in prediction and evaluation

Analyses of information integration and of retention were used to examine the processing of deviant information in prediction and evaluation tasks. Sets of test scores were presented serially for a group of hypothetical students, and subjects were asked to evaluate the performance of each student or predict each student’s performance on a comprehensive final exam. An averaging model with greater weight for the more recent scores than for the earlier scores was supported for both types of task, but the recency was more pronounced in the prediction task. Weighting of deviant scores differed in the prediction and evaluation tasks. Significant discounting (underweighting) of deviant scores was obtained only in the prediction task, The ability to recall deviant scores on uncued tests of retention was higher in the prediction task than in the evaluation task. Prediction of future performance based on inconsistent measures of past performance thus appears to be an active process involving the discovery and discounting of unrepresentative information.     

The psychometric attributes of Furth's nonverbal conservation test

The study examined the suitability of Furth's nonverbal conservation test as a psychometric tool for measuring individual differences in Zambia. The subjects included normal and mentally deficient Zambian children aged 7–13 years. The test was validated against age differentiation, differentiation of different intellectual levels, and school performance. The results showed that scores on the test increased significantly with increase in age, correlated positively and significantly with school scores, and differentiated normal from mentally deficient children. Within the normal sample the test also differentiated dull from average children; within the deficient sample the test did not differentiate the moderately mentally deficient from the severely mentally deficient. These results are explained by reference to the characteristics of the test, performance on which requires learning, memory, and perceptual abilities.     

Underprediction of Female Performance from Standardized Knowledge Tests: A Further Example from the Knowledge of Geography Test

It has been documented that some tests ofbackground knowledge underpredict the performance offemale students in college. This study explored whetherthe underprediction phenomenon would also be found for a test that tapped four subfields ofgeography. Students (primarily White, N = 315) enrolledin nine geography classes at a comprehensive, midwesternuniversity completed the Knowledge of Geography (KOG) test during the first week of the semester andconsented to release their first exam grades, finalgrades, and ACT scores. Replicating a previous study(Henrie, Aron, Nelson, & Poole, 1997), there were gender differences favoring males across allfour subfields of the KOG test. KOG test scorescorrelated with grades, but males and females achievedcomparable course grades despite the lower performance of females on the KOG test. Examples illustratehow small differences between predicted and actualgrades can translate into large gender discrepancieswhenever minimum scores from tests that underpredict the performance of a subgroup are used toqualify students for educationalopportunities.     

Test settings and the sensorimotor performance of infants with Down's syndrome

The effects of test setting (home vs classroom) on the sensorimotor performance of 7 Down's syndrome infants were examined. The 7 Uzgiris-Hunt scales were administered on 10 occasions over a 4-mo. period, yielding 5 home-classroom comparisons for each subject. Analyses of mean performance scores, intersetting test-retest reliability, and intrasetting stability indicated that test performance was minimally affected by test setting, but that intrasetting interindividual invariance in performance was less stable when the subjects were tested in a classroom environment.