Organization and components of psychomotor ability

We investigated the organization and components of psychomotor abilities by administering a diverse set of cognitive and psychomotor tasks to a group of recent high school graduates (N = 161). Confirmatory factor analyses identified two psychomotor factors: a general factor associated with all psychomotor tests and an orthogonal psychomotor learning factor associated exclusively with practiced psychomotor tests. Path analyses suggested that the general psychomotor factor could be largely accounted for by two cognitive factors, general working-memory capacity (r = .67) and an orthogonal time estimation factor (r = .32). Most of the psychomotor learning factor variance was unique, but psychomotor learning was somewhat related to processing speed (r = .49). We conclude that initial psychomotor performance is constrained by working-memory limits and the ability to keep track of time. Practiced psychomotor skill is additionally limited by processing speed, consistent with the literature on the development of process automaticity. The Discussion addresses (a) the small dimensionality of the psychomotor abilities space, (b) our discovery of the importance of time estimation and other cognitive factors in psychomotor learning, and (c) the changing nature of psychomotor skill with practice.