Armed Services Vocational Aptitude Battery Research Articles

Promoting inclusive recruiting and selection into military training schools: Admission waivers versus retesting.

There is high-level interest in diversifying workforces, which has led organizations-including the U.S. Armed Forces-to reevaluate recruiting and selection practices. The U.S. Coast Guard (USCG) has encountered particular difficulties in diversifying its workforce, and it relies mainly on the Armed Services Vocational Aptitude Battery (ASVAB) for assigning active-duty recruits to one of 19 specialized training schools. When recruits' scores fall below ASVAB entrance standards, the USCG sometimes offers admission waivers. Alternatively, recruits can retest until their ASVAB scores meet the entrance standard. Retesting has shown mixed results in the personnel selection literature, so our main interest is to determine whether retesting or waivers best support USCG recruits' training school outcomes, especially for recruits identifying as an underrepresented minority (URM). We use data from 16,624 USCG recruits entering between 2013 and 2021 and fit augmented inverse propensity weighted models to assess differences in training outcomes by pathway to admission while accounting for self-selection into pathways. Our analyses found (a) no difference in training outcomes between recruits who qualified from their initial scores and recruits who retested, (b) recruits who received waivers were less likely to complete training school on time and spent more time in remedial training when they failed training school compared to those who retested, and (c) improvement in training outcomes for retesting over waivers was larger for recruits identifying as an URM. Results suggest that retesting may be an effective strategy for workforce diversification and for improving outcomes among recruits identifying as an URM. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Explaining the Validity of the ASVAB for Job-Relevant Multitasking Performance: The Role of Placekeeping Ability.

Scores on the Armed Services Vocational Aptitude Battery (ASVAB) predict military job (and training) performance better than any single variable so far identified. However, it remains unclear what factors explain this predictive relationship. Here, we investigated the contributions of fluid intelligence (Gf) and two executive functions-placekeeping ability and attention control-to the relationship between the Armed Forces Qualification Test (AFQT) score from the ASVAB and job-relevant multitasking performance. Psychometric network analyses revealed that Gf and placekeeping ability independently contributed to and largely explained the AFQT-multitasking performance relationship. The contribution of attention control to this relationship was negligible. However, attention control did relate positively and significantly to Gf and placekeeping ability, consistent with the hypothesis that it is a cognitive "primitive" underlying the individual differences in higher-level cognition. Finally, hierarchical regression analyses revealed stronger evidence for the incremental validity of Gf and placekeeping ability in the prediction of multitasking performance than for the incremental validity of attention control. The results shed light on factors that may underlie the predictive validity of global measures of cognitive ability and suggest how the ASVAB might be augmented to improve its predictive validity.

Sex differences in tech tilt and academic tilt in adolescence: Processing speed mediates age-tilt relations

Tilt refers to a pattern of specific abilities and is based on within subject differences in two abilities (e.g., technical and academic), producing relative strength in one ability (technical) and relative weakness in another ability (academic). This study examined sex differences in the development of tilt in adolescence (13- to 17-years) using the National Longitudinal Survey of Youth (N = 6969), a representative sample of adolescents in the United States. Tilt was based on within subject differences in technical (mechanical, electrical, automotive) and academic abilities (math or verbal) on the Armed Services Vocational Aptitude Battery. The differences produced tech tilt (technical > academic) and academic tilt (academic > technical). Consistent with investment theories and sex differences in technical preferences, males showed increases in tech tilt over time, whereas females showed increases in academic tilt over time, with sex differences in tilt increasing with age. In addition, processing speed and general intelligence (g) mediated most age-tilt relations, with age-tech tilt relations generally being stronger for males. The stronger age-tech tilt relations for males support investment theories and sex differences in vocational interests, which assume that stronger technical interests in males accelerate increases in tech tilt over time. The mediating effects of speed and g are consistent with cascade theories, which assume that age-related increases in speed boost g, which in turn boosts tilt. Future research should examine factors that influence sex differences in the development of tilt, including vocational interests (e.g., technical and academic), developmental period (e.g., later adulthood), and exceptional ability (e.g., intellectual giftedness).

Person-Centered Study of Cognitive Ability Dimensions Using Latent Profile Analysis.

A number of researchers have called for additional investigations into cognitive ability and intelligence in recent years. This paper utilized a person-centered approach, multiple cognitive ability dimensions, and latent profile analysis to investigate multivariate relationships among cognitive ability dimensions in a sample of 1681 Army recruits. Six cognitive ability dimensions were assessed via the Armed Services Vocational Aptitude Battery. Performance measures were obtained from supervisor ratings of Effort, Discipline, and Peer Leadership. Using latent profile analysis, the results identified five distinct cognitive profiles or classes, which differed significantly across the three types of supervisor ratings.

Development of a performance taxonomy for entry-level military occupations

ABSTRACT U.S. Military services use the Armed Services Vocational Aptitude Battery (ASVAB) and other indicators to select and classify about 150,000 enlisted personnel annually. The effectiveness of these assessments can be difficult to gauge due to differences in criteria across services and occupations. We developed a cross-service job performance model to be used in development of measures of first-term enlisted job performance. We synthesized job performance research, starting with the services’ Job Performance Measurement (JPM) projects (1980s−1990s) through recent projects, to form performance dimensions. The dimension structure was evaluated in a retranslation exercise with performance measurement experts. The resulting hierarchical taxonomy has three levels: (a) 33 dimensions, (b) 11 categories, and (c) four broad categories. The broad performance categories are: (a) Technical, (b) Organizational Citizenship and Peer Leadership, (c) Psychosocial Well-Being, and (d) Physical. A sample of military experts judged the importance of the 33 performance dimensions. Results showed that the four broad performance categories were highly relevant to each service and generalizable across services. While all dimensions were judged important, Psychosocial Well-Being dimensions were rated as the most important by each service. The dimension structure provides a framework for criterion development and future joint-service research.

Sex differences in spatial and mechanical tilt: Support for investment theories

Tilt refers to a pattern of specific abilities and is based on within subject differences in two abilities (spatial and academic), yielding relative strength in one ability (spatial) and weakness in another ability (academic). The current study examined sex differences in spatial and mechanical tilt. Tilt was measured using the Armed Services Vocational Aptitude Battery in the National Longitudinal Survey of Youth. Tilt was based on spatial and mechanical abilities contrasted with academic abilities (math or verbal), producing spatial and mechanical tilt (spatial/mechanical > academic) and academic tilt (academic > spatial/mechanical). For males and females, spatial and mechanical tilt correlated negatively with verbal and math scores on college tests (SAT, ACT, PSAT), indicating that spatial and mechanical tilt predicted low scores on the college tests. In addition, for males and females, spatial and mechanical tilt predicted jobs and college majors in science, technology, engineering, and math (STEM), with stronger effects for spatial and mechanical tilt contrasted with verbal ability. Although levels of mechanical tilt were higher for males, levels of spatial tilt showed no sex differences, a pattern that could be attributed to the spatial ability measured (visualization). In addition, no consistent sex differences in tilt relations with diverse criteria (tests, jobs, majors) were found. The results support investment theories and research on sex differences in vocational preferences for people versus things. Such theories assume that males prefer working with things and machines, boosting mechanical tilt, whereas females prefer working with people and in (non-technical) humanities fields, boosting academic tilt. Future research should consider tilt patterns in other developmental periods and examine whether tilt varies with ability level, as predicted by differentiation theories.

Processing speed mediates the development of tech tilt and academic tilt in adolescence

Tilt represents a pattern of specific abilities and is based on within subject differences between two abilities, indicating strength in one ability (e.g., technical) and weakness in another ability (e.g., academic). The current study examined age differences in tilt, processing speed, and general intelligence (g) in adolescence for 13- to 17-year-olds. Tilt was measured using the Armed Services Vocational Aptitude Battery and was based on differences in technical (mechanical and electrical) and academic abilities (math or verbal). These differences yielded tech tilt (technical > academic) and academic tilt (academic > technical). Older ages correlated with greater tech tilt and academic tilt and with faster processing speed. In addition, processing speed strongly mediated age-tilt relations. The mediating effects of processing speed (on age-tilt relations) were partly related to g. The results supported investment theories, which assume that age-related increases in speed accelerate the acquisition of specific abilities that produce tilt. Adding g to the model supported cascade theories, which assume that age-related increases in speed boost general abilities (e.g., g), which in turn accelerate the acquisition of specific abilities related to tilt. Future research should examine different types of tilt and factors that influence tilt such as developmental period and ability specialization.

A-236 The Role of Socio-Demographics on the Test of Memory Malingering (TOMM) Performance Using a Large Military Sample.

Abstract Objective: The current study aims to assess the relationship among scores on the test of memory malingering (TOMM) and general demographics (age, education, ethnicity, and gender) as well as military-specific variables (Armed Services Vocational Aptitude Battery (ASVAB), number of deployments, and blasts) using a large military sample. Method: An archival dataset (https://osf.io/rv9cj/), representative of the military personnel according to the Marine Corps Demographics Update (2015) consisting of 875 participants between 18-62 years, predominately male and caucasian was analyzed. Participants were referred by their medical provider for psychological and/or neurological complaints and completed a neuropsychological evaluation comprised of a clinical interview and a neuropsychological blast battery consisting of demographics and 15 tests, including the TOMM. Pre-morbid information was gathered using the ASVAB which has the following subscales: armed forces qualification test, general technical, mechanical maintenance, clerical, and electronics. Results: A decrease in TOMM Trial 2 scores was significantly associated with an increase in age r(732) = -.09, p = .014, education r(717) = -.10, p = .008, mechanical maintenance, r(330) = .12, p =.04; clerical, r(313) = .11, p =.04; and electronics r(328) = .13, p =.02. TOMM Trail 2 scores were not significantly associated with other variables. Conclusions: The findings show a weak relationship between TOMM Trial 2 and age, education, and a few subscales of ASVAB. This suggests that both demographic and vocational abilities appear to be potential mediating variables in understanding the role of effort in interpreting neuropsychological performance.

Reducing adverse impact in high-stakes testing

A critical goal for psychological science in the 21st century is to foster diversity, equity, and inclusion in occupational contexts. One arena which will continue to benefit from a focus on equity is high-stakes testing, such as the assessments used for personnel selection and classification decisions. We define an equitable test as one that minimizes group differences based on protected classes such as race, sex, and ethnicity, while predicting criterion performance equivalently across groups. In this article, we provide an overview of the concepts of test equity, adverse impact, and predictive bias. We discuss how group differences in performance on high-stakes tests such as the Armed Services Vocational Aptitude Battery (ASVAB) could be driven by differences in crystallized intelligence (i.e., acquired knowledge), which is emphasized by the ASVAB subtests and related to socioeconomic status. We suggest that shifting the focus of some high-stakes assessments away from crystallized intelligence or supplementing them with other cognitive constructs could mitigate group differences in performance without sacrificing criterion validity. In particular, we provide evidence that tests of attention control—the domain-general ability to maintain focus on task-relevant information and resist distraction—could provide a more equitable path forward.

White-Black differences in tech tilt: Support for Spearman's law and investment theories

Tilt refers to an ability bias and is based on within subject differences between two abilities, indicating strength in one ability (e.g., math) and weakness in another ability (e.g., verbal). The current study examined tech tilt for Whites and Blacks, two groups with an average ability difference (favoring Whites) of about one standard deviation on tests of general intelligence (g). Tech tilt was based on differences in technical (mechanical, electronic) and academic (math or verbal) abilities on the Armed Services Vocational Aptitude Battery. These differences produced tech tilt (tech > academic) and academic tilt (academic > tech). Tech tilt correlated negatively with math and verbal abilities on college tests (SAT, ACT, PSAT), with weaker effects for Whites. White-Black differences in relations of tech tilt with the college tests were neutralized after removing g. In addition, tech tilt predicted jobs and college majors in STEM (science, technology, engineering, math). Relations of tech tilt with STEM criteria were generally larger (and more often significant) for Whites, but only for tech tilt based on technical and verbal abilities. The results are consistent with Spearman's Law of Diminishing Returns (SLODR). SLODR assumes that relations among tests should be weaker for higher ability groups (Whites compared to Blacks) and that non-g variance (related to non-ability factors such as vocational choice) should be more pronounced for higher ability groups. The negative relations of tech tilt with college tests support investment theories, which assume that investment in one ability (technical) comes at the expense of competing abilities (academic).

Improving the Validity of the Armed Service Vocational Aptitude Battery with Measures of Attention Control

We evaluated the predictive value of the Armed Services Vocational Aptitude Battery (ASVAB) at the latent level, using multitasking as a proxy for real-world job performance. We also examined whether adding measures of attention control to the ASVAB could improve its predictive validity. To answer these questions, data were collected from 171 young adults recruited from the Georgia Institute of Technology and the greater Atlanta community. Both regression and latent variable analyses revealed that the ASVAB does predict multitasking at the latent level but that measures of attention control add substantial predictive validity in explaining multitasking above and beyond the ASVAB, fluid intelligence, and processing speed. Theoretical as well as practical applications of these results are discussed in terms of theories of attention control, and potential cost savings in selection for military positions.

Sex differences in tech tilt: Support for investment theories

This study examined sex differences in tech tilt, based on within-subject differences in technical abilities (e.g., mechanical and electrical) and academic abilities (math or verbal) on the Armed Services Vocational Aptitude Battery (ASVAB). The within-subject differences produced two types of tilt: tech tilt (tech > academic), indicating stronger technical abilities, and academic tilt (academic > tech), indicating stronger academic abilities. Tech tilt was correlated with math and verbal abilities on college aptitude tests (SAT, ACT, PSAT) and with jobs and college majors in STEM (science, technology, engineering, and math) and humanities. Males showed a tech tilt bias, and females showed an academic tilt bias. The tilt biases persisted after controlling for general intelligence (g). Tech tilt correlated negatively with academic abilities on the college aptitude tests (SAT, ACT, PSAT), with larger effects for females. In addition, relations of tech tilt with STEM jobs and majors were generally larger (and more often significant) for males, but only for tech tilt based on technical and verbal abilities. The negative relations of tech tilt with academic abilities on the college aptitude tests are consistent with investment theories, which predict that investment in one ability (technical) comes at the expense of competing abilities (academic). The sex differences in tech tilt and STEM support trait complexes involving abilities, interests, and vocational preferences (e.g., people versus things). Future research should examine whether spatial abilities and vocational interests mediate relations of tech tilt with sex and STEM criteria.

Validation of the TAPAS for predicting in-unit soldier outcomes

ABSTRACTThe Tailored Adaptive Personality Assessment System (TAPAS) is a computer-adaptive temperament test that has been used operationally by the Army since 2009 to examine characteristics that are not captured by other testing requirements. Outcomes collected at multiple time points throughout a Soldier’s career show the TAPAS to be predictive of performance at the end of initial military training, as well as in-unit. This article focuses on the performance of Soldiers in their first or second units of assignment. Specifically, we will look at the predictive value of TAPAS over and above the Armed Services Vocational Aptitude Battery (ASVAB) for predicting Army outcomes, including Army fit and commitment, as well as job knowledge and attrition. We will also examine the TAPAS composites, which are optimized to predict performance in first-term Soldiers, and the operational history and implementation of the TAPAS.

Prediction of performance by non-cognitive traits

ABSTRACTProject A clearly demonstrated that performance is multidimensional and that some aspects are better predicted by noncognitive measures. Substantial research and development in the ensuing years has focused on personality and vocational interests. The articles in this special issue convincingly demonstrate that at least one personality measure developed by military researchers, the Tailored Adaptive Personality Assessment System (TAPAS), is resistant to faking, which was an important concern about earlier single statement instruments. Moreover, several articles report showing that TAPAS predicts retention and important aspects of “will do” performance. On the other hand, these papers show that TAPAS adds little or no incremental validity to “can do” aspects of performance over and above the Armed Services Vocational Aptitude Battery (ASVAB). Three measures of vocational interest are described in articles in this special issue and research has been positive about their ability to predict attrition, rates of promotion and reenlistment, and job satisfaction. A number of topics for further research are noted.

Predicting Attrition and Performance in Navy and Marine Corps Air Traffic Control School

Attrition rates due to poor academic performance are particularly high for the Navy’s air traffic control training program. The school relies on scores from the Armed Services Vocational Aptitude Battery (ASVAB) for its selection criteria which do not seem to be sufficient by themselves in predicting who will succeed in training. We hypothesized that including cognitive assessments designed to assess skills specific to air traffic control would improve the ability to predict training performance. The model results showed that cognitive abilities were related to training performance beyond ASVAB scores, however, they were more successful at classifying academic success ( M = .92) than academic attrition ( M = .23). Importantly, the results highlight the importance of additional screening materials that can be used to help reduce attrition and the cost of training

A-60 The Armed Services Vocational Aptitude Battery and Premorbid Intellectual Functioning

Abstract Objective The objective of this study is to evaluate correlations between the Armed Services Vocational Aptitude Battery (ASVAB) with other measures of premorbid functioning to validate the use of the ASVAB as an estimate of premorbid intellectual functioning. Method This study utilized archival data. Data were retrospectively reviewed and correlational analyses were conducted between scores on the ASVAB and another measure of premorbid intellectual functioning (i.e., Test of Premorbid Functioning (TOPF)). Results Preliminary results (N = 83) revealed significant positive correlations between the ASVAB & TOPF (r2 = .75, p < .01), irrespective of current intellectual abilities and neurocognitive diagnosis. Conclusion The ASVAB is strongly correlated with the TOPF and may serve as a useful tool for estimating premorbid intellectual functioning in neuropsychological evaluations of active duty services members.

Tech tilt predicts jobs, college majors, and specific abilities: Support for investment theories

Specific cognitive abilities include ability tilt, based on within-subject differences in math and verbal scores on standardized tests (e.g., SAT, ACT). Ability tilt yields math tilt (math > verbal), which predicts STEM (science, technology, engineering, math) criteria, and verbal tilt (verbal > math), which predicts humanities criteria. The current study examined a new type of tilt: tech tilt, based on within-subject differences in technical scores and academic scores (math or verbal) on the Armed Services Vocational Aptitude Battery. (Technical scores tapped vocational skills for electronics, mechanics, cars, and tools.) The difference yielded two types of tilt: tech tilt (tech > academic) and academic tilt (academic > tech). Tech tilt was correlated with math and verbal scores on college aptitude tests (SAT, ACT, PSAT), ability tilt on the college tests, and STEM and humanities criteria (college majors and jobs). Tech tilt correlated negatively with academic abilities (math or verbal) on the college tests and predicted STEM criteria. In addition, academic tilt (math or verbal) predicted the analogous type of tilt on the college tests. The effects replicated using different analytical approaches (e.g., regressions and structural equation modeling) and after controlling for g. The negative effects of tech tilt with academic abilities support investment theories, which predict that investments in one domain (non-academic and technical) come at the expense of investments in competing domains (academic). In addition, the effects demonstrate the validity of vocational aptitudes, extending prior research on ability tilt, which focuses on academic aptitudes. Future research should consider factors that moderate the effects of tech tilt (e.g., life history and ability level) as well as other types of tilt (e.g., spatial tilt).

Non-g Factors Predict Educational and Occupational Criteria: More than g.

In a prior issue of the Journal of Intelligence, I argued that the most important scientific issue in intelligence research was to identify specific abilities with validity beyond g (i.e., variance common to mental tests) (Coyle, T.R. Predictive validity of non-g residuals of tests: More than g. Journal of Intelligence 2014, 2, 21–25.). In this Special Issue, I review my research on specific abilities related to non-g factors. The non-g factors include specific math and verbal abilities based on standardized tests (SAT, ACT, PSAT, Armed Services Vocational Aptitude Battery). I focus on two non-g factors: (a) non-g residuals, obtained after removing g from tests, and (b) ability tilt, defined as within-subject differences between math and verbal scores, yielding math tilt (math > verbal) and verbal tilt (verbal > math). In general, math residuals and tilt positively predict STEM criteria (college majors, jobs, GPAs) and negatively predict humanities criteria, whereas verbal residuals and tilt show the opposite pattern. The paper concludes with suggestions for future research, with a focus on theories of non-g factors (e.g., investment theories, Spearman’s Law of Diminishing Returns, Cognitive Differentiation-Integration Effort Model) and a magnification model of non-g factors.

Non-g residuals of group factors predict ability tilt, college majors, and jobs: A non-g nexus

This study examined the predictive power of non-g residuals of group factors (based on multiple tests) for diverse criteria (e.g., aptitude tests, college majors, occupations). Test scores were drawn from the National Longitudinal Survey of Youth (N=1950). Four group factors (math, verbal, speed, shop/technical) were estimated using the Armed Services Vocational Aptitude Battery, a diverse battery of 12 cognitive tests. The residuals of the group factors were estimated after removing g (variance common to all tests) and were correlated with aptitude test scores (SAT, ACT, PSAT), ability tilt (i.e., difference between math and verbal scores on the aptitude tests), and college majors and jobs in science, technology, engineering, and math (STEM) and the humanities. The math residuals correlated positively with math/STEM criteria and negatively with verbal/humanities criteria. In contrast, the verbal residuals showed the opposite pattern. The residuals of the two non-academic factors (speed and shop) generally correlated negligibly with all criteria. The results are the first to demonstrate the predictive power of group factor residuals for diverse criteria. The findings extend prior research on non-g factors for individual tests (SAT and ACT) and provide evidence of a non-g nexus involving group factors. The pattern of results supports investment theories, which predict that investment in one area (math) correlates positively with complementary criteria (math/STEM) but negatively with competing criteria (verbal/humanities).

Skin Tone and Self-Employment: Is there an Intra-Group Variation among Blacks?

The purpose of this paper is to formally evaluate whether odds of entry into self-employment decrease as skin tone darkens for Blacks in the United States. Extending past work on inter-group differences in Black-White self-employment, based on data from National Longitudinal Survey of Youth 1997, with darker skin tone the odds of self-employment decline. Having spent more time in labor force further decreases the likelihood of self-employment for darker skin tone Blacks, and being a high-school graduate, scoring high on Armed Services Vocational Aptitude Battery (ASVAB), or higher past year income are not associated with self-employment of darker skin tone Blacks. While darker skin tone Blacks who are self-employed derive lower income, those who are self-employed and with more human capital (longer time spent in the labor force, scoring high on ASVAB or being a high school graduate) have a higher income.