Cognitive Aptitude Research Articles

Forgetting the Past and Neglecting the Future. Commentary: A Crisis in Comparative Psychology: Where Have All the Undergraduates Gone?

Forgetting the Past and Neglecting the Future. Commentary: A Crisis in Comparative Psychology: Where Have All the Undergraduates Gone?

The Utility of Testing Noncognitive Aptitudes as Additional Predictors of Graduation From US Air Force Air Traffic Controller Training

Abstract. The present study examined the utility of testing noncognitive aptitudes as a predictor of graduation from US Air Force air traffic controller (ATC) training. A total of 1,003 training candidates participated in the study. Results of logistic regression indicate that noncognitive areas of functioning at the start of training significantly predicted graduation beyond the effects of a measure of cognitive aptitude. Higher levels of emotional self-awareness, self-actualization, reality testing, stress tolerance, happiness, and approach to problem solving best differentiated graduates from nongraduates. The results of the study suggest such areas of functioning are important for training success.

Predicting Second Language Proficiency Level Using Linguistic Cognitive Task and Machine Learning Techniques

This paper proposes a novel method for predicting second language proficiency based on linguistic cognitive ability measured in linguistic cognitive response test. Our method is based on an assumption that there is a correlation between language aptitude test scores and linguistic cognitive ability. Our proposed method for predicting L2 language proficiency uses as input learner's linguistic cognition aptitude data. In our experiment, the method produced promising results with the predictive power as high as 70 %. Linguistic cognitive ability is measured through linguistic cognition tasks, which are: reading lexical decision tasks (LDT), listening LDT, translation recognition tasks, and semantic recognition tasks. Each type of the tasks is related to a different linguistic function in the brain. After measuring the learner's linguistic cognitive aptitude, the result is fed as input for a machine learning model, which makes predictions for the corresponding language proficiency level. In training the linguistic proficiency classifier, we used multi-layer perceptron, Naive Bayes, logistic regression, and random forest model. For input data set in our experiment, we had 42 participants take our cognitive aptitude tests and used the result. Our classifier showed an accuracy >70 % in predicting proficiency level. Among the models, random forest model produced the best predictive power.

Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study

ABSTRACTRecent proposals on language aptitude have distinguished between cognitive aptitudes for implicit and explicit learning (e.g., Doughty et al., 2010; Linck et al., 2013). This methodological study extends recent work on aptitude by investigating whether aptitudes for implicit and explicit learning are differentially related to the two main information-processing cognitive styles proposed by dual-process theories in cognitive psychology: rational–analytical and experiential–intuitive (Pacini & Epstein, 1999). A relationship was found between a rational–analytical profile and explicit aptitude, as well as between an experiential–intuitive profile and implicit aptitude. Structural equation modeling further showed that the proposed model had acceptable fit. These results were interpreted as support for the qualitatively different types of cognitive processes underlying the two hypothesized types of aptitude.

The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback

This study investigated the extent to which cognitive abilities that involve explicit cognitive processes (i.e., explicit language aptitude) are related to second language (L2) learning outcomes under two corrective feedback conditions. The study followed a pretest-posttest-delayed posttest experimental design. Forty-eight L2 learners of English carried out three oral production tasks, in which their errors on the indefinite article were treated according to their group assignment (i.e., explicit, implicit, and no-feedback). A set of controlled oral production tests was administered as pretest and posttest. Explicit language aptitude was measured using three subtests from the LLAMA Language Aptitude Test battery (Meara, 2005). Results showed that explicit language aptitude predicted immediate posttest performance only under the explicit feedback condition, suggesting that this type of feedback requires mental processes that are facilitated by explicit cognitive abilities and that its short-term effectiveness is not the same for learners with different aptitude levels.

Manifestations of intelligence: Expanding the measurement space to reconsider specific cognitive abilities

Individual differences in intellectual abilities are arguably more important than ever for success in the constantly changing and increasingly complex modern business world. Historically, attention has been focused on the general cognitive ability factor at the center of the intelligence nexus (i.e., the ‘g’ factor). Although the focus on ‘g’ has and continues to provide insight into successful behavior in the workplace, there is interest and need to expand the measurement space to include other aspects of the intelligence nexus. Drawing on examples in the differential and educational literatures, we argue that giving attention to constellations of more specific cognitive aptitudes can provide additional insight into the manifestation of the complex skills and competencies that are required for success in today's workplace. Unfortunately, as I-O psychology has pulled away from the study of mental abilities, the effort to increase the measurement space has spawned an increase in construct proliferation (e.g., competency-based constructs such as decision-making, strategic thinking, etc.) that crowds and confuses the construct domain without properly leveraging what is known about specific mental abilities. Thus, our purpose is to encourage I-O psychology to reconnect with the science of mental abilities and measurement theory so as better understand how basic constructs within the intelligence nexus manifest in the context of work.

DUF1220 copy number is linearly associated with increased cognitive function as measured by total IQ and mathematical aptitude scores.

DUF1220 protein domains exhibit the greatest human lineage-specific copy number expansion of any protein-coding sequence in the genome, and variation in DUF1220 copy number has been linked to both brain size in humans and brain evolution among primates. Given these findings, we examined associations between DUF1220 subtypes CON1 and CON2 and cognitive aptitude. We identified a linear association between CON2 copy number and cognitive function in two independent populations of European descent. In North American males, an increase in CON2 copy number corresponded with an increase in WISC IQ (R (2)=0.13, p=0.02), which may be driven by males aged 6-11 (R (2)=0.42, p=0.003). We utilized ddPCR in a subset as a confirmatory measurement. This group had 26-33 copies of CON2 with a mean of 29, and each copy increase of CON2 was associated with a 3.3-point increase in WISC IQ (R (2)=0.22, p=0.045). In individuals from New Zealand, an increase in CON2 copy number was associated with an increase in math aptitude ability (R (2)=0.10 p=0.018). These were not confounded by brain size. To our knowledge, this is the first study to report a replicated association between copy number of a gene coding sequence and cognitive aptitude. Remarkably, dosage variations involving DUF1220 sequences have now been linked to human brain expansion, autism severity and cognitive aptitude, suggesting that such processes may be genetically and mechanistically inter-related. The findings presented here warrant expanded investigations in larger, well-characterized cohorts.

Personality Strengths Among Graduates of U.S. Air Force Combat Controller Training

The present study examined differences in cognitive aptitude and personality traits between graduates (n = 241) and nongraduates (n = 533) of U.S. Air Force combat control (CCT) training. The Armed Services Vocational Aptitude Battery (ASVAB) and Emotional Quotient Inventory (EQ-i) were completed prior to the start of training. Graduates scored significantly higher on all four ASVAB composite scores (p < .001, g > .31) and on the general mood, intrapersonal, adaptability, and stress management domains (p < .001, g > .35) of the EQ-i, but no difference existed on the interpersonal domain (p = .41, g = .08). Findings suggest that successful CCT candidates have above-average ability to maintain a positive attitude, self-acceptance, recognition of internal emotional states, and perceived control over thoughts and actions. The EQ-i improves the prediction of CCT training graduates, with optimism and happiness being the relative strongest predictor (AOR = 1.07, p < .001).

Aptitudes cognitivas y estrategias de memorización secuencial de los alumnos de un centro educativo privado de Comas

En el momento actual se insiste en considerar la importancia de los periodos críticos del desarrollo del niño, refiriéndose a toda la influencia de las condiciones sociales, educativas y familiares durante todo el proceso de formación, las que a su vez permiten la adquisición y desarrollo tanto de procesos cognoscitivos, afectivos, como conativo-motivacionales y en líneas generales de su personalidad como un todo. Los estudios de la memorización, por tratarse de un proceso cognoscitivo indispensable en el aprendizaje, que permite el almacenaje y actualización de la información, son y serán siempre de gran trascendencia. Asimismo, independientemente de la estrategia de memorización que se utilice, este proceso ayuda a estructurar las aptitudes cognitivas en cada etapa de desarrollo cognitivo del niño. Una evaluación oportuna tanto de las estrategias de memorización como de las aptitudes, nos permite la detección posterior de problemas de aprendizaje escolar, sean éstos de naturaleza global o específica. De allí que en este estudio se pretende describir y explicar cómo son las estrategias de memorización más frecuentes en los niños de 6 a 11 años que coadyuvan favorablemente o inadecuadamente en la estructuración del componente intelectivo, o de las aptitudes cognitivas en la niñez.

Sometimes less is more: educational effectiveness of English as a foreign language instruction in German classrooms

This paper evaluates the effect of differing amounts of schooling on outcomes of lower secondary education. Two groups of German academic track students are compared who chose English as either their first (EFFL; n = 2,771) or second (ESFL; n = 345) foreign language throughout secondary school. While EFFL students receive an additional school year of EFL instruction, ESFL students are known to be positively selected in terms of cognitive aptitudes and socioeconomic background. This paper evaluates the impact of varying amounts of schooling on EFL achievement while accounting for student selectivity within a potential outcomes framework. Corresponding results illustrate no such impact. Alternative explanations are discussed and implications regarding the field of educational effectiveness research (EER) are highlighted.

Individual Differences in Sequence Learning Ability and Second Language Acquisition in Early Childhood and Adulthood

Language aptitude has been hypothesized as a factor that can compensate for postcritical period effects in language learning capacity. However, previous research has primarily focused on instructed contexts and rarely on acquisition‐rich learning environments where there is a potential for massive amounts of input. In addition, the studies conducted to date have investigated cognitive aptitudes weighted heavily in favor of explicit processes (e.g., language analysis) and have overlooked potential individual differences in implicit cognitive processes. This study examines whether sequence learning ability (one aspect of a cognitive aptitude hypothesized to be relevant for implicit language learning and processing) is involved in early and late second language learners’ morphosyntactic attainment, as measured by two types of structures and tasks. Results revealed that sequence learning ability moderated scores on structures involving grammatical agreement relations in both early and late second language learners.

Diabète insipide central. Modalité de la prise en charge chez l’enfant

Communication between physicians and parents is the cornerstone of their relationship to reach a common goal of better child health. To deliver proper communication, a physician needs to learn certain skills that are not included in the curriculum of medical schools or paediatrics residency training in KSA. This study probed the physicians' attitude towards their styles of communication based on the parents' perception.The data were collected from a randomly selected sample of physicians and parents from general paediatrics wards at King Saud University Medical City (KSUMC), Riyadh, KSA. We used a validated Criteria Cognitive Aptitude Test (CAT-T) questionnaire and a translated version of the CAT-T questionnaire for the physicians and parents, respectively. The data were then analyzed using variable qualitative and quantitative statistical methods.The data were collected from 63 physicians and 100 parents in the pediatric wards at KSUMC. We observed an increased level of confidence in communication skills (CS) among experienced physicians, while young physicians expressed concerns regarding their communication with parents concerning decision-making. The parents rated the physicians' skill of active listening as poor. However, the parents rated the physicians' introduction as higher than their own self-rating. In addition, the parents' satisfaction with the physicians' CS was inversely related to the parents' level of education.Our data suggests a clear discrepancy between the physicians' insights and the parents' perceptions about the CS. This finding emphasizes a need for further training among physicians to satisfy parents and in ultimately improving child health in the KSA.

The role of cognitive abilities in laparoscopic simulator training

Learning minimally invasive surgery (MIS) differs substantially from learning open surgery and trainees differ in their ability to learn MIS. Previous studies mainly focused on the role of visuo-spatial ability (VSA) on the learning curve for MIS. In the current study, the relationship between spatial memory, perceptual speed, and general reasoning ability, in addition to VSA, and performance on a MIS simulator is examined. Fifty-three laparoscopic novices were tested for cognitive aptitude. Laparoscopic performance was assessed with the LapSim simulator (Surgical Science Ltd., Gothenburg, Sweden). Participants trained multiple sessions on the simulator until proficiency was reached. Participants showed significant improvement on the time to complete the task and efficiency of movement. Performance was related to different cognitive abilities, depending on the performance measure and type of cognitive ability. No relationship between cognitive aptitude and duration of training or steepness of the learning curve was found. Cognitive aptitude mediates certain aspects of performance during training on a laparoscopic simulator. Based on the current study, we conclude that cognitive aptitude tests cannot be used for resident selection but are potentially useful for developing individualized training programs. More research will be performed to examine how cognitive aptitude testing can be used to design training programs.

Homocysteine levels and cognitive function scores measured with MMSE and BCAT of middle-aged and elderly subjects in Tianjin City.

China is proceeding into the aging society. There are near 6 million elderly suffering senile dementia,while cognitive impairment is an important clinical feature in dementia. The factors involved in cognitive dysfunction in the middle-aged and the elderly persons were investigated. Cross-sectional study. Community dwellers and nursing home residents in Tianjin, China. Total of 662 subjects(284 men and 378 women) aged 55-93. A designed questionnaire was used to collect their demographic data, information of disease and medication, and life style. Mini-mental state examination (MMSE) and Basic Cognitive Aptitude Tests (BCAT) software were applied to evaluate their cognitive function. Serum total homocysteine (tHcy) level was quantified by enzyme conversion method. A multiple linear stepwise regression analysis was applied to find the influencing factors of cognitive function. The average serum tHcy concentrations was 15.95±7.29 μmol/L, while the prevalence of hyperhomocysteinemia (HHE) was 45.4%. The average serum tHcy level and prevalence of HHE were higher in men than those in women after ruling out the age differences. The mean MMSE and BCAT scores were 26.74±2.71 and 50.26±18.84 respectively. The BCAT score was negatively correlated with age and positively correlated with education. Multiple linear stepwise regression equations showed that the P value was less than 0.001, the BCAT regression equation showed that the R2=0.453. Serum tHcy concentration was negatively correlated with total scores of BCAT, digit copy, Chinese character comparison, mental arithmetic, Chinese character rotation and recall answer of mental arithmetic test. Total scores of BCAT were negatively correlated with education, inhabitancy, serum tHcy concentration and age. In addition, Chinese character rotation was correlated with tea consumption. Remembrance and recognition of dual words and nonsense figures was correlated with income level. Hyperhomocysteinemia is associated with cognitive impairment in the middle-aged and the elderly persons in Tianjin. The BCAT scores could well represent the detailed cognitive function in elderly and negatively correlate with age, but positively correlated with education level. Serum tHcy concentration was negatively correlated with total BCAT scores.

Broad Factors versus Narrow Facets: Prediction at Optimal Resolution

We have long been instructed to match broad outcomes, like performance, with broad predictors, like GMA. The study of personality, for example, is overwhelming at the factor rather than facet level. This session reviews research showing that narrow level data can account for massively more variance even with broad outcomes. SME Prediction of CWB with Factor and Facet Level Data Presenter: Thomas A. O'Neill; U. of Calgary Presenter: Piers Steel; U. of Calgary Personality Factors versus Facets for Predicting Managerial Performance Presenter: Jeff Foster; Hogan Assessment Systems Presenter: Dara Pickering; Hogan Assessment System Prediction of OCB at the Factor and Facet Level Presenter: Piers Steel; U. of Calgary Presenter: Thomas A. O'Neill; U. of Calgary Performance Predicted By Specific Cognitive Aptitudes versus GMA Presenter: John Kammeyer-Mueller; U. of Minnesota, Twin Cities

An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading

AbstractThe purpose of this research was to investigate the cognitive abilities that explain reading comprehension across childhood and early adulthood. Drawing from the standardization sample of the Woodcock–Johnson III, analyses were conducted with large samples at age levels spanning early childhood to early adulthood: 5 to 6 (n = 639), 7 to 8 (n = 720), 9 to 13 (n = 1,995), 14 to 19 (n = 1,615), and 20 to 39 (n = 1,409). Using a model including factors representing general intelligence, Cattell–Horn–Carroll broad abilities, and reading decoding skills, results revealed significant direct effects for reading decoding skills and Crystallized Intelligence on reading comprehension across all age levels. Memory‐related abilities, processing speed, and auditory processing demonstrated indirect effects on reading comprehension through reading decoding skills. The magnitude of direct and indirect effects varied as a function of age. The results provide support for integrative models of reading that include both direct and indirect effects of cognitive abilities on reading comprehension and for consideration of developmental differences in the cognitive aptitudes predicting reading comprehension. © 2012 Wiley Periodicals, Inc.

The Numeracy Understanding in Medicine Instrument

Health numeracy can be defined as the ability to understand and apply information conveyed with numbers, tables and graphs, probabilities, and statistics to effectively communicate with health care providers, take care of one's health, and participate in medical decisions. To develop the Numeracy Understanding in Medicine Instrument (NUMi) using item response theory scaling methods. A 20-item test was formed drawing from an item bank of numeracy questions. Items were calibrated using responses from 1000 participants and a 2-parameter item response theory model. Construct validity was assessed by comparing scores on the NUMi to established measures of print and numeric health literacy, mathematic achievement, and cognitive aptitude. Community and clinical populations in the Milwaukee and Chicago metropolitan areas. Twenty-nine percent of the 1000 respondents were Hispanic, 24% were non-Hispanic white, and 42% were non-Hispanic black. Forty-one percent had no more than a high school education. The mean score on the NUMi was 13.2 (s = 4.6) with a Cronbach α of 0.86. Difficulty and discrimination item response theory parameters of the 20 items ranged from -1.70 to 1.45 and 0.39 to 1.98, respectively. Performance on the NUMi was strongly correlated with the Wide Range Achievement Test-Arithmetic (0.73, P < 0.001), the Lipkus Expanded Numeracy Scale (0.69, P < 0.001), the Medical Data Interpretation Test (0.75, P < 0.001), and the Wonderlic Cognitive Ability Test (0.82, P < 0.001). Performance was moderately correlated to the Short Test of Functional Health Literacy (0.43, P < 0.001). The NUMi was found to be most discriminating among respondents with a lower-than-average level of health numeracy. The NUMi can be applied in research and clinical settings as a robust measure of the health numeracy construct.

Can expectation enhance response to suggestion? De-automatization illuminates a conundrum

Disparate theoretical viewpoints construe hypnotic suggestibility either as a stable trait, largely determined by underlying cognitive aptitude, or as a flexible skill amenable to attitudinal factors including beliefs and expectations. Circumscribed findings support both views. The present study attempted to consolidate these orthogonal perspectives through the lens of expectancy modification. We surreptitiously controlled light and sound stimuli to convince participants that they were responding strongly to hypnotic suggestions for visual and auditory hallucinations. Extending our previous findings, we indexed hypnotic suggestibility by de-automatizing an involuntary audiovisual phenomenon-the McGurk effect. Here we show that, regardless of expectancy modification, the experimental procedure led to heightened expectations concerning future hypnotic response. We found little effect of expectation, however, on actual response to suggestion. Our findings intimate that, at least in the present experimental context, expectation hardly correlates with--and is unlikely to be a primary determinant of--high hypnotic suggestibility.

The Elusiveness of Applied Management Knowledge: A Critical Challenge for Management Educators

A wealth of anecdotal data suggest that, despite sufficient conceptual knowledge of what constitutes effective management practice, managers may often lack the ability to apply that knowledge in context. We measured the applied managerial knowledge of 21,319 managers and 2,644 students and found a disturbingly low level of such capability in both groups. Moreover, our findings indicated little difference in demonstrated applied managerial knowledge across a wide range of management experience. In our student sample, we found only modest to small relationships between applied managerial knowledge and measures of cognitive aptitude, select personality characteristics, and academic performance. Despite an immense amount of educational resources devoted to its development, applied managerial knowledge is clearly elusive. We discuss implications for future research and more effective management education.

Reconsidering vocational interests for personnel selection: The validity of an interest-based selection test in relation to job knowledge, job performance, and continuance intentions.

Although vocational interests have a long history in vocational psychology, they have received extremely limited attention within the recent personnel selection literature. We reconsider some widely held beliefs concerning the (low) validity of interests for predicting criteria important to selection researchers, and we review theory and empirical evidence that challenge such beliefs. We then describe the development and validation of an interests-based selection measure. Results of a large validation study (N = 418) reveal that interests predicted a diverse set of criteria—including measures of job knowledge, job performance, and continuance intentions—with corrected, cross-validated Rs that ranged from .25 to .46 across the criteria (mean R = .31). Interests also provided incremental validity beyond measures of general cognitive aptitude and facets of the Big Five personality dimensions in relation to each criterion. Furthermore, with a couple exceptions, the interest scales were associated with small to medium subgroup differences, which in most cases favored women and racial minorities. Taken as a whole, these results appear to call into question the prevailing thought that vocational interests have limited usefulness for selection.