Investigating the paths between working memory, intelligence, knowledge, and complex problem-solving performances via Brunswik symmetry.

Abstract

The future of interindividualdifferences research as a scientific branch of psychology depends, as every science, on its ability to predict and explain criteria. What are those criteria? Psychology is the science of human behavior, that is, what psychologists try to predict and explain. Psychologists know that humans differ in performance whether in school, business, or other areas of life. Cronbach (1957Cronbach ( , 1975 distinguished between two scientific disciplines of psychology. Experimental psychology concentrates on the explanatory power of situational variables that are manipulated and analyzed for their effects on human behavior. Correlational psychology focuses on dispositional constructs within individuals to maximize prediction of behavior. We choose in our research program an emphasis on dispositional constructs even when borrowing constructs from experimental psychology. The criteria we use are individual differences in performance on computer-based games that are thought to be ecologically valid for real-life performance but have the advantage to be researched in our lab. The dispositional constructs we use are working memory capacity (WMC) psychometric intelligence, personality, biodata, and knowledge. The reasons for choosing these constructs are derived from the state of the art in modem personnel selection research (Hunter, 1986;Hunter & Hunter, 1984; Rumsey, Walker, & Harris, 1994;Schmidt, Ones, & Hunter, 1992). Meta-analysis has shown that intelligence, biodata, and task knowledge are among the most valid predictors. Personality is also often discussed and considered but does not demonstrate the same amount of predictive validity. This 77

Metacognitive confidence judgments and their link to complex problem solving

“…Kretzschmar et al, 2016;Wittmann & Süß, 1999). Complex problems actively generate the particular situations that provide the relevant information needed to solve the problems.…”

Trait complex, cognitive ability, and domain knowledge predictors of baccalaureate success, STEM persistence, and gender differences.

“…The largest correlations were found between measures of self-efficacy and GPA. Wittmann and Süß (1999) have argued that one of the main reasons that individual trait measures provide modest predictive validities for academic and employment performance outcomes pertains to the lack of a correspondence between the predictor space and the criterion space. In particular, Wittmann and Süß proposed that optimal validities can be found when the breadth and the direct correspondence of predictor and criterion measures are matched (termed Brunswik Symmetry).…”

<p>Electronic Performance Support Systems and Technological Literacy</p>

“…Constructivist learning theory suggests that when a user is engaging technology and actively questioning and learning, it is quite likely that knowledge and ways of thinking and acting will develop (Fox, 2001). Through the use of EPSS, employees may construct knowledge necessary to perform complex tasks in the workplace (Wittmann & Süß, 1999). When coupled with social learning, EPSS may assist learners in gaining new ways of thinking and provide greater insight into the larger technological world.…”

“…The potential of achieving higher-level cognition from the use of EPSS is probably dependent on the relationship among working memory, short-term memory (STM), and long-term memory (LTM) (Wittmann & Süß, 1999;Hambrick, Kane, & Engle, 2005). STM is influenced by sensory input of information in the common domains of language, text, sights, sounds and smells.…”

“…An EPSS is a configuration of hardware, software, and content accessible by employees or students and structured to provide users with information to permit them to do their jobs or perform tasks with minimal intervention by others. EPSS are an important link between task support, the acquisition of new knowledge and skills, and the development of broader technological literacy (Wittmann & Süß, 1999).…”