Organization and Components of Psychomotor Ability.

Chaiken, Scott R.; Kylionen, Patrick; Tirre, William C.

doi:10.21236/ada371599

Cited by 6 publications

(13 citation statements)

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“…Three recent studies have provided evidence for the existence of a general psychomotor factor (Carretta and Ree 1997a;Chaiken, Kyllonen, and Tirre, 2000;Ree and Carretta 1994b). Ree and Carretta (1994b) examined the factor structure of a set of cognitive tests and psychomotor tracking tests.…”

Section: Psychomotor Abilitymentioning

confidence: 99%

“…PM/TK influenced a broad range of lowerorder psychomotor factors. Chaiken et al (2000) examined the factor structure of several psychomotor tests designed to measure Fleishman's (1964) factors of control precision, multi-limb coordination, rate control and response orientation. Each factor was represented by four tests.…”

Section: Psychomotor Abilitymentioning

confidence: 99%

“…This may stem, in part, from dissimilarity of appearance and method of measurement for cognitive and psychomotor tests. Again, several recent studies have shown a modest relationship between cognitive and psychomotor ability (Carretta and Ree 1997a;Chaiken et al 2000;Rabbitt, Banerji and Szymanski 1989;Ree and Carretta 1994b;Tirre and Raouf 1998). Rabbitt et al (1989) examined the relation between an IQ test and`Space Fortress,' a complex psychomotor and reasoning task.…”

Section: Nexus Of Cognitive and Psychomotor Abilitiesmentioning

confidence: 99%

“…Note that this correlation has not been corrected for attenuation or range restriction. Chaiken et al (2000) created a general psychomotor composite from tests of control precision, multi-limb coordination, rate control, and response orientation and three cognitive composites representing general ability, temporal processing, and processing speed. The uncorrected correlations between general psychomotor ability and the cognitive composites were g, .69, temporal processing, .25, and processing speed (ns).…”

Section: Nexus Of Cognitive and Psychomotor Abilitiesmentioning

confidence: 99%

“…Carretta and Ree (1997b) proposed that practical/technical knowledge might also contribute to this relationship. Chaiken et al (2000) suggested that the relationship might be explained by the role of working memory capacity (a surrogate of g, see Stauffer, Ree, and Carretta 1996) in learning complex and novel tasks.…”

Section: Nexus Of Cognitive and Psychomotor Abilitiesmentioning

confidence: 99%

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General and Specific Cognitive and Psychomotor Abilities in Personnel Selection: The Prediction of Training and Job Performance

Carretta¹,

Ree²

2000

Int J Selection Assessment

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Use of ability tests in personnel selection is addressed beginning with methodological issues. Studies are reviewed that show that almost all the validity of cognitive tests comes from general cognitive ability, g. Psychomotor ability is reviewed and found to have both higherand lower-order factors, contrary to long-held beliefs. It was found that the higher-order general psychomotor factor was one source of validity of psychomotor tests. Additionally, psychomotor tests were shown to contain measures of g and to increment the validity of gbased measures very little.

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Section: Psychomotor Abilitymentioning

confidence: 99%

Section: Psychomotor Abilitymentioning

confidence: 99%

Section: Nexus Of Cognitive and Psychomotor Abilitiesmentioning

confidence: 99%

Section: Nexus Of Cognitive and Psychomotor Abilitiesmentioning

confidence: 99%

Section: Nexus Of Cognitive and Psychomotor Abilitiesmentioning

confidence: 99%

See 3 more Smart Citations

General and Specific Cognitive and Psychomotor Abilities in Personnel Selection: The Prediction of Training and Job Performance

Carretta¹,

Ree²

2000

Int J Selection Assessment

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Are Traditional Cognitive Tests Useful in Predicting Clinical Success?

Gray¹,

Deem²,

Straja³

2002

Journal of Dental Education

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The purpose of this research was to determine the predictive value of the Dental Admission Test (DAT) for clinical success using Ackerman's theory of ability determinants of skilled performance. The Ackerman theory is a valid, reliable schema in the applied psychology literature used to predict complex skill acquisition. Inconsistent stimulus-response skill acquisition depends primarily on determinants of cognitive ability. Consistent information-processing tasks have been described as "automatic," in which stimuli and responses are mapped in a manner that allows for complete certainty once the relationships have been learned. It is theorized that the skills necessary for success in the clinical component of dental schools involve a significant amount of automatic processing demands and, as such, student performance in the clinics should begin to converge as task practice is realized and tasks become more consistent. Subtest scores of the DAT of four classes were correlated with final grades in nine clinical courses. Results showed that the DAT subtest scores played virtually no role with regard to the final clinical grades. Based on this information, the DAT scores were determined to be of no predictive value in clinical achievement.

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Predicting Student Performance in Preclinical Technique Courses Using the Theory of Ability Determinants of Skilled Performance

Gray

Deem²

2002

Journal of Dental Education

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The purpose of this research was to validate Ackerman's theory of ability determinants of skilled performance using sub-test scores of the Dental Admission Test (DAT) in predicting student performance in preclinical technique courses. The Ackerman theory is a valid, reliable schema in the applied psychology literature used to predict complex skill acquisition. Inconsistent stimulus-response skill acquisition depends primarily on determinants of cognitive ability. The cognitive phase of skill acquisition is associated with demands on general abilities. Task accomplishment requires attentional resources, and inconsistent tasks do not improve with practice. It is theorized that the Perceptual Ability Test (PAT) is a valid cognitive determinant for spatial ability in this schema. Each new procedure learned in the preclinical technique courses is novel, includes a spatial relations component, and reflects inconsistent skill acquisition. The PAT scores of four classes were compared to the final grades in eight preclinical technique courses. Results showed that PAT scores account for a significantly high proportion, approximately 25 percent, of the variance of the final grades in the preclinical technique courses. Based on this strong correlation, dental school admissions committees may consider re-evaluating the weight of the DAT scores in the admissions process.

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Organization and Components of Psychomotor Ability.

Cited by 6 publications

References 0 publications

General and Specific Cognitive and Psychomotor Abilities in Personnel Selection: The Prediction of Training and Job Performance

General and Specific Cognitive and Psychomotor Abilities in Personnel Selection: The Prediction of Training and Job Performance

Are Traditional Cognitive Tests Useful in Predicting Clinical Success?

Predicting Student Performance in Preclinical Technique Courses Using the Theory of Ability Determinants of Skilled Performance

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