Relating indices of knowledge structure coherence and accuracy to skill-based performance: Is there utility in using a combination of indices?

Schuelke, Matthew J.; Day, Eric Anthony; McEntire, Lauren E.; Boatman, Paul R.; Boatman, Jazmine Espejo; Kowollik, Vanessa; Wang, Xiaoqian

doi:10.1037/a0015113

Cited by 19 publications

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“…Several tasks have been utilized to gauge performance adaptation objectively, including tank-battle scenarios (Lang & Bliese, 2009), stock-pricing simulations (Howe, 2014), radar-tracing tasks (Kozlowski et al, 2001), video games (Hardy, Imose, & Day, 2014;Hughes et al, 2013;Randall, Resick, & DeChurch, 2011;Schuelke et al, 2009), and reproducing presentation slides (Keith, Richter, & Naumann, 2010). Accordingly, the type (e.g.…”

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Goal orientation and performance adaptation: A meta-analysis

Stasielowicz

2019

Journal of Research in Personality

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AcknowledgementsThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Declarations of interest: noneI wish to thank Thomas Staufenbiel for valuable comments on the first draft of this paper and both Kim Mehlitz and Wiebke Schmidt for help with coding. Furthermore, I am grateful toThe relationship between goal orientation and performance adaptation across studies was assessed in the present article. The relevance of performance adaptation can be exemplified by the desire to optimize performance and mitigate the negative effects of change in organizational and educational contexts (i.e. new co-workers, new software, emergencies).Three-level meta-analyses were conducted for learning goal orientation (LGO) and performance goal orientation (PGO). Furthermore, within PGO a distinction between avoid performance goal orientation (APGO) and prove performance goal orientation (PPGO) could be made. In moderator analyses the influence of measurement method of performance adaptation (subjective ratings vs objective scores) was assessed amongst others. Although significant effects were found they were primarily visible for subjective ratings and not objective scores.

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confidence: 99%

Goal orientation and performance adaptation: A meta-analysis

Stasielowicz

2019

Journal of Research in Personality

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“…. .‖ Following this, researchers in management and psychology have adopted these tests as measures of general cognitive ability (e.g., Edwards, Day, Arthur, & Bell, 2006;Schuelke et al, 2009). Well-known intelligence batteries such as the Stanford-Binet have recently been revised to include more explicit measures of fluid ability.…”

Section: Implications For Theorymentioning

confidence: 99%

Fluid ability, crystallized ability, and performance across multiple domains

Postlethwaite¹

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Cognitive ability is one of the most frequently investigated individual differences in management and psychology. Countless studies have demonstrated that tests measuring cognitive ability or intelligence predict a number of important real-world outcomes such as academic performance, vocational training performance, and job performance. Although the relationship between intelligence and real-world performance is well established, there is a lack of consensus among scholars with regard to how intelligence should be conceptualized and measured. Of the more traditional theories of intelligence, two perspectives are particularly dominant: the Cattell-Horn model of fluid and crystallized intelligence and the theory of General Cognitive Ability (GCA or g).Fluid ability (Gf) represents novel or abstract problem solving capability and is believed to have a physiological basis. In contrast, crystallized ability (Gc) is associated with learned or acculturated knowledge. Drawing on recent research in neuroscience, as well as research on past performance, the nature of work, and expert performance, I argue that compared to measures of fluid ability, crystallized ability measures should more strongly predict real-world criteria in the classroom as well as the workplace.This idea was meta-analytically examined using a large, diverse set of over 400 primary studies spanning the past 100 years. With regard to academic performance, measures of fluid ability were found to positively predict learning (as measured by grades). However, as hypothesized, crystallized ability measures were found to be superior predictors of academic performance compared to their fluid ability counterparts.This finding was true for both high school and college students. v Likewise, similar patterns of results were observed with regard to both training performance and job performance. Again, crystallized ability measures were found to be better predictors of performance than fluid measures. This finding was consistent at the overall level of analysis as well as for medium complexity jobs. These findings have important implications for both intelligence theory and selection practice.Contemporary intelligence theory has placed great emphasis on the role of fluid ability, and some researchers have argued that Gf and g are essentially the same construct. However, the results of this study, which are based on criterion-related validities rather than factor-analytic evidence, demonstrate that Gc measures are superior predictors in comparison to Gf measures. This is contrary to what one would expect if Gf and g were indeed the same construct. Rather, the findings of this study are more consistent with General Cognitive Ability theory, which predicts that Gc indicators will be the best predictors of future learning and performance.Given that Gc measures demonstrate higher criterion-related validities than Gf measures, Gc measures are likely to be preferred for selection purposes. Further, Gf scores are known to decline with age while Gc scores remain relatively s...

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“…Then, we cannot estimate their behavioral consequences. This limited capacity of forecasting a consequent scenario is also due to the mixed results that previous studies have provided in investigating the eects of closeness and correlation similarity on the performance level, which have failed in clarifying the specic role played by the two indices in explaining the performance (Schuelke et al, 2009;Smith-Jentsch, Mathieu, & Kraiger, 2005). We believe that future research in the entrepreneurship domain should elucidate the role of these indices in aecting the entrepreneurial action, and the entrepreneurial learning process.…”

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confidence: 99%

Entrepreneurs' and Students' Knowledge Structures: A Journey into Their Entrepreneurial Mindset

Loi¹,

Cogoni

DiGuardo

2014

SSRN Journal

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This proposal investigates how entrepreneurs and students associate a set of 18 concepts in order to gather their Entrepreneurial mindset. Which is the connection that entrepreneurs and students believe to be among concepts such as intuition, innovation and entrepreneur? How they think innovation is associated to risk in an entrepreneurial domain? To what extent passion is connected to the idea of entrepreneur? These questions represent some extract of concepts we asked to connect. An ad-hoc software implementing the Pathnder algorithm produced a visual representation (simplied networks) of the mindset of each group, composed by 167 students and 29 entrepreneurs. Three questions have driven our study: (1) which are the characteristics of the entrepreneurs and students mindset? (2) Are there any dierences between the two representations? (3) Are there any dierences among students depending on their educational background? A qualitative inspection, supported by network centrality measures, and a quantitative analysis, based upon the number of links in common among groups' networks (closeness index) and the rank-order correlation among each couple of concepts, have shown that entrepreneurs' and students' representations dier and that these dierences increase when comparing entrepreneurs with students in human and natural sciences, rather than with students in social and engineering sciences. Through additional analysis we observed that the highest dierences concern concepts such as Failure, Success, Social and Regional context and, in some cases, Innovation and Risk. Suggestions for future research are presented.

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Relating indices of knowledge structure coherence and accuracy to skill-based performance: Is there utility in using a combination of indices?

Cited by 19 publications

References 50 publications

Goal orientation and performance adaptation: A meta-analysis

Goal orientation and performance adaptation: A meta-analysis

Fluid ability, crystallized ability, and performance across multiple domains

Entrepreneurs' and Students' Knowledge Structures: A Journey into Their Entrepreneurial Mindset

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