Example it would have appeared in the 1950s like wearing earrings was explained

Example it would have appeared in the 1950s like

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Example: it would have appeared in the 1950’s like wearing earrings was explained by genetics—nearly all women had them, nearly no men did Although environments don’t appear to strongly affect traits, that doesn’t mean they don’t affect behavior
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Nature AND Nurture Parent genes Child genes Social environment Family income Clubs, churches, friends Child behavior Childrearing practices
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Measurement and Meaning of Abilities Definition and parameters of GMA Measurement techniques Correlations with multiple dimensions of job performance The problem of disparate impact Other predictors
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General mental ability for selection Critical area for measurement Everyone agrees that they want smarter employees; this isn’t a “fit” issue Intelligencewould seem to matter for every singleaspect of job performance Thereis evidencethat this is something that is fairly stable within a person Critical area of controversy Genetic inheritanceand the“cognitiveelite” Adverseimpact statistics      
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General mental ability What is it? It goes by many names: g, general mental ability, IQ, intelligence A general measure of cognitive functioning that should work across several different domains First proposed by Francis Galton, an English geneticist and relative of Darwin It remains one of the most studied of all human characteristics Why would general mental ability matter at work? What do smart people do better than others? When do you think it would be most beneficial?      
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A Conceptual Depiction of Mental Abilities General  mental  ability Spatial  ability Verbal  ability Analytical      ability Comprehension Expression Manipulation Recognition Logic Mathematics      
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Just how positively correlated arethese subdimensions? 1 2 3 4 5 6 7 8 9 10 Science 1.00 Arithmetic 0.73 1.00 Word knldg 0.82 0.72 1.00 Paragraph 0.72 0.70 0.82 1.00 Numeric 0.57 0.63 0.65 0.64 1.00 Coding 0.51 0.55 0.60 0.61 0.72 1.00 Auto+shop 0.68 0.59 0.61 0.51 0.38 0.33 1.00 Math knldg 0.70 0.82 0.69 0.67 0.62 0.54 0.47 1.00 Mech comp 0.71 0.70 0.64 0.57 0.45 0.41 0.75 0.62 1.00 Electronic 0.77 0.68 0.72 0.63 0.47 0.42 0.76 0.60 0.75 1.00 Source: National Longitudinal Study of Youth ASVAB Scores, sample size is 11878 test takers Factor Eigenvalue Difference Proportion Cumulative 1 6.40 5.64 0.91 0.91 2 0.76 0.54 0.11 1.02 3 0.22 0.08 0.03 1.05 4 0.14 0.16 0.02 1.07 Correlation between thesupposedly distinct ACT and SAT? R=0.91      
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Sternberg’s Triarchic Theory Analytical intelligence the ability to analyze and evaluate ideas, solve problems and make decisions knowing that Practical intelligence (a.k.a. common sense) the ability to find the best fit between themselves and the demands of the environment knowing how “the procedural knowledge one learns in everyday life that usually is not taught and often is not even verbalized” Sternberg says this is much more important for life than analytical intelligence, and that it is also much more general Creative intelligence
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Sternberg’s Triarchic Theory Tests of practical intelligence
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  • Spring '08
  • BENSON
  • Trigraph, NE, diffe nce

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