Cognitive, affective, and conative aspects of adult intellect within a typical and maximal performance framework

Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development

Volumn , Issue , 2004, Pages 119-141

  Ackerman, Phillip L ^a   Kanfer, Ruth ^a  

^a GEORGIA INSTITUTE OF TECHNOLOGY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34250869657     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410610515     Document Type: Chapter

References (61)

1. Ackerman, P. L. (1984). Multivariate evaluation of workload, resources, and performance in dual task data. Proceedings of the 28th annual meeting of the Human Factors Society, 28, 210-214.
2. Ackerman, P. L. (1994). Intelligence, attention, and learning: Maximal and typical performance. In D. K. Detterman (Ed.), Current topics in human intelligence: Theories of intelligence (Vol. 4, pp. 1-27). Norwood, NJ: Ablex.
3. Ackerman, P. L. (1996). A theory of adult intellectual development: Process, personality, interests, and knowledge. Intelligence, 22, 229-259.
4. Ackerman, P. L. (2000). Domain-specific knowledge as the "dark matter" of adult intelligence:Gf/gc, personality and interest correlates. Journal of Gerontology: Psychological Sciences, 55B(2), P69-P84.
5. Ackerman, P. L. (2002). Gender differences in intelligence and knowledge: How should we look at achievement score differences? Issues in Education: Contributions from Educational Psychology, 8(1), 21-29.
6. Ackerman, P. L., Bowen, K. R., Beier, M. B., & Kanfer, R. (2001). Determinants of individual differences and gender differences in knowledge. Journal of Educational Psychology, 93, 797-825.
7. Ackerman, P. L., & Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121, 219-245.
8. Ackerman, P. L., & Rolfhus, E. L. (1999). The locus of adult intelligence: Knowledge, abilities, and non-ability traits. Psychology and Aging, 14, 314-330.
9. Anastasi, A. (1982). Psychological testing (5th ed.). New York: Macmillan.
10. Beier, M. E., & Ackerman, P. L. (2001). Current events knowledge in adults: An investigation of age, intelligence and non-ability determinants. Psychology and Aging, 16, 615-628.
11. Beier, M. E., & Ackerman, P. L. (2003). Determinants of health knowledge: An investigation of age, gender, abilities, personality, and interests. Journal of Personality and Social Psychology, 84, 439-448.
12. Binet, A., & Simon, T. (1916). The development of intelligence in children (E. S. Kite, Trans.). Baltimore:Williams & Wilkins.
13. Block, J. (1995). A contrarian view of the five-factor approach to personality description. Psychological Bulletin, 117, 187-215.
14. Butler, J. M., & Fiske, D. W. (1955). Theory and techniques of assessment. In C. P. Stone & Q. McNemar (Eds.), Annual review of psychology (pp. 327-356). Stanford, CA: Annual Reviews Inc.
15. Cattell, R. B. (1943). The measurement of adult intelligence. Psychological Bulletin, 40, 153-193.
16. Cattell, R. B. (1957). Fluid and crystallized intelligence. In R. B. Cattell, Personality and motivation (pp. 871-880). New York: Harcourt Brace.
17. Cattell, R. B. (1987). Intelligence: Its structure, growth, and action. (Revised and reprinted from Abilities: Their structure, growth and action, 1971). Amsterdam: North-Holland.
18. Cattell, R. B., & Cattell, A. K. S. (1957). The IPAT Culture Fair Intelligence Scales. Champaign, IL: Institute for Personality and Ability Testing.
19. Costa, P. T., Jr., & McCrae, R. R. (1992). Revised NEO Personality Inventory and Five-Factor Inventory professional manual. Odessa, FL: Psychological Assessment Resources.
20. Cronbach, L. J. (1949). Essentials of psychological testing. New York: Harper.
21. Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 41, 417-440.
22. Epstein, S., & O'Brien, E. J. (1985). The person-situation debate in historical and current perspective. Psychological Bulletin, 98, 513-537.
23. Fiske, D. W., & Butler, J. M. (1963). The experimental conditions for measuring individual differences. Educational and Psychological Measurement, 23, 249-266.
24. French, J. W. (1953). The description of personality traits in terms of rotated factors. Princeton, NJ: Educational Testing Service.
25. Funder, D. C., & Ozer, D. J. (1983). Behavior as a function of the situation. Journal of Personality and Social Psychology, 44, 107-112.
26. Goff, M., & Ackerman, P. L. (1992). Personality-intelligence relations: Assessing typical intellectual engagement. Journal of Educational Psychology, 84, 537-552.
27. Goldberg, L. R. (1971). A historical survey of personality scales and inventories. In P. Reynolds (Ed.), Advances in psychological assessment (Vol. 2, pp. 293-336). Palo Alto, CA: Science and Behavior Books, Inc.
28. Guilford, J. P., & Zimmerman, W. S. (1957). Fourteen dimensions of personality. Psychological Monographs, 70(10), 1-26.
29. Hebb, D. O. (1942). The effect of early and late brain injury upon test scores, and the nature of normal adult intelligence. Proceedings of the American Philosophical Society, 85, 275-292.
30. Helson, H. (1948). Adaptation-level as a basis for a quantitative theory of frames of reference. Psychological Review, 55, 297-313.
31. Holland, J. L. (1959). A theory of vocational choice. Journal of Counseling Psychology, 6(1), 35-45.
32. Horn, J. L. (1989). Cognitive diversity: A framework of learning. In P. L. Ackerman, R. J. Sternberg, & R. Glaser (Eds.), Learning and individual differences. Advances in theory and research (pp. 61-116). New York: Freeman.
33. Humphreys, M. S., & Revelle, W. (1984). Personality, motivation, and performance: A theory of the relationship between individual differences and information processing. Psychological Review, 153-184.
34. Hunter, J. E. (1983). A causal analysis of cognitive ability, job knowledge, job performance, and supervisor ratings. In F. Landy, S. Zedeck, & J. Cleveland (Eds.), Performance measurement and theory (pp. 257-266). Hillsdale, NJ: Lawrence Erlbaum Associates.
35. Kahneman, D. (1973). Attention and effort. Englewood Cliffs, NJ: Prentice-Hall.
36. Kanfer, R. (1987). Task-specific motivation: An integrative approach to issues of measurement, mechanisms, processes, and determinants. Journal of Social and Clinical Psychology, 5, 251-278.
37. Kanfer, R. (1991). Motivation theory and industrial and organizational psychology. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (2nd ed., Vol. 1, pp. 75-170). Palo Alto, CA: Consulting Psychologists Press
38. Kanfer, R., & Ackerman, P. L. (2000). Individual differences in work motivation: Further explorations of a trait framework. Applied Psychology: An International Review, 49(3), 469-481.
39. Kanfer, R., & Heggestad, E. (1997). Motivational traits and skills: A person-centered approach to work motivation. In L. L. Cummings & B. M. Staw (Eds.), Research in organizational behavior (Vol. 19, pp. 1-57). Greenwich, CT: JAI.
40. Kanfer, R., & Heggestad, E. (2000). Individual differences in trait motivation: Development of the Motivational Trait Questionnaire (MTQ). International Journal of Educational Research, 33, 751-776.
41. Matthews, G., & Deary, I. J. (1998). Personality traits. New York: Cambridge University Press.
42. Miles, C. C. (1934). Influence of speed and age on intelligence scores of adults. Journal of General Psychology, 10, 208-210.
43. Mischel, W. (1968). Personality and assessment. New York: Wiley.
44. Murray, H. A. (1938). Explorations in personality. New York: Oxford University Press.
45. Murtha, T. C., Kanfer, R., & Ackerman, P. L. (1996). Towards an interactionist taxonomy of personality and situations: An integrative situational-dispositional representation of personality traits. Journal of Personality and Social Psychology, 71, 193-207.
46. Navon, D. (1984). Resources-a theoretical soup stone? Psychological Review, 91, 216-234.
47. Norman, D. A., & Bobrow, D. G. (1975). On data-limited and resource-limited processes. Cognitive Psychology, 7, 44-64.
48. Penrose, L. S., & Raven, J. C. (1936). A new series of perceptual tests: Preliminary communication. British Journal of Medical Psychology, 16, 97-104.
49. Raven, J. C., Court, J. H., & Raven, J. (1977). Raven's progressive matrices and vocabulary scales. New York: Psychological Corporation.
50. Rolfhus, E. L., & Ackerman, P. L. (1999). Assessing individual differences in knowledge:Knowledge structures and traits. Journal of Educational Psychology, 91, 511-526.
51. Rushton, J. P., Brainerd, C. J., & Pressley, M. (1983). Behavioral development and construct validity:The principle of aggregation. Psychological Bulletin, 94, 18-38.
52. Snow, R. E. (1963). Effects of learner characteristics in learning from instructional films. Unpublished doctoral thesis. Purdue University, University Microfilms #6404928, West Lafayette, IN.
53. Spearman, C. (1927). The nature of "Intelligence" and the principles of cognition. New York:Macmillan.
54. Super, D. (1940). Avocational interest patterns. Stanford, CA: Stanford University Press.
55. Thorndike, R. L., Hagen, E., & Sattler, J. (1986). Stanford-Binet Intelligence Scale (4th ed.). Chicago:Riverside.
56. Wechsler, D. (1944). The measurement of adult intelligence. Baltimore: Williams & Wilkins.
57. Wechsler, D. (1997). Wechsler Adult Intelligence Scale (3rd ed.). San Antonio, TX: The Psychological Corporation.
58. Willerman, L., Turner, R. G., & Peterson, M. (1976). A comparison of the predictive validity of typical and maximal personality measures. Journal of Research in Personality, 10, 482-492.
59. Willingham, W. W. (1974). Predicting success in graduate education. Science, 183, 273-278.
60. Wittmann, W. W., & Süß, H. M. (1999). Investigating the paths between working memory, intelligence, knowledge, and complex problem-solving performances via Brunswik Symmetry. In P. L. Ackerman, P. C. Kyllonen, & R. D. Roberts (Eds.), Learning and individual differences:Process, trait, and content determinants (pp. 77-108). Washington, DC: American Psychological Association.
61. Wood, R. E., Mento, A. J., & Locke, E. A. (1987). Task complexity as a moderator of goal effects:A meta-analysis. Journal of Applied Psychology, 72, 416-425.