Author: mbetts26

Ackerman, P. L., Schneider, W., & Wickens, C. D. (1984). Deciding the existence of a time-sharing ability: A combined theoretical and methodological approach. Human Factors, 26, 71-82

Ackerman, P. L. (1986). Individual differences in information processing: An investigation of intellectual abilities and task performance during practice. Intelligence, 10, 101-139

Ackerman, P. L. (1987). Individual differences in skill learning: An integration of psychometric and information processing perspectives. Psychological Bulletin, 102, 3-27

Fisk, A. D., and Ackerman, P. L. (1988). Effects of type of responding on memory/visual search: Responding just “yes” or just “no” can lead to inflexible performance. Perception & Psychophysics, 43(4), 373-379

Ackerman, P. L. (1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117, 288-318

Ackerman, L. and Ackerman, P. L. (1989). Generational differences and parent-child resemblance in achievement motives and locus of control: A cross-sectional analysis. Personality and Individual Differences, 10(12), 1237-1242.

Ackerman, P. L. (1989). Within-task intercorrelations of skilled performance: Implications for predicting individual differences? Journal of Applied Psychology, 74, 360-364

Ackerman, P. L. (1990). A correlational analysis of skill specificity: Learning, abilities, and individual differences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 883-901

Goff, M., & Ackerman, P. L. (1992). Personality-intelligence relations: Assessing typical intellectual engagement. Journal of Educational Psychology, 84, 537-552

Ackerman, P. L. (1992). Predicting individual differences in complex skill acquisition: Dynamics of ability determinants. Journal of Applied Psychology, 77, 598-614

Ackerman, P. L., & Goff, M. (1994) Typical intellectual engagement and personality: Reply to Rocklin (1994). Journal of Educational Psychology, 86, 150-153

Ackerman, P. L., & Woltz, D.J. (1994). Determinants of learning and performance in an associative memory/substitution task: Task constraints, individual differences, and volition. Journal of Educational Psychology, 86, 487-515.

Rolfhus, E. L., & Ackerman, P. L. (1996). Self-report knowledge: At the crossroads of ability, interest, and personality. Journal of Educational Psychology, 88, 174-188

Goska, R. E., & Ackerman, P. L. (1996). An aptitude-treatment interaction approach to transfer within training. Journal of Educational Psychology, 88, 249-259

Ackerman, P. L. (1996). A theory of adult intellectual development: process, personality, interests, and knowledge. Intelligence, 22, 229-259

Ackerman, P. L. (1997). Personality, self-concept, interests, and intelligence: Which construct doesn’t fit? Journal of Personality, 65(2), 171-204

Ackerman, P. L., & Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121, 219-245

Rolfhus, E. L., & Ackerman, P. L. (1999). Assessing individual differences in knowledge: Knowledge structures and traits. Journal of Educational Psychology, 91, 511-526

Ackerman, P. L. and Rolfhus, E. L. (1999). The locus of adult intelligence: Knowledge, abilities, and nonability traits. Psychology and Aging, 14(2), 314-330

Ackerman, P. L., & Cianciolo, A. T. (1999). Psychomotor abilities via touch-panel testing: Measurement innovations, construct, and criterion validity. Human Performance, 12, 231-273

Ackerman, P. L. (2000). A reappraisal of the ability determinants of individual differences in skilled performance. Psychologische Beiträge, 42, 4-17

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.

Venkatesh, V., Morris, M., & Ackerman, P. L. (2000). A longitudinal field investigation of gender differences in individual technology adoption decision making processes. Organizational Behavior and Human Decision Processes, 83, 33-60.

Ackerman, P. L., & Cianciolo, A. T. (2000). Cognitive, perceptual speed, and psychomotor determinants of individual differences during skill acquisition. Journal of Experimental Psychology: Applied, 6, 259-290

Beier, M. E., and Ackerman, P. L. (2001). Current-events knowledge in adults: An investigation of age, intelligence, and nonability determinants. Psychology and Aging, 16(4), 615-628.

Ackerman, P. L., Beier, M. E., & Boyle, M. O. (2002). Individual differences in working memory within a nomological network of cognitive and perceptual speed abilities. Journal of Experimental Psychology: General, 131, 567-589.

Ackerman, P. L., & Cianciolo, A. T. (2002). Ability and task constraint determinants of complex task performance. Journal of Experimental Psychology: Applied, 8(3), 194-208

Ackerman, P. L., Beier, M. B., & Bowen, K. R. (2002). What we really know about our abilities and our knowledge. Personality and Individual Differences, 34, 587-605.

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 (2), 439-448.

Ackerman, P.L., & Beier, M.E. (2003). Intelligence, personality, and interests in the career choice process. Journal of Career Assessment, 11(2), 205-218.

Ackerman, P. L. (2003). Cognitive ability and non-ability trait determinants of expertise. Educational Researcher, 32(8), 15-20.

Ackerman, P. L. (2003). Aptitude complexes and trait complexes. Educational Psychologist, 38, 85-93.

Beier, M.E. & Ackerman, P.L. (2004). A reappraisal of the relationship between span memory and intelligence via “best evidence synthesis.” Intelligence: A Multidisciplinary Journal, 32(6), 607-619.

Wolf, M.B., & Ackerman, P.L. (2005). Extraversion and intelligence: A meta-analytic investigation. Personality and Individual Differences, 39, 531-542.

Beier, M.E., & Ackerman, P.L. (2005). Working memory and intelligence: Different constructs. Psychological Bulletin, 131, 72-75.

Beier, M.E., & Ackerman, P.L. (2005). Age, ability and the role of prior knowledge on the acquisition of new domain knowledge Psychology and Aging, 20, 341-355.

Ackerman, P.L., Beier, M.E., & Boylse, M.O. (2005). Working Memory and intelligence: The same or different constructs? Psychological Bulletin, 131, 30-60.

Ackerman, P. L. (2006).Cognitive sex differences and mathematics and science achievement. American Psychologist, 61, 722-723.

Chamorro-Premuzic, T., Furnham, A., & Ackerman, P. L.(2006).Incremental validity of typical intellectual engagement as predictor of different academic performance measures.Journal of Personality Assessment, 87,261-268.

Ackerman, P. L., & Beier, M.E.(2006).Determinants of domain knowledge and independent study learning in an adult sample. Journal of Educational Psychology, 98,366-381

Chamorro-Premuzic, T., Furnham, A., & Ackerman, P. L.(2006).Ability and personality correlates of general knowledge. Personality and Individual Differences, 41,419-429.

Voelkle, M.C., Wittman, W.W., & Ackerman, P.L. (2007).Abilities and skill acquisition: A latent growth curve approach. Learning and Individual Differences, 16, 303-319.

Voelkle, M.C.,Ackerman, P. L., & Wittman, W.W. (2007).Effect sizes and F-ratios below 1.0: Sense or nonsense. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 3, 35-46.

Ackerman, P. L., & Wolman, S.D. (2007).Determinants and validity of self-estimates of abilities and self-concept measures. Journal of Experimental Psychology: Applied, 13, 57-78.