Author: mbetts26
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Deciding the existence of a time-sharing ability: A combined theoretical and methodological approach
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
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Individual differences in successful job searches following lay-off
Kanfer, R., and Hulin, C. L. (1985). Individual differences in successful job searches following lay-off. Personnel Psychology, 38, 835-848
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The influence of component participation and role models on goal acceptance, goal satisfaction, and performance
Earley, P. C., and Kanfer, R. (1985). The influence of component participation and role models on goal acceptance, goal satisfaction, and performance. Organizational Behavior and Human Decision Processes, 36, 378-390
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Equivalence of psychological measurement in heterogeneous populations
Drasgow, F., and Kanfer, R. (1985). Equivalence of psychological measurement in heterogeneous populations. Journal of Applied Psychology, 70(4), 662-680
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Individual differences in information processing: An investigation of intellectual abilities and task performance during practice
Ackerman, P. L. (1986). Individual differences in information processing: An investigation of intellectual abilities and task performance during practice. Intelligence, 10, 101-139
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Fairness and participation in evaluation procedures: Effects on task attitudes and performance
Kanfer, R., Sawyer, J., Earley, P. C., & Lind, E. A. (1987). Fairness and participation in evaluation procedures: Effects on task attitudes and performance. Social Justice Research, 1(2), 235-249
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Task-specific motivation: An integrative approach to issues of measurement, mechanisms, processes, and determinants
Kanfer, R. (1987). Task-specific motivation: An integrative approach to issues of measurement, mechanisms, processes, and determinants. Journal of Social and Clinical Psychology, 5(2), 237-264
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Individual differences in skill learning: An integration of psychometric and information processing perspectives
Ackerman, P. L. (1987). Individual differences in skill learning: An integration of psychometric and information processing perspectives. Psychological Bulletin, 102, 3-27
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Investigating behavioral antecedents of turnover at three job tenure levels
Kanfer, R., Crosby, J. V., & Brandt, D. M. (1988). Investigating behavioral antecedents of turnover at three job tenure levels. Journal of Applied Psychology, 73, 331-335
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Effects of type of responding on memory/visual search: Responding just “yes” or just “no” can lead to inflexible performance
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
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Dysphoric deficits in interpersonal standards, self-efficacy, and social comparison
Ahrens, A. H., Zeiss, A. M., & Kanfer, R. (1988). Dysphoric deficits in interpersonal standards, self-efficacy, and social comparison. Cognitive Therapy and Research, 12(1), 53-67
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Determinants of individual differences during skill acquisition: Cognitive abilities and information processing
Ackerman, P. L. (1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117, 288-318
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Procedural fairness and work group responses to performance evaluation systems
Paese, P. W., Lind, E. A., & Kanfer, R. (1988). Procedural fairness and work group responses to performance evaluation systems. Social Justice Research, 2, 193-205
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Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition
Kanfer, R., & Ackerman, P. L. (1989). Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. Journal of Applied Psychology – Monograph, 74, 657-690
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Generational differences and parent-child resemblance in achievement motives and locus of control: A cross-sectional analysis
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.
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Within-task intercorrelations of skilled performance: Implications for predicting individual differences?
Ackerman, P. L. (1989). Within-task intercorrelations of skilled performance: Implications for predicting individual differences? Journal of Applied Psychology, 74, 360-364
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Voice, control, and procedural justice: Instrumental and noninstrumental concerns in fairness judgments
Lind, E. A., Kanfer, R., & Earley, P. C. (1990). Voice, control, and procedural justice: Instrumental and noninstrumental concerns in fairness judgments. Journal of Personality and Social Psychology, 59, 952-959
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Motivation and individual differences in learning: An integration of developmental, differential, and cognitive perspectives
Kanfer, R. (1990). Motivation and Individual Differences in Learning: An Integration of Developmental, Differential, and Cognitive Perspectives. Learning and Individual Differences, 2, 221-239
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A correlational analysis of skill specificity: Learning, abilities, and individual differences
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
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Interrelationships of personality, coping, and group processes in a Soviet-American expedition team
Leon, G., Kanfer, R., Hoffman, R. G., & Dupre, L. (1991). Interrelationships of personality, coping, and group processes in a Soviet-American expedition team. Journal of Research in Personality, 25, 357-371
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Goal-performance relations: The effects of initial task complexity and task practice
Johnson, D. J., & Kanfer, R. (1992). Goal-performance relations: The effects of initial task complexity and task practice. Motivation and Emotion, 16, 117-141
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Personality-intelligence relations: Assessing typical intellectual engagement
Goff, M., & Ackerman, P. L. (1992). Personality-intelligence relations: Assessing typical intellectual engagement. Journal of Educational Psychology, 84, 537-552
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Predicting individual differences in complex skill acquisition: Dynamics of ability determinants
Ackerman, P. L. (1992). Predicting individual differences in complex skill acquisition: Dynamics of ability determinants. Journal of Applied Psychology, 77, 598-614
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Integrating laboratory and field study for improving selection: Development of a battery for predicting air traffic controller success
Ackerman, P. L., & Kanfer, R. (1993). Integrating laboratory and field study for improving selection: Development of a battery for predicting air traffic controller success. Journal of Applied Psychology, 78, 413-432
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Group processes and task effectiveness in a Soviet-American expedition team
Leon, G. R., Kanfer, R., Hoffman, R. G., & Dupre, L. (1994). Group processes and task effectiveness in a Soviet-American expedition team. Environment and Behavior, 26(2), 149-165
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Goal setting, conditions of practice, and task performance: A resource allocation perspective
Kanfer, R., Ackerman, P. L., Murtha, T. C., Dugdale, B., & Nelson, L. (1994). Goal Setting, Conditions of practice, and task performance: A resource allocation perspective. Journal of Applied Psychology, 79, 826-835
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Typical intellectual engagement and personality: Reply to Rocklin (1994)
Ackerman, P. L., & Goff, M. (1994) Typical intellectual engagement and personality: Reply to Rocklin (1994). Journal of Educational Psychology, 86, 150-153
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Determinants of learning and performance in an associative memory/substitution task: Task constraints, individual differences, and volition
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.
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Cognitive and noncognitive determinants and consequences of complex skill acquisition
Ackerman, P. L., Kanfer, R., & Goff, M. (1995). Cognitive and noncognitive determinants and consequences of complex skill acquisition. Journal of Experimental Psychology: Applied, 1, 270-304
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To "act wisely in human relations:" Exploring the dimensions of social competence. Personality and Individual Differences
Schneider, R. J., Ackerman, P. L., & Kanfer, R. (1996). To “act wisely in human relations:” Exploring the dimensions of social competence. Personality and Individual Differences, 21, 469-481
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Self-report knowledge: At the crossroads of ability, interest, and personality
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
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Towards an interactionist taxonomy of personality and situations: An integrative situational-dispositional representation of personality traits
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.
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Motivational skills & self-regulation for learning: A trait perspective
Kanfer, R., Ackerman, P. L., & Heggestad, E. D. (1996). Motivational skills & self-regulation for learning: A trait perspective. Learning and Individual Differences, 8, 185-209
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An aptitude-treatment interaction approach to transfer within training
Goska, R. E., & Ackerman, P. L. (1996). An aptitude-treatment interaction approach to transfer within training. Journal of Educational Psychology, 88, 249-259
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A theory of adult intellectual development: Process, personality, interests, and knowledge
Ackerman, P. L. (1996). A theory of adult intellectual development: process, personality, interests, and knowledge. Intelligence, 22, 229-259
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Personality, self-concept, interests, and intelligence: Which construct doesn’t fit?
Ackerman, P. L. (1997). Personality, self-concept, interests, and intelligence: Which construct doesn’t fit? Journal of Personality, 65(2), 171-204
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Intelligence, personality, and interests: Evidence for overlapping traits
Ackerman, P. L., & Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121, 219-245
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Unemployed individuals: Motives, job-search competencies, and job-search constraints as predictors of job seeking and reemployment.
Wanberg, C., Kanfer, R., & Rotondo, M. (1999). Unemployed individuals: Motives, job-search competencies, and job-search constraints as predictors of job seeking and reemployment. Journal of Applied Psychology, 84, 897-910.
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Assessing individual differences in knowledge: Knowledge structures and traits
Rolfhus, E. L., & Ackerman, P. L. (1999). Assessing individual differences in knowledge: Knowledge structures and traits. Journal of Educational Psychology, 91, 511-526
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The locus of adult intelligence: Knowledge, abilities, and nonability traits
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
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Psychomotor abilities via touch-panel testing: Measurement innovations, construct, and criterion validity
Ackerman, P. L., & Cianciolo, A. T. (1999). Psychomotor abilities via touch-panel testing: Measurement innovations, construct, and criterion validity. Human Performance, 12, 231-273
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Predictors and outcomes of networking intensity among unemployed job seeker
Wanberg, C. R., Kanfer, R., & Banas, J. T. (2000) Predictors and outcomes of networking intensity among unemployed job seekers. Journal of Applied Psychology, 35(4), 491-503
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Individual differences in work motivation: Further explorations of a trait framework
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
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A reappraisal of the ability determinants of individual differences in skilled performance
Ackerman, P. L. (2000). A reappraisal of the ability determinants of individual differences in skilled performance. Psychologische Beiträge, 42, 4-17
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Domain-specific knowledge as the “dark matter” of adult intelligence: Gf/gc, personality and interest correlates
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.
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Individual differences in trait motivation: Development of the Motivational Trait Questionnaire (MTQ)
Heggestad, E., & Kanfer, R. (2000). Individual differences in trait motivation: Development of the Motivational Trait Questionnaire (MTQ). International Journal of Educational Research
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A longitudinal field investigation of gender differences in individual technology adoption decision making processes
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.
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Cognitive, perceptual speed, and psychomotor determinants of individual differences during skill acquisition
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
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Job search and employment: A personality-motivational analysis and meta-analytic review
Kanfer, R., Wanberg, C. R., & Kantrowitz, T. M. (2001). Job search and employment: A personality-motivational analysis and meta-analytic review. Journal of Applied Psychology, 86(5), 837-855
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Current-events knowledge in adults: An investigation of age, intelligence, and nonability determinants
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.
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Determinants of individual differences and gender differences in knowledge
Ackerman, P. L., Bowen, K. R., Beier, M. E., & Kanfer, R. (2001). Determinants of individual differences and gender differences in knowledge. Journal of Education Psychology, 93(4), 797-825
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Individual differences in working memory within a nomological network of cognitive and perceptual speed abilities
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.
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Ability and task constraint determinants of complex task performance
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
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What we really know about our abilities and our knowledge
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.
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Determinants of health knowledge: An investigation of age, gender, abilities, personality, and interests
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.
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Intelligence, personality, and interests in the career choice process
Ackerman, P.L., & Beier, M.E. (2003). Intelligence, personality, and interests in the career choice process. Journal of Career Assessment, 11(2), 205-218.
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Cognitive ability and non-ability trait determinants of expertise
Ackerman, P. L. (2003). Cognitive ability and non-ability trait determinants of expertise. Educational Researcher, 32(8), 15-20.
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Aptitude complexes and trait complexes
Ackerman, P. L. (2003). Aptitude complexes and trait complexes. Educational Psychologist, 38, 85-93.
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Aging, adult development, and work motivation
Kanfer, R., & Ackerman, P. L. (2004). Aging, adult development, and work motivation. Academy of Management Review, 29(3), 440-458.
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Determinants and consequences of health worker motivation in hospitals in Jordan and Georgia
Franco, L.M., Bennett, S., Kanfer, R.,& Stubblebine,P. (2004). Determinants and consequences of health worker motivation in hospitals in Jordan and Georgia. Social Science and Medicine, 58, 343-355.
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A reappraisal of the relationship between span memory and intelligence via "best evidence synthesis."
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.
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Extraversion and intelligence: A meta-analytic investigation.
Wolf, M.B., & Ackerman, P.L. (2005). Extraversion and intelligence: A meta-analytic investigation. Personality and Individual Differences, 39, 531-542.
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Self regulation in work and I/O psychology
Kanfer, R. (2005). Self Regulation in work and I/O Psychology. Applied Psychology: An International Review, 54, 186-191.
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The predictive validity of self-efficacy in training performance: Little more than past performance in teams
Heggestad, E.D., & Kanfer, R. (2005). The predictive validity of self-efficacy in training performance: Little more than past performance in teams. Journal of Experimental Psychology: Applied, 11, 84-97.
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Working memory and intelligence: Different constructs
Beier, M.E., & Ackerman, P.L. (2005). Working memory and intelligence: Different constructs. Psychological Bulletin, 131, 72-75.
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Age, ability and the role of prior knowledge on the acquisition of new domain knowledge
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.
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Working memory and intelligence: The same or different constructs?
Ackerman, P.L., Beier, M.E., & Boylse, M.O. (2005). Working Memory and intelligence: The same or different constructs? Psychological Bulletin, 131, 30-60.
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Cognitive sex differences and mathematics and science achievement
Ackerman, P. L. (2006).Cognitive sex differences and mathematics and science achievement. American Psychologist, 61, 722-723.
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Incremental validity of typical intellectual engagement as predictor of different academic performance measures
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.
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Determinants of domain knowledge and independent study learning in an adult sample
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
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Ability and personality correlates of general knowledge
Chamorro-Premuzic, T., Furnham, A., & Ackerman, P. L.(2006).Ability and personality correlates of general knowledge. Personality and Individual Differences, 41,419-429.
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Abilities and skill acquisition: A latent growth curve approach
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.
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Effect sizes and F-ratios below 1.0: Sense or nonsense
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.
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Determinants and validity of self-estimates of abilities and self-concept measures
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.
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Studying and Multitasking
We are starting a set of pilot studies to understand how students multitask (i.e., work on two or more tasks at a time) with audio, video, computer, etc. sources while also studying. Data analysis is currently under way, as are plans for follow-up investigations.
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Optimal AP Portfolios with Special Reference to Science, Technology, Engineering and Math (STEM) Majors and Gender Differences
The goal of this project, sponsored by The College Board, is to determine configurations of Advanced Placement (AP) test completion that are optimal for success in the science, technology, engineering, and math domains, that is, that are most highly associated with success (in terms of attrition, GPA, degree attainment, and pursuit of graduate degrees). Findings […]
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Can I visit?
COVID-19 Update: As of now, due to safety concerns, the GT PARK Lab is not allowing visitors. We apologize for the inconvenience. Yes, you are welcome to visit Tech before you apply or accept an offer of admission. If you would like to visit the Kanfer-Ackerman lab in particular, please contact us. GT PARK Lab […]
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Where do your students get jobs?
Students who have worked in the Kanfer-Ackerman lab get jobs in many areas of applied psychology and in a variety of settings, including academia, consulting organizations, and private sector businesses.
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Do I really need a psychology major or background in psychology to get in?
Admission to graduate study in psychology, with full graduate standing in the School of Psychology, requires foremost a Bachelor’s degree or its equivalent in psychology or a related field (e.g., computer science, biology, linguistics, mathematics). The psychology faculty encourages competent students with undergraduate majors in subjects other than psychology to apply for admission. The School […]
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How long does it take to get through the program?
It generally takes 5 years to complete the Ph.D. program.
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Can I work with multiple faculty members?
Yes, in fact many of our faculty members work collaboratively as well. Incoming students are typically assigned a first-year advisor based on the student’s stated research interests. Students are encouraged to become involved in research early in their training and to become involved in different research projects throughout their studies. Over the course of training, […]
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Can I work part-time at my current job?
The Ph.D. program is a full-time program. Consideration may be made if a student talks first with his/her advisor about how such work may be coordinated with and may complement graduate training.
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How are most students funded? What kind of financial aid am I eligible for?
Graduate teaching assistantships and research assistantships are the most common forms of financial assistance provided. Beginning doctoral students are usually awarded either a teaching or research assistantship. Advanced students may seek funding through approved and supervised field placements in local organizations. Historically, the School has done an excellent job of covering all doctoral students who […]
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Should I take any specific courses to prepare me for grad school?
Students with a background in research methods, statistics, and related, basic areas of psychology (e.g., cognitive, social, personality) tend to be well-prepared for graduate studies. Once admitted into the program, the following psychology “core” courses are required for all students, irrespective of their concentration. 1) Four of approximately six basic psychology courses (e.g., Cognitive Psychology, […]
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Are some criteria weighted more than others?
Research experience is heavily considered for Ph.D. applicants as this demonstrates the student’s involvement and dedication to psychology. However, prior research experience does not necessarily have to be in I/O psychology to be viewed favorably for working in the Kanfer-Ackerman lab. We also view knowledge and research experience in basic domains of psychology (cognitive, social, […]
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What qualifications do you consider?
The main criteria we use are research experience, undergraduate GPA, general GRE scores (highly recommended), subject GRE scores (strongly recommended), letters of recommendation, and the personal statement. The personal statement is used to determine writing skills and how well a student’s research interests and goals fit with our programs (e.g., if faculty are conducting research […]
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How many students are accepted each year?
The number of students accepted by the School of Psychology varies yearly, but is typically about 3-7 students per program. Last year, for example, the I/O Ph.D. program received approximately 60 applications, and 6 students were accepted.
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What is your application deadline?
The deadline for applications is December 1st for the following Fall semester. Decisions are typically made in March, though the class is usually not filled until April 15th. We do not have Spring semester admissions.
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What application materials are required?
The application procedure and required materials are fully described in the application packet, which can be obtained by contacting the Graduate Office in the Psychology Department at Georgia Tech. Shebbie Murray Academic Program Coordinator II shebbie.murray@psych.gatech.edu Phone: (404) 894-0886 Please refer to the most recent year’s application materials for exact details. A complete application will include all […]
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Determinants of High School Optional Course Participation and Performance: A four-year longitudinal study.
The goal of this large-scale research project, sponsored by The Spencer Foundation, is to evaluate multiple determinants of elective course participation and performance across the high-school years. These sources of data will be integrated to determine whether improvements might be made to the process of matching students to elective courses of study during high school.
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Katie (McNulty) Fowler
M.S., 2011 Team Lead at Chick Fil A
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Erin Marie (Conklin) Collins
Ph.D., 2013 Russell Reynolds Associates
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Charles Calderwood
Ph.D., 2012 Assistant Professor of Psychology, Virginia Commonwealth University
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Colin Blenis
Undergraduate Research Assistant Georgia Tech student 3rd year Psychology Feb. 2010-Present
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Depression, interpersonal standard setting, and judgments of self-efficacy
Kanfer, R. and Zeiss, A. M. (1983). Depression , interpersonal standard setting, and judgments of self-efficacy. Journal of Abnormal Psychology, 92(3), 319-329
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Information exchange in evaluation procedures: The effects of input and knowledge on performance and attitudes
Kanfer, R., Sawyer, J., Earley, P. C., & Lind, E. A. (1984). Information exchange in evaluation procedures: The effects of input and knowledge on performance and attitudes. ERIC Document Reproduction Service, No. ED 246 363