Tag: ackerman
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Knowledge and intelligence: Reply to Oswald
Ackerman, P. L. (2023, in press). Knowledge and intelligence: Reply to Oswald (2023) and Sternberg (2023). To appear in American Psychologist.
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Intelligence … moving beyond the lowest common denominator
Ackerman, P. L. (2022, in press). Intelligence … moving beyond the lowest common denominator. To appear in American Psychologist. Advanced online publication (2022, October 13). http://dx.doi.org/10.1037/amp0001057
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Intelligence process vs. content and academic performance: A trip through a house of mirrors
Ackerman, P. L. (2022). Intelligence process vs. content and academic performance: A trip through a house of mirrors. Journal of Intelligence, 10, 128, 1-19. Tatel, C. E., Tidler, Z. R., & Ackerman, P. L. (2022). Process differences as a function of test modifications: Construct validity of Raven’s Advanced Progressive Matrices under standard, abbreviated and/or speeded…
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Review of NIH toolbox-motor domain
Ackerman, P. L. (2021). Review of NIH Toolbox-Motor Domain. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.) The twenty-first mental measurements yearbook (481-483). Lincoln, NE: Buros Center for Testing, The University of Nebraska-Lincoln.
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Review of Beta-4
Ackerman, P. L. (2021). Review of Beta-4. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.) The twenty-first mental measurements yearbook (91-93). Lincoln, NE: Buros Center for Testing, The University of Nebraska-Lincoln.
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Commentary: The future of college admissions tests
Ackerman, P. L. (2021). Commentary: The future of college admissions tests. Educational Measurement: Issues and Practice, 40 (4), 38-40.
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Abilities & skills: Assessing humans and artificial intelligence/robotics systems
Ackerman, P. L. (2021). Abilities & skills: assessing humans and artificial intelligence/robotics systems. In AI and the Future of Skills, Volume 1: Capabilities and assessments, Educational Research and Innovation (pp. 150-159). OECD Publishing, Paris: http://doi.org/10.1787/See71f34-en.
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A long ‘intellectual’ journey
Ackerman, P. L. (2021). A long ‘intellectual’ journey. In D. Dai & R. J. Sternberg (Eds). Scientific inquiry into human potential: Historical and contemporary perspective across disciplines (pp. 16-28). Routledge: New York.
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Intelligence and expertise
Ackerman, P. L. (2020). Intelligence and expertise. In R. J. Sternberg (Ed.). Cambridge Handbook of Intelligence. 2nd Edition, pp. 1159-1176. New York: Cambridge University Press. [Revision of Ackerman (2011)]
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Subjective (dis)utility of effort: Mentally and physically demanding tasks
Ackerman, P. L., Tatel, C. E., & Lyndgaard, S. E. (2020). Subjective (dis)utility of effort: mentally and physically demanding tasks. Cognitive Research, 5 , 1-22.
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A primer on assessing intelligence in laboratory studies
Ackerman, P. L., & Hambrick, D. Z. (2020). A primer on assessing intelligence in laboratory studies. Intelligence, 80(May-June), 101440.
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Work in the 21st century: New directions for aging and adult development
Ackerman, P. L., & Kanfer, R. (2020). Work in the 21st century: New directions for aging and adult development. American Psychologist, 75(4), 486-498.
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Modeling intraindividual variation in unsafe driving in a naturalistic commuting environment
Calderwood, C., & Ackerman, P. L. (2019). Modeling intraindividual variation in unsafe driving in a naturalistic commuting environment. Journal of Occupational Health Psychology, 24(4), 423-437.
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Expertise and individual differences
Ackerman, P. L., & Lakin, J. M. (2018). Expertise and individual differences. In S. Pfeiffer (Ed.) Handbook of Giftedness in Children: Psycho-Educational Theory, Research and Best Practices (pp. 65-80). Springer.
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Methods for studying the structure of expertise: Psychometric approaches
Ackerman, P. L., & Beier, M. E. (2018). Methods for studying the structure of expertise: psychometric approaches. In A. Ericsson, P. Feltovich, N. Charness, & R. R. Hoffman (Eds.). Cambridge Handbook on Expertise and Expert Performance — 2nd Edition (pp. 205-232). New York: Cambridge University Press.
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Aptitude tests
Ackerman, P. L. (2018). Aptitude Tests. In B. B. Frey (Ed.). SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 111-114). Thousand Oaks, CA: Sage. (This is an adapted version of Ackerman, 2007.)
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PPIK framework for adult intellectual development
Ackerman, P. L. (2018). PPIK framework for adult intellectual development. In D. P. Flanagan & E. M. McDonough (Eds.) Contemporary Intellectual Assessment: Theories, Tests, and Issues (4th Edition), 225-241. New York: Guilford Press.
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Intelligence as potentiality and actuality
Ackerman, P. L. (2018). Intelligence as potentiality and actuality. In R. J. Sternberg (Ed.), The Nature of Human Intelligence, 1-14. Cambridge: Cambridge University Press.
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Mind-personality relations: Comment on Demetriou
Ackerman, P. L. (2018). Mind-personality relations: Comment on Demetriou et al. (2018). Journal of Intelligence, 6(52), 1-2.
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The search for personality-intelligence relations: Methodological and conceptual issues
Ackerman, P. L. (2018). The search for personality-intelligence relations: methodological and conceptual issues. Journal of Intelligence, 6(2), 1-12.
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Review of cognitive abilities test – Form 7
Ackerman, P. L. (2017). Review of Cognitive Abilities Test – Form 7. In K. F. Geisinger & J. F. Carlson (Eds.) The twentieth mental measurements yearbook (178-181). Lincoln, NE: Buros Center for Testing, The University of Nebraska-Lincoln.
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Review of self-determination assessment internet.
Ackerman, P. L. (2017). Review of Self-Determination Assessment Internet. In K. F. Geisinger & J. F. Carlson (Eds.) The twentieth mental measurements yearbook (652-654). Lincoln, NE: Buros Center for Testing, The University of Nebraska-Lincoln.
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Aptitude tests
Ackerman, P. L. (2017). Aptitude Tests. In A. Wenzel (Ed.). Encyclopedia of Abnormal and Clinical Psychology (pp. 291-293). Thousand Oaks, CA: Sage. (This is a revised/updated version of Ackerman, 2007.)
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Expertise: Individual differences, human abilities, and non-ability traits
Ackerman, P. L. (2017). Expertise: Individual differences, human abilities, and non-ability traits. S. Pfeiffer et al. (Eds.) APA Handbook of Giftedness and Talent (pp. 259-272). Washington, DC: American Psychological Association.
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Adult intelligence: The construct and the criterion problem
Ackerman, P. L. (2017). Adult intelligence: The construct and the criterion problem. Perspectives on Psychological Science, 12(6), 987-998.
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The impact of higher levels of automation on performance and situation awareness: A function of information-processing ability and working-memory capacity
Jipp, M., & Ackerman, P. L. (2016). The impact of higher levels of automation on performance and situation awareness: A function of information-processing ability and working-memory capacity. Journal of Cognitive Engineering and Decision Making, 10 (2), 138-166
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Fluid-crystallized theory of intelligence
Ellingsen, V. J, & Ackerman, P. L. (2016). Fluid-crystallized theory of intelligence. In Encyclopedia of Adulthood and Aging (pp. 1-5). Wiley-Blackwell.
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Cross-sectional designs
Ellingsen, V. J, & Ackerman, P. L. (2016). Cross-sectional designs. In Encyclopedia of Adulthood and Aging (pp. 1-4). Wiley-Blackwell.
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The relative salience of daily and enduring influences on off-job reactions to work stresses
Calderwood, C. C., & Ackerman, P. L. (2016). The relative salience of daily and enduring influences on off-job reactions to work stresses. Stress and Health, 32, 587-596.
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Speed and accuracy indicators of test performance under different instructional conditions: Intelligence correlates
Ackerman, P. L., & Ellingsen, V. J. (2016) Speed and accuracy indicators of test performance under different instructional conditions: intelligence correlates. Intelligence, 56, 1-9.
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Knowledge
Ackerman, P. L. (2016). Knowledge. In N. A. Pachana (Ed). Encyclopedia of Geropsychology. Springer.
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Process Overlap and G do not adequately account for a general factor of intelligence
Ackerman, P. L. (2016). Process Overlap and g do not adequately account for a general factor of intelligence. Psychological Inquiry, 27(3), 178-180.
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A long “intellectual” journey
Ackerman, P. L. (in press). A long “intellectual” journey. In D. Dai & R. J. Sternberg (Eds). Scientific inquiry into human potential: Historical and contemporary perspective across disciplines.
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Work in the 21st century: New directions for aging and adult development
Ackerman, P. L., & Kanfer, R. (2020). Work in the 21st century: New directions for aging and adult development. American Psychologist, 75(4), 486-498.
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A primer on assessing intelligence in laboratory studies
Ackerman, P. L., & Hambrick, D. Z. (2020). A primer on assessing intelligence in laboratory studies. Intelligence, 80, 101440.
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Subjective (dis)utility of effort: Mentally and physically demanding tasks
Ackerman, P. L., Tatel, C. E., & Lyndgaard, S. F. (2020). Subjective (dis)utility of effort: mentally and physically demanding tasks. Cognitive Research: Principles and Implications, 5(1), 1-22.
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Cognitive Fatigue
The years since World War II have seen remarkable progress in the field of cognitive fatigue. Many fascinating and encouraging lines of research have been explored, including performance effects associated with cognitive fatigue; task characteristics leading to fatigue; feelings, motivational determinants, biological, and neuropsychological aspects of cognitive fatigue; and drug effects on cognitive fatigue. However,…
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Learning and Individual Differences
“Learning and Individual Differences” spans a diverse range of topics, focusing on those research areas that facilitate the exchange of ideas across different approaches. Research areas covered include experimental, differential, developmental, and instructional/educational psychology as well as the integration of cognitive and differential approaches. Research in each area is placed in its proper historical perspective,…
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Abilities Motivation and Methodology
Diverse developments in ability and motivation research, and in the derivations of new methodological techniques have often run on parallel courses. The editors of this volume felt that communication across domains could be vastly improved through intensive interaction between researchers. This interaction was realized in The Minnesota Symposium on Learning and Individual Differences, which directly…
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Learning and Individual Differences: Process, Trait, and Content Determinants
Researchers from the United States and seven other countries present leading-edge research and theory concerning the topic of learning and individual differences, which continues to be a vibrant area for multidisciplinary investigation. Developments in several areas, including cognitive, experimental, instructional, quantitative methodology, and differential psychology provide key insights for understanding both the characteristics of the…
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Facts are stubborn things
Ackerman, P. L. (2014). Facts are stubborn things. Intelligence, 45, 104-106.
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Nonsense, common sense, and science of expert performance: Talent and individual differences
Ackerman, P. L. (2014). Nonsense, common sense, and science of expert performance: Talent and individual differences. Intelligence, 45, 6-17.
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Vocabulary overclaiming — a complete approach: Ability, personality, self-concept correlates, and gender differences
Ackerman, P. L., & Ellingsen, V. J. (2014). Vocabulary overclaiming—A complete approach: Ability, personality, self-concept correlates, and gender differences. Intelligence, 46, 216-227.
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Adolescent and adult intellectual development
Ackerman, P. L. (2014). Adolescent and Adult Intellectual Development. Current Directions in Psychological Science, 23(4), 246-251.
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What else do college students “do” while studying? An investigation of multitasking
Calderwood, C., Ackerman, P. L., & Conklin, E. M. (2014). What else do college students “do” while studying? An investigation of multitasking. Computers & Education, 75, 19-29.
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Investment and intellect: A review and meta-analysis
Von Stumm, S., & Ackerman, P. L. (2012). Investment and intellect: A review and meta-analysis.
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High school Advanced Placement and student performance in college: STEM Majors, Non-STEM Majors, and Gender Differences
Ackerman, P. L., Kanfer, R., & Calderwood, C. (2013). High school Advanced Placement and student performance in college. Teachers College Record, 115(10), 1-43.
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Trait complex, cognitive ability, and domain knowledge predictors of Baccalaureate success, STEM persistence, and gender differences
Ackerman, Phillip L., Ruth Kanfer, and Margaret E. Beier. “Trait complex, cognitive ability, and domain knowledge predictors of baccalaureate success, STEM persistence, and gender differences.” Journal of Educational Psychology 105.3 (2013): 911.
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Re-visiting intelligence-Personality associations
von Stumm, S., Chamorro-Premuzic, T., & Ackerman, P. L. (2011). Re-visiting Intelligence-Personality Associations: Vindicating Intellectual Investment. In T. Chamorro-Premuzic, S. von Stumm, & A. Furnham (Eds.), Handbook of Individual Differences. UK: Wiley-Blackwell.
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Personality and cognition
Ackerman, P. L. (2013). Personality and cognition. In: Kreitler, S. (Ed.). Cognition and motivation: Forging an interdisciplinary perspective (pp. 62-75). Cambridge University Press.
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Cognitive fatigue
Ackerman, P. L.(2010). Cognitive Fatigue: Multidisciplinary Perspectives on Current Research and Future Applications. Washington D.C.: American Psychological Association.
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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 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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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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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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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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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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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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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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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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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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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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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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Explorations of crystallized intelligence: Completion tests, cloze tests and knowledge
Ackerman, P. L., Beier, M. E., & Bowen, K. R. (2000 [published 4/01]). Explorations of crystallized intelligence: Completion tests, cloze tests and knowledge. Learning and Individual Differences: A Multidisciplinary Journal in Education, 12, 105-121.
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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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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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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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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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Ability determinants of individual differences in skilled performance
Ackerman, P. L. (2005). Ability determinants of individual differences in skilled performance. In Sternberg, R. J., & Pretz, J. E. (Eds.) Cognition and Intelligence: Identifying the Mechanisms of the Mind (pp. 142-159). NY: Cambridge University Press.
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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.