Tag: ackerman

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.

Ackerman, P. L. (2007). New developments in understanding skilled performance. Current Directions in Psychological Research, 16, 235-239.

Ackerman, P. L. (2007). Bridging science and application. Journal of Experimental Psychology: Applied, 13, 179-181.

Ackerman, P. L. (2007). Knowledge, abilities, and will. In J. S. Carlson, & J. R. Levin (Eds.). Educating the Evolved Mind: Conceptual foundations for an Evolutionary Educational Psychology (pp. 101-108). Greenwich, CT: Information Age Publishing.

Ackerman, P. L. (2007). Aptitude Tests. In N. J. Salkind (Ed.). Encyclopedia of Measurement and Statistics (pp. 39-43). Thousand Oaks, CA: Sage.

Ackerman, P. L., & Beier, M. E. (2007). Further explorations of perceptual speed abilities, in the context of assessment methods, cognitive abilities and individual differences during skill acquisition. Journal of Experimental Psychology: Applied, 13, 249-272.

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.

Beier, M. E., & Ackerman, P. L. (2007). Cognitive abilities in personnel selection and testing. In F. Durso, R. Nickerson, S. Dumais, S. Lewandowsky, & T. Perfect (Eds.), Handbook of Applied Cognition (2nd Ed) (pp. 605-627). NY: Wiley.

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.

Ackerman, P. L. (2008). Knowledge and cognitive aging. In F. Craik & T. Salthouse (Eds.) The Handbook of Aging and Cognition: Third Edition, (pp. 443-489). New York: Psychology Press.

Ackerman, P. L. (2009). On weaving personality into a tapestry of traits. British Journal of Psychology, 100, 249-252.

Ackerman, P. L. (2009). Personality and intelligence. In P. J. Corr & G. Matthews (Eds.) Cambridge Handbook of Personality (pp. 162-174). Cambridge University Press.

Arteche, A., Chamorro-Premuzic, T., Ackerman, P. L., & Furnham, A. (2009). Typical intellectual engagement as a byproduct of openness, learning approaches, and self-assessed intelligence. Educational Psychology, 25, 357-367.

Ackerman, P. L. (2011, published August, 2010). 100 Years without Resting. Chapter in P. L. Ackerman (Ed.) Cognitive fatigue: Multidisciplinary perspectives on current research and future applications. (pp. 11-37). Washington, DC: American Psychological Association.

Ackerman, P. L. (2010). Skill acquisition. In I. B. Weiner & W. E. Craighead (Eds). Corsini’s Encyclopedia of Psychology, Fourth Edition (pp. 1605-1606). New York: Wiley.

Ackerman, P. L. (2010). Trait and process determinants of Advanced Placement test performance. Proceedings of the Acceleration Poster Session of the 2008 Wallace Research Symposium on Talent Development (pp. 14-17). Iowa City: University of Iowa.

Ackerman, P. L., Shapiro, S., & Beier, M. E., (2011). Subjective estimates of job performance after job preview: Determinants of anticipated learning curves. Journal of Vocational Behavior, 78, 31-48.

Calderwood, C., & Ackerman, P. L. (2011). The relative impact of trait and temporal determinants of subjective fatigue. Personality and Individual Differences, 50, 441-445.

Ackerman, P. L. (2011). Intelligence and expertise. In R. J. Sternberg & S. B. Kaufman (Eds.). Cambridge Handbook of Intelligence (pp. 847-860). New York: Cambridge University Press.

Ackerman, P. L. (2011). Intelligence and expertise. In R. J. Sternberg & S. B. Kaufman (Eds.). Cambridge Handbook of Intelligence (pp. 847-860). New York: Cambridge University Press

Ackerman, P. L. & Beier, M. E. (2012). The problem is in the definition: g and Intelligence in I-O Psychology. Industrial and Organizational Psychology: Perspectives on Science and Practice, 5, 149-153.

Ackerman, P. L. (2012). Aptitude-trait complexes. In P. Robinson (Ed.). Routledge Encyclopedia of Second Language Acquisition. London: Routledge.

Ackerman, P. L., Calderwood, C., & Conklin, E. M. (2012). Task characteristics and fatigue (pp. 91-101). In G. Matthews, P. A. Desmond, C. Neubauer, & P. A. Hancock (Eds). The Handbook of Operator Fatigue. Farnham, Surrey, UK: Ashgate Publishing.

Beier, M. E., & Ackerman, P. L. (2012). Time in personnel selection. In N. Schmitt (Ed.). Oxford Handbook of Assessment and Selection (pp. 721-739). New York: Oxford University Press.

Toker, Y., & Ackerman, P. L. (2012). Utilizing occupational complexity levels in vocational interest assessments: Assessing interests for STEM areas. Journal of Vocational Behavior, 80, 524-544.

Ackerman, P. L. (2013). Engagement and opportunity to learn. In J. Hattie & E. Anderman (Eds.), International Guide to Student Achievement (pp. 39-41). Routledge.

Ackerman, P. L., Chamorro‐Premuzic, T., & Furnham, A. (2011). Trait complexes and academic achievement: Old and new ways of examining personality in educational contexts. British Journal of Educational Psychology, 81(1), 27-40.