Skip to main content Accessibility help
×
Home
Hostname: page-component-78dcdb465f-mrc2z Total loading time: 0.361 Render date: 2021-04-19T23:30:34.851Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "metricsAbstractViews": false, "figures": false, "newCiteModal": false, "newCitedByModal": true }

I–O Psychology and Progressive Research Programs on Intelligence

Published online by Cambridge University Press:  07 January 2015

Jonas W. B. Lang
Affiliation:
Maastricht University
Paul D. Bliese
Affiliation:
Rockville, Maryland
Corresponding

Abstract

Image of the first page of this article. For PDF version, please use the ‘Save PDF’ preceeding this image.
Type
Commentaries
Copyright
Copyright © Society for Industrial and Organizational Psychology 2012

Access options

Get access to the full version of this content by using one of the access options below.

References

Ackerman, P. L., Beier, M. E., & Boyle, M. O. (2005). Working memory and intelligence: The same or different constructs. Psychological Bulletin, 131, 3060. doi: 10.1037/0033-2909.131.1.30.CrossRefGoogle ScholarPubMed
Bartholomew, D. J., Deary, I. J., & Martin, L. (2009). A new lease for Thomson's bonds model of intelligence. Psychological Review, 116, 567579. doi: 10.1037/a0016262.CrossRefGoogle ScholarPubMed
Beauducel, A., & Kersting, M. (2002). Fluid and crystallized intelligence and the Berlin Model of Intelligence Structure (BIS). European Journal of Psychological Assessment, 18, 97112. doi: 10.1027/ 1015-5759.18.2.97.CrossRefGoogle Scholar
Beilock, S. L., & Carr, T. H. (2005). When high-powered people fail: Working memory and “choking” under pressure in math. Psychological Science, 16, 101105. doi: 10.1111/j.0956-7976. 2005.00789.x.CrossRefGoogle ScholarPubMed
Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 983998. doi: 10.1037/0278-7393.33.6.983.Google ScholarPubMed
Bliese, P. D., Chan, D., & Ployhart, R. (2007). Multilevel methods and statistics: Emerging issues and future directions. Organizational Research Methods, 10, 551563. doi: 10.1177/10944281073 01102.CrossRefGoogle Scholar
Brody, N. (2003). Construct validation of the Sternberg Triarchic Abilities Test: Comment and reanalysis. Intelligence, 31, 319329. doi: 10.1016/S0160-2896(01)00087-3.CrossRefGoogle Scholar
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Deary, I. J. (2002). g and cognitive elements of information processing: An agnostic view. In Sternberg, R. J. & Grigorenko, E. L. (Eds.), The general factor of intelligence (pp. 151182). Mahwah, NJ: Erlbaum.Google Scholar
Dickens, W. T. (2007, November 19). What is g? Paper presented at the second Thomas S. Schelling Symposium, University of Maryland, College Park, MD. Retrieved from http://www.publicpolicy.umd.edu/symposium/speakers.htm.Google Scholar
Duncan, J., Seitz, R. J., Kolodny, J., Bor, D., Herzog, H., Ahmed, A., Emslie, H. (2000). A neural basis for general intelligence. Science, 289, 457460. doi: 10.1126/science.289.5478.457.CrossRefGoogle ScholarPubMed
Gustafsson, J.-E., & Balke, G. (1993). General and specific abilities as predictors of school achievement. Multivariate Behavioral Research, 28, 407434. doi: 10.1207/s15327906mbr2804_2.CrossRefGoogle ScholarPubMed
Holzinger, K. J., & Swineford, F. (1937). The bi-factor method. Psychometrika, 2, 4154. doi: 10.1007/ BF02287965.CrossRefGoogle Scholar
Humphreys, L. G. (1981). The primary mental ability. In Friedman, M. P., Das, J. R., & O’Connor, N. (Eds.), Intelligence and learning (pp. 87102). New York, NY: Plenum.CrossRefGoogle Scholar
Johnson, J. W. (2000). A heuristic method for estimating the relative weight of predictor variables in multiple regression. Multivariate Behavioral Research, 35, 19. doi: 10.1207/S15327906MBR3501_1.CrossRefGoogle ScholarPubMed
Johnson, J. W., & LeBreton, J. M. (2004). History and use of relative importance indices in organizational research. Organizational Research Methods, 7, 238257. doi: 10.1177/1094428104266510.CrossRefGoogle Scholar
Johnson, W. & Bouchard, T. J. Jr. (2005). The structure of human intelligence: It is verbal, perceptual, and image rotation (VPR), not fluid and crystallized. Intelligence, 33, 393416. doi: 10.1016/ j.intell.2004.12.002.CrossRefGoogle Scholar
Kane, M. J., & Engle, R. W. (2000). Working memory capacity, proactive interference, and divided attention: Limits on long-term memory retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 333358. doi: 10.10371/ 0278-7393.26.2.336.Google ScholarPubMed
Kane, M. J., & Engle, R. W. (2002). The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: An individual-differences perspective. Psychonomic Bulletin & Review, 9, 637671. doi: 10.3758/ BF03196323.CrossRefGoogle Scholar
Kane, M. J., Hambrick, D. Z., & Conway, A. R. A. (2005). Working memory capacity and fluid intelligence are strongly related constructs: Comment on Ackerman, Beier, and Boyle (2005). Psychological Bulletin, 131, 6671. doi: 10.1037/0033-2909. 131.1.66.CrossRefGoogle ScholarPubMed
Lang, J. W. B., & Bliese, P. D. (2009). General mental ability and two types of adaptation to unforeseen change: Applying discontinuous growth models to the task-change paradigm. Journal of Applied Psychology, 94, 411428. doi: 10.1037/a0013803.CrossRefGoogle ScholarPubMed
Lang, J. W. B., Kersting, M., Hülsheger, U. R., & Lang, J. (2010). General mental ability, narrower cognitive abilities, and job performance: The perspective of the nested-factors model of cognitive abilities. Personnel Psychology, 63, 595640. doi: 10.1111/j.1744-6570.2010.01182.x.CrossRefGoogle Scholar
LePine, J. A., Colquitt, J. A., & Erez, A. (2000). Adaptability of changing task contexts: Effects of general cognitive ability, conscientiousness, and openness to experience. Personnel Psychology, 53, 563593. doi:10.1111/j.1744-6570.2000.tb 00214.x.CrossRefGoogle Scholar
van der Maas, H. L. J., Dolan, C. V., Grasman, R. P. P. P., Wicherts, J. M., Huizenga, H. M., & Raijmakers, M. E. J. (2006). A dynamical model of general intelligence: The positive manifold of intelligence by mutualism. Psychological Bulletin, 113, 842861. doi: 10.1037/0033-295X.113.4.842.Google ScholarPubMed
McHenry, J. J., Hough, L. M., Toquam, J. L., Hanson, M. A., & Ashworth, S. (1990). Project A validity results: The relationship between predictor and criterion domains. Personnel Psychology, 43, 335354. doi:10.111/j.1744-6570.1990. tb01562.x.CrossRefGoogle Scholar
Oberauer, K., Schulze, R., Wilhelm, O., & Süß, H.-M. (2005). Working memory and intelligence—Their correlation and their relation: Comment on Ackerman, Beier, and Boyle (2005). Psychological Bulletin, 131, 6165. doi: 10.1037/0033-2909. 131.1.61.CrossRefGoogle Scholar
Ree, M. J., Earles, J. A., & Teachout, M. S. (1994). Predicting job performance: Not much more than g. Journal of Applied Psychology, 79, 518524. doi: 10.1037/0021-9010.79.4.518.CrossRefGoogle Scholar
Ricks, T. R., Turley-Ames, K. J., & Wiley, J. (2007). Effects of working memory capacity on mental set due to domain knowledge. Memory & Cognition, 35, 14561462. doi: 10.3758/BF03193615.CrossRefGoogle ScholarPubMed
Scherbaum, C. A., Goldstein, H. W., Yusko, K. P., Ryan, R., & Hanges, P. J. (2012). Intelligence 2.0: Reestablishing a research program on g in I–O psychology. Industrial and Organizational Psychology: Perspectives on Science and Practice, 5, 128148.CrossRefGoogle Scholar
Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York, NY: Oxford University Press.CrossRefGoogle Scholar
Spearman, C. (1904). “General intelligence,” objectively determined and measured. American Journal of Psychology, 15, 201292. doi: 10.2307/ 1412107.CrossRefGoogle Scholar
Thurstone, L. L. (1938). Primary mental abilities. Chicago, IL: University of Chicago Press.Google Scholar
Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006). Beyond g: Putting multiple intelligences theory to the test. Intelligence, 34, 487502. doi:10.1016/j. intell.2006.02.004.CrossRefGoogle Scholar
Yung, Y.-F., Thissen, D., & McLeod, L. D. (1999). On the relationship between the higher-order factor model and the hierarchical factor model. Psychometrika, 64, 113128. doi:10.1007/ BF02294531.CrossRefGoogle Scholar

Full text views

Full text views reflects PDF downloads, PDFs sent to Google Drive, Dropbox and Kindle and HTML full text views.

Total number of HTML views: 0
Total number of PDF views: 72 *
View data table for this chart

* Views captured on Cambridge Core between September 2016 - 19th April 2021. This data will be updated every 24 hours.

Send article to Kindle

To send this article to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle.

Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

I–O Psychology and Progressive Research Programs on Intelligence
Available formats
×

Send article to Dropbox

To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Dropbox.

I–O Psychology and Progressive Research Programs on Intelligence
Available formats
×

Send article to Google Drive

To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Google Drive.

I–O Psychology and Progressive Research Programs on Intelligence
Available formats
×
×

Reply to: Submit a response


Your details


Conflicting interests

Do you have any conflicting interests? *