General Mental Ability, Narrower Cognitive Abilities, and Job Performance: The Perspective of the Nested-Factors Model of Cognitive Abilities

Abstract

The nested-factors model is a well-established structural model of cognitive abilities in cognitive ability research but has not yet been used to investigate the role of cognitive abilities in job performance. Core assumptions of the nested-factors model are that a broad general mental ability (GMA) exists besides narrower abilities and that this GMA differs from the narrower cognitive abilities in breadth but not in subordination. The authors of this article propose that a recently emerging statistical technique-relative importance analysis-corresponds to the assumptions of the nested-factors model. To empirically study the implications of using the nested-factors model, the authors applied relative importance analysis to a meta-analytic matrix linking measures of 7 narrower cognitive abilities from an established ability taxonomy (Thurstone's primary mental abilities), GMA, and job performance. Results revealed that GMA accounted for 10.9% to 28.6% of the total variance explained in job performance and that GMA was not consistently the most important predictor. The discussion focuses on potential theoretical, methodological, and practical implications of the nested-factors model for personnel psychology.

Does IQ Really Predict Job Performance?

“…However, all correlations virtually doubled under correction. Lang, Kersting, Hü lsheger, and Lang (2010) report similar results from meta-analysis of 50 studies in Germany.…”

“…Apart from the traditional psychometrically validated instruments (e.g., Wechsler's Adult Intelligence Scale, Raven's Progressive Matrices, or the U.S. Employment Service's General Aptitude Test Battery), studies have included working memory tests, reading tests, scholastic aptitude tests (SATS) and university admission tests, all taken in meta-analyses as surrogate measures of IQ. Sometimes, a ''general'' factor has been deduced as a composite of ''special ability '' tests (e.g., perceptual speed, memory;Lang et al, 2010), or by renaming the construct ''general mental ability'' (GMA) as ''another name for g'' (James & Carretta, 2002, p. 13).…”

“…Hartigan and Wigdor (1989), in their meta-analysis of more recent studies, estimated sampling error to be about half the observed variability (compared with the 70% suggested by Schmidt & Hunter [1998]). In other studies (e.g., Burke & Landis, 2003;Lang et al, 2010) corrections have been based on the weighted mean of available estimates from other meta-analyses, or ''hypothetical estimates'' (Lang et al,p. 612).…”

“…people tend to be self-sorting in the jobs they seek rather than belonging to a random applicant pool. In other words, it is likely that employee samples will display inhomogeneity, and not be representative of normative data (Lang et al, 2010). This inhomogeneity is more likely with smaller samples.…”

Personality, Resilience, Self-Regulation and Cognitive Ability Relevant to Teacher Selection

“…In the present study, cognitive ability is defined as a general mental capacity which includes many abilities -planning, problem solving, abstract thinking, quick learning and learning from experiences (Hunter & Schmidt, 1996;Ones, Dilchert, & Chockalingam, 2012). A number of studies support the relationship between cognitive ability and overall job performance (e.g., Lang et al, 2010). Furthermore, a recent systematic review of the research in the United States identified seven studies that found a correlation between teacher cognitive ability and student learning and achievement (Wayne & Youngs, 2003).…”