Thinking at work: Intelligence, critical thinking, job knowledge, and reasoning.

Abstract

A great deal of mischief can occur when there is no agreement about the definitions of ability, aptitude, and achievement. Ability is often used but with two very different implicit definitions. One definition is that general cognitive ability is an individual difference that merely reflects differences in current behavioral repertoire. Humphreys (1984) was in line with this definition, stating in his chapter on general cognitive ability that intelligence is "the entire repertoire of acquired skills, knowledge, learning sets, and generalization tendencies considered intellectual in nature that [is] available at any one period of time" (p. 243). This definition is silent about the source of Copyright American Psychological Association. Not for further distribution.

An examination of the relationship between applicant race and accrued recruitment source information: Implications for applicant withdrawal and test performance

“…We focused primarily on cognitively oriented assessments related to firefighting. However, cognitive abilities and skills are fairly stable (e.g., Jensen, 1998;Kuncel & Beatty, 2013). More malleable or "state-like" constructs may be even more prone to recruitment source diagnosticity effects, specifically if applicants can improve knowledge or skills through study or practice (e.g., Sackett et al, 2017).…”

Individual differences and their measurement: A review of 100 years of research.

“…Over the years, studies have reflected the tension between viewing cognitive abilities as enduring capacities that are largely innate versus treating them as measures of developed capabilities, a distinction that has implications for the study of criterion related validity, group differences, aging effects, and the structure of human abilities (Kuncel & Beatty, 2013). Terman et al (1917) argued for the importance of distinguishing between "the [poor] intellectual status of an individual .…”

“…Sometimes a different term is used for effectively the same construct; one calls it a skill , and another, an aptitude . Fundamentally, the measurement of knowledge and skill is intimately connected to the measurement of intelligence or cognitive abilities (Kuncel & Beatty, 2013; Lubinski & Dawis, 1992). Thinking clearly about the underlying distinctions has been an unfolding process.…”

La psychologie au quotidien 2

“…La première hypothèse est que les gens plus intelligents sont moins conformistes et ont tendance à résister à des dogmes, qu'ils soient de nature religieuse ou non. De fait, on peut considérer que l'intelligence facilite le développement de la pensée critique 67 et que plus une personne est critique, plus elle aura tendance à rejeter des croyances dogmatiques 68 , d'où la relation négative entre la religiosité et l'intelligence. Une étude faite auprès d'adolescents américains montre que les athées présentent un quotient intellectuel de 1,95 point de plus que celui des agnostiques, de 3,82 points de plus que celui des croyants libéraux et ouverts et de 5,89 points de plus que celui des croyants dogmatiques 69 .…”