Term
Why use Personnel Selection Methods? |
|
Definition
This method is used so jobs can figure out the best person for each job. They use these methods so that they can ultimately save money on interviewing a bunch of folks. This includes handwriting analysis and supervisor ratings. |
|
|
Term
|
Definition
Combines the results of several studies that address a set of related research hypotheses. This is normally done by identification of a common measure of effect size, which is modelled using a form of meta-regression. |
|
|
Term
|
Definition
Does adding something else help your validity? Getting a better prediction. |
|
|
Term
|
Definition
This is what the supervisor thinks the employee is learning while on the job |
|
|
Term
The difference between high IQ scores |
|
Definition
The difference a 125 and 130 IQ score actually DOES matter despite what some researchers say. |
|
|
Term
Logic of using 13 year olds in SAT Study |
|
Definition
They used 13 year olds to avoid the idea of acheivement caps on the SAT. If there are people who will get an 800 on the SAT do they have the potential to get an 850? We don't know because they can't get anything greater than 800, BUT 13 years olds just don't have the capacity the get an 800 so you're able to test them and eliminate the ceiling effect. |
|
|
Term
|
Definition
People who have athletic or mechanical abilities, prefer to work with objects, machines, tools, plants, animals or to be outdoors |
|
|
Term
Investigate "The Thinkers" |
|
Definition
People who like to observe, learn, investigate, analyze, evaluate or solve problems |
|
|
Term
|
Definition
People who have artistic, innovating or innovating or intuitional abilities and like to work in unstructured settings using their imagination and creativity. |
|
|
Term
|
Definition
People who like to work with people to enlighten, help, train or cure them, or are skilled with words. |
|
|
Term
Enterprising "The Persuaders" |
|
Definition
People who like to work with people, influencing, persuading, performing, leading or managing for organizational goals or economic gain. |
|
|
Term
Conventional "The Organizers" |
|
Definition
People who like to work with data, have clerical or numerical ability, carry out tasks in detail or follow-through on others' |
|
|
Term
|
Definition
Relates to Investigative (Thinkers) and Artistic (Creators) |
|
|
Term
|
Definition
Related to Conventional (Organizers) |
|
|
Term
|
Definition
Related to Enterprising (Persuaders) and Social (Helpers) |
|
|
Term
|
Definition
Related to Social (Helpers) |
|
|
Term
|
Definition
Women who were neurotic were the least satisfied with their sex lives but their husbands were the most satisfied. |
|
|
Term
|
Definition
Education protects the amount of time you live. |
|
|
Term
Cognitive Simulation and Cognitive Aging |
|
Definition
Does working brain games help delay dementia? |
|
|
Term
|
Definition
Older typist weren't able to preview and keen in their memory the words ahead as long as young people |
|
|
Term
Big Five in Relation to Criminal Acts |
|
Definition
Conscientiousness and Agreeableness are negatively correlated with Criminal Acts |
|
|
Term
Selective Survival/Mortality |
|
Definition
In a longitudinal study it is specific systematic reasons people are dropping out of your study that will effect your outcome, however if you use cross sectional data this won't be a factor |
|
|
Term
|
Definition
This is how we tease apart the information and figure out the difference of the average from each individual. |
|
|
Term
|
Definition
If the average of data doesn't match the pattern of the data, then something is not right. |
|
|
Term
|
Definition
This shows practice effects because if there were some people who were in the study from the beginning, then others joined half-way through but at the same age as those already in it, they were able to see the decline was the same so practice effects were not a major factor. |
|
|
Term
|
Definition
If we take away practice effects we see a global decline. |
|
|
Term
Myth of the Twilight Years |
|
Definition
This was trying to say that intelligence doesn't go downhill, but there was much research done after this to disprove this theory and say that it really does decline. |
|
|
Term
|
Definition
|
|
Term
Different Types of Intelligence |
|
Definition
All of them decline except for the Gc-Crystalized Intelligence which goes up and stays there throughout |
|
|
Term
|
Definition
People say that your personality stays the same. There is however a persistent change within the personality throughout the life span. |
|
|
Term
|
Definition
There seems to be stability although there is change. Most people become more dominant, agreeable, conscientious and emotionally stable over the course of their lives.m |
|
|
Term
Cumulative Continuity Principle |
|
Definition
The relative consistency of personality traits continues to increase throughout the life span |
|
|
Term
The Corresponsive Principle |
|
Definition
Personality trait development is not a continuity versus-change proposition. Rather continuity and change coexist. |
|
|
Term
What happens to life satisfaction as we get older? |
|
Definition
As we age a slight decline occurs and it sharper when we are close to death. (We don't have to know the amount of time we have left to live to know get this sharper decline). It gets even sharper at 5 years before death. |
|
|
Term
|
Definition
There is something that goes on because even without knowledge of your death your life satisfaction goes down. |
|
|
Term
|
Definition
School has a huge effect on education. During the summer the amount of knowledge the kids have goes down. In the mountains, children who go to school and that's it are smarter than children who don't go anywhere at all. |
|
|
Term
Aptitude and Acheievement Tests |
|
Definition
There was a .81 correlation between aptitude and achievement tests scores in relation to I.Q. scores |
|
|
Term
|
Definition
This is the idea that the birthday cut-offs do effect children of the same age because they are starting school a who year later than the other children born b4 the date. They December kids were smarter than the January kids. |
|
|
Term
Large Age Effects on Materials |
|
Definition
The things that you learn in school specifically like math showed the biggest age effects. |
|
|
Term
|
Definition
The longer the kids were in the orphanages were there was little attention and care, the worse they did on tests later in life |
|
|
Term
|
Definition
The orphans had more disease than the people in the common group. This is related to psychosocial adaptation. |
|
|
Term
External Behavior Breeding |
|
Definition
Violence breed violence. Children who were abused early and late both decline on their negative external behaviors but late abused had less of this behavior to begin with and they declined more than early abused |
|
|
Term
What are the three laws of genetics? |
|
Definition
1st- All human behavioral traits are heritable
2nd- The effect of being raised in the same family is smaller than the effect of genes
3rd- a substantial portion of the variation in complex human behavioral traits is not accounted for by the effects of genes or families |
|
|
Term
|
Definition
|
|
Term
|
Definition
Environments that siblings share such that they serve to make them more similar |
|
|
Term
|
Definition
Environments that siblings don't share, such that they serve to make them less similar |
|
|
Term
|
Definition
Siblings are similar in traits both physical like their looks and with their mental characteristics like assertiveness, popularity. |
|
|
Term
How do we calculate the A-C-E Factor |
|
Definition
1) We can look at MZ twins raised in different homes
2) We can compare biological parents and the children they gave up
3) We can compare siblings were adopted by one family but they are otherwise unrelated
4) Finally we can compare MZ and DZ twins that were raised together |
|
|
Term
|
Definition
“a unitary, general process
functions across a wide variety of cognitive
tasks.”
|
|
|
Term
|
Definition
“Numerous distinct
cognitive processing units, each responsible
for certain nonoverlapping cognitive tasks.”
|
|
|
Term
|
Definition
Genes and environment effect the general parts of a person the same but their skills are effected more by their environment and less by their genes. |
|
|
Term
|
Definition
Same genes, many outcomes |
|
|
Term
|
Definition
Genetically related parents provide a rearing environment that is correlated with the genotype of the child |
|
|
Term
|
Definition
Child receives responses from others that are influenced by her genotype |
|
|
Term
|
Definition
Child selectively attends to any learns from aspects of his environment as influenced by her genotype. She seeks out the environments that she finds compatible and stimulating. |
|
|
Term
How do the 3 types of geeffects change with development? |
|
Definition
With development, passive diminishes and active increases |
|
|
Term
|
Definition
When children who were severly abused have a low MAOA gene they are more likely to develop Conduct Disorder, they are more predisposed to violence and can show antisocial personality disorder symptoms. |
|
|
Term
|
Definition
The environment may be unsystematic, and full of accidents, illnesses or other traumas. Non-shared environmental variability because of unsystematic effects of all environmental events, compounded by equally unsystematic processes that expose us to environmental events in the first place |
|
|