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Journal Article
Fact and Fiction in Cognitive Ability Testing for Admissions and Hiring Decisions
Nathan R. Kuncel and Sarah A. Hezlett
Current Directions in Psychological Science
Vol. 19, No. 6 (DECEMBER 2010), pp. 339-345
Published
by: Sage Publications, Inc. on behalf of Association for Psychological Science
https://www.jstor.org/stable/41038598
Page Count: 7
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Topics: Cognition, Standardized tests, Test scores, Job performance, Academic achievement, Grade point average, Educational outcomes, Hiring, Cognitive models
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Abstract
Standardized measures of intelligence, ability, or achievement are all measures of acquired knowledge and skill and have consistent relationships with multiple facets of success in life, including academic and job performance. Five persistent beliefs about ability tests have developed, including: (a) that there is no relationship with important outcomes like creativity or leadership, (b) that there is predictive bias, (c) that there is a lack of predictive independence from socioeconomic status, (d) that there are thresholds beyond which scores cease to matter, and (e) that other characteristics, like personality, matter as well. We present the evidence and conclude that of these five beliefs, only the importance of personality is a fact; the other four are fiction.
Current Directions in Psychological Science
© 2010 Association for Psychological Science