Further Explorations of Perceptual Speed Abilities in the Context of Assessment Methods, Cognitive Abilities, and Individual Differences during Skill Acquisition

Autor/inn/en	Ackerman, Phillip L.; Beier, Margaret E.
Titel	Further Explorations of Perceptual Speed Abilities in the Context of Assessment Methods, Cognitive Abilities, and Individual Differences during Skill Acquisition
Quelle	In: Journal of Experimental Psychology: Applied, 13 (2007) 4, S.249-272 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-898X
Schlagwörter	Validity; Age Differences; Methods; Cognitive Ability; Individual Differences; Reliability + Suchen Sie Ihr Suchwort? Gültigkeit; Age; Difference; Age difference; Altersunterschied; Method; Methode; Denkfähigkeit; Individueller Unterschied; Reliabilität
Abstract	Measures of perceptual speed ability have been shown to be an important part of assessment batteries for predicting performance on tasks and jobs that require a high level of speed and accuracy. However, traditional measures of perceptual speed ability sometimes have limited cost-effectiveness because of the requirements for administration and scoring of paper-and-pencil tests. There have also been concerns about the validity of previous computer approaches to administering perceptual speed tests (e.g., see Mead & Drasgow, 1993). The authors developed two sets of computerized perceptual speed tests, with touch-sensitive monitors, that were designed to parallel several paper-and-pencil tests. The reliability and validity of the tests were explored across three empirical studies (N = 167, 160, and 117, respectively). The final study included two criterion tasks with 4.67 and 10 hours of time-on-task practice, respectively. Results indicated that these new measures provide both high levels of reliability and substantial validity for performance on the two skill-learning tasks. Implications for research and application for computerized perceptual speed tests are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10