Determinants of Individual Differences and Gender Differences in Knowledge.

By Phillip L. Ackerman, Kristy R Bowen, Margaret E. Beier, R. Kanfer. 2001

196 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/79106f5332466b2c24d0207a9a098eb711bebade

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In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Personality, Intelligence and General Knowledge. (2006, unknown): “General Knowledge has continued to be used in many areas of research particularly cognitive psychology ( Ackerman, Bowen, Beier, & Kanfer, 2001; East & Forgas, 2002; Ericsson & Kintsch, 1995; Hambrick & Engle, 2002; Hicks & Cockman, 2003; Mariani, Sacco, & Spinnler, 2002) and differential psycholog”
Openness, fluid intelligence, and crystallized intelligence: Toward an integrative model (2012, background): “Other studies suggested small yet significant correlations, typically between .10 and .25 (e.g., Ackerman et al., 2001; Ashton et al., 2000).”
Brother–sister differences in the g factor in intelligence: analysis of full, opposite-sex siblings from the NLSY1979 (2007, background): “The higher male mean scores on Auto and shop information, Mechanical comprehension, and Electronics informationprobablyreflectspheresofgreatermaleinterest ( Ackerman, Bowen, Beier, & Kanfer, 2001 )c ombined with a male advantage in semantic memory (Ackerman et al., 2001; Lynn, Irwing, & Cammock, 20”
Big Five personality predictors of post-secondary academic performance (2007, background): “Another reason (Ackerman et al., 2001) is that the criterion of academic achievement tends to shift over time, from factors that favor cognitive abilities (e.”
Ability and personality correlates of general knowledge (2006, background): “Recent studies have suggested that individual differences in domain specific knowledge and GK are related to gc rather than gf, and that so-called investment personality traits, such as Openness, Typical Intellectual Engagement (TIE), and Extraversion (negatively), reflect level of intellectual orie”
Trait complex, cognitive ability, and domain knowledge predictors of baccalaureate success, STEM persistence, and gender differences. (2013, methodology): “Ackerman et al. (2001) found two facilitative trait complexes (Science/Math Technology and Verbal/Intellectual) and three impeding trait complexes (Social Potency/Enterprising, Social Closeness/Femininity and Traditionalism/Worry/Emotionality) that were associated with both individual and gender…”