Research Topics
| PHILLIP ACKERMANSummaryAffiliation: Georgia Institute of Technology Country: USA Publications
Research Grants
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Detail Information
Publications
Determinants of health knowledge: an investigation of age, gender, abilities, personality, and interestsMargaret E Beier
School of Psychology, Georgia Institute of Technology, Atlanta 30332 0170, USA
J Pers Soc Psychol 84:439-48. 2003....- Use it or lose it? Wii brain exercise practice and reading for domain knowledgePhillip L Ackerman
School of Psychology, Georgia Institute of Technology, 654 Cherry Street, Atlanta, GA 30332 0170, USA
Psychol Aging 25:753-66. 2010..Implications for these findings are discussed in terms of adult intellectual development and maintenance... - Domain-specific knowledge as the "dark matter" of adult intelligence: Gf/Gc, personality and interest correlatesP L Ackerman
School of Psychology, Georgia Institute of Technology, Atlanta 30332 0170, USA
J Gerontol B Psychol Sci Soc Sci 55:P69-84. 2000.... - Test length and cognitive fatigue: an empirical examination of effects on performance and test-taker reactionsPhillip L Ackerman
School of Psychology, Georgia Institute of Technology, USA
J Exp Psychol Appl 15:163-81. 2009..The relative contributions of traits and time-on-task for cognitive fatigue are discussed, along with implications for research and practice. (PsycINFO Database Record (c) 2009 APA, all rights reserved)... - Further explorations of perceptual speed abilities in the context of assessment methods, cognitive abilities, and individual differences during skill acquisitionPhillip L Ackerman
School of Psychology, Georgia Institute of Technology, 654 Cherry Street, MC 0170, Atlanta, GA 30332 0170, USA
J Exp Psychol Appl 13:249-72. 2007..Implications for research and application for computerized perceptual speed tests are discussed... - Determinants and validity of self-estimates of abilities and self-concept measuresPhillip L Ackerman
School of Psychology, Georgia Institute of Technology, Atlanta, GA, USA
J Exp Psychol Appl 13:57-78. 2007..Results are discussed in relation to the principle of aggregation, the influences of self-evaluative judgments, and uses for self-estimates of abilities measures... - Cognitive sex differences and mathematics and science achievementPhillip L Ackerman
School of Psycology, Georgia Institute of Technology, Atlanta, GA 30332-0170, USA
Am Psychol 61:722-3; discussion 725-6. 2006 - Working memory and intelligence: the same or different constructs?Phillip L Ackerman
School of Psychology, Georgia Institute of Technology, Atlanta, GA 30332 0170, USA
Psychol Bull 131:30-60. 2005..The authors discuss how consideration of psychometric and theoretical perspectives better informs the discussion of WM-intelligence relations... - Individual differences in working memory within a nomological network of cognitive and perceptual speed abilitiesPhillip L Ackerman
School of Psychology, Georgia Institute of Technology, Psychology Building, 274 5th Street, Atlanta, Georgia 30332 0170, USA
J Exp Psychol Gen 131:567-89. 2002..A nomological representation for WM is provided through a series of cognitive and PS ability models. Construct overlap between PS and WM is further investigated with attention to complexity, processing differences, and practice effects... - Ability and task constraint determinants of complex task performancePhillip L Ackerman
School of Psychology, Georgia Institute of Technology, Atlanta 30332 0170, USA
J Exp Psychol Appl 8:194-208. 2002..Implications for integrating experimental and differential approaches to explaining performance and possible avenues for improved selection measures are discussed... - Cognitive, perceptual-speed, and psychomotor determinants of individual differences during skill acquisitionP L Ackerman
School of Psychology, Georgia Institute of Technology, Psychology Building, 274 Fifth Street, Atlanta, Georgia 30332 0170, USA
J Exp Psychol Appl 6:259-90. 2000..Evidence addressing the predictability of individual differences in performance at early, intermediate, and asymptotic levels of practice is presented... - Trait complexes and academic achievement: old and new ways of examining personality in educational contextsPhillip L Ackerman
School of Psychology, Georgia Institute of Technology, Atlanta, Georgia 30332 0170, USA
Br J Educ Psychol 81:27-40. 2011..We demonstrate the possible increments in understanding non-ability determinants of academic achievement that may be obtained by focusing on areas where there is a theoretical convergence between predictor and criterion spaces... - Age, ability, and the role of prior knowledge on the acquisition of new domain knowledge: promising results in a real-world learning environmentMargaret E Beier
Department of Psychology, Rice University, 6100 Main Street, Houston, TX 77005, USA
Psychol Aging 20:341-55. 2005.... - Incremental validity of the typical intellectual engagement scale as predictor of different academic performance measuresTomas Chamorro-Premuzic
Department of Psychology, Goldsmiths College, University of London, London, UK
J Pers Assess 87:261-8. 2006..Implications are discussed in light of the investment theory of intellectual competence and the utility of self-report inventories as predictors of academic achievement...
Research Grants
- KNOWLEDGE STRUCTURES AND ADULT INTELLECTUAL DEVELOPMENTPHILLIP ACKERMAN; Fiscal Year: 2000..One key goal will be to provide a "better metric to understanding the intellectual capabilities and limitations of adults at various chronological ages." ..
- KNOWLEDGE STRUCTURES AND ADULT INTELLECTUAL DEVELOPMENTPHILLIP ACKERMAN; Fiscal Year: 2006....