Contextualizing intelligence in assessment: the next step

Brouwers, Symen A. and van de Vijver, Fons J. R. (2015) Contextualizing intelligence in assessment: the next step. Human Resource Management Review, 25 1: 38-46. doi:10.1016/j.hrmr.2014.09.006

Author Brouwers, Symen A.
van de Vijver, Fons J. R.
Title Contextualizing intelligence in assessment: the next step
Journal name Human Resource Management Review   Check publisher's open access policy
ISSN 1053-4822
Publication date 2015-03-01
Sub-type Article (original research)
DOI 10.1016/j.hrmr.2014.09.006
Open Access Status
Volume 25
Issue 1
Start page 38
End page 46
Total pages 9
Place of publication Kidlington, Oxford United Kingdom
Publisher Pergamon Press
Collection year 2015
Language eng
Abstract Intelligence theory and assessment in HR and I/O contexts are unlikely to make major advancements when intelligence continues to be treated as a decontextualized set of skills. Models of cognitive style, situated cognition, and practical intelligence present a more contextualized view of intelligence, but are either too broad or too embedded in context to guide HR and I/O assessment. We propose a new model that draws a closer link between cognition and context; the model builds on recent developments in cross-cultural personality research, where decontextualized and contextualized models are combined. We propose an assessment procedure in which social and cognitive characteristics of job situations are simulated, a method we label Controlled Situated Assessment. In order to be successful at the task, individuals need many different resources, cognitive skills, communication skills, and personality. By increasing the ecological validity of the tasks, we expect a higher predictive validity, as compared to decontextualized assessments of intelligence.
Keyword Assessment
Job analysis
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online ahead of print 30 Oct 2014

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Psychology Publications
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