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Journal articles on the topic 'Armed Services Vocational Aptitude Battery'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Jensen, Arthur R. "Armed Services Vocational Aptitude Battery." Measurement and Evaluation in Counseling and Development 18, no. 1 (April 1985): 32–37. http://dx.doi.org/10.1080/07481756.1985.12022786.

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2

Roberts, Richard D., Ginger Nelson Goff, Fadi Anjoul, P. C. Kyllonen, Gerry Pallier, and Lazar Stankov. "The Armed Services Vocational Aptitude Battery (ASVAB)." Learning and Individual Differences 12, no. 1 (March 2000): 81–103. http://dx.doi.org/10.1016/s1041-6080(00)00035-2.

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3

Kennedy, C. "A neuropsychological investigation of the Armed Services Vocational Aptitude Battery (ASVAB)." Archives of Clinical Neuropsychology 15, no. 8 (November 2000): 696–97. http://dx.doi.org/10.1016/s0887-6177(00)80085-2.

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4

Kennedy, C., T. Kupke, and R. Smith. "A neuropsychological investigation of the Armed Services Vocational Aptitude Battery (ASVAB)." Archives of Clinical Neuropsychology 15, no. 8 (November 1, 2000): 696–97. http://dx.doi.org/10.1093/arclin/15.8.696a.

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5

Diessner, Rhett. "The Criterion-Related Validity of the Academic Ability Scale of the Armed Forces Vocational Aptitude Battery for a Sample of American Indian Students." Educational and Psychological Measurement 45, no. 2 (July 1985): 411–13. http://dx.doi.org/10.1177/001316448504500228.

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The Armed Services Vocational Aptitude Battery and the Sequential Tests of Educational Progress were given to a sample of 37 Yakima Indian students. The predictive validity of the Academic Ability Scale was statistically significant with respect to four of five STEP subtests.

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6

Trahan, E., D. Good, and R. Seegmiller. "A-60 The Armed Services Vocational Aptitude Battery and Premorbid Intellectual Functioning." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 920. http://dx.doi.org/10.1093/arclin/acz034.60.

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Abstract Objective The objective of this study is to evaluate correlations between the Armed Services Vocational Aptitude Battery (ASVAB) with other measures of premorbid functioning to validate the use of the ASVAB as an estimate of premorbid intellectual functioning. Method This study utilized archival data. Data were retrospectively reviewed and correlational analyses were conducted between scores on the ASVAB and another measure of premorbid intellectual functioning (i.e., Test of Premorbid Functioning (TOPF)). Results Preliminary results (N = 83) revealed significant positive correlations between the ASVAB & TOPF (r2 = .75, p < .01), irrespective of current intellectual abilities and neurocognitive diagnosis. Conclusion The ASVAB is strongly correlated with the TOPF and may serve as a useful tool for estimating premorbid intellectual functioning in neuropsychological evaluations of active duty services members.

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7

Dunai, Frank A., and Russell D. Porter. "Armed Services Vocational Aptitude Battery Predictors of Entry-Level Radiography Students' Success." Military Medicine 166, no. 5 (May 1, 2001): 422–26. http://dx.doi.org/10.1093/milmed/166.5.422.

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8

Sperl, Todd C., Malcolm James Ree, and Kurt W. Steuck. "Armed Services Vocational Aptitude Battery and Air Officer Qualifying Test: Analyses of Common Attributes." Military Psychology 4, no. 3 (September 1992): 175–88. http://dx.doi.org/10.1207/s15327876mp0403_4.

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9

Held, Janet D., David L. Alderton, Paul P. Foley, and Daniel O. Segall. "Arithmetic reasoning gender differences: Explanations found in the Armed Services Vocational Aptitude Battery (ASVAB)." Learning and Individual Differences 5, no. 2 (January 1993): 171–86. http://dx.doi.org/10.1016/1041-6080(93)90010-p.

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10

Gibson, Shanan G., and Robert J. Harvey. "Gender and ethnicity based differential item functioning on the armed services vocational aptitude battery." Equal Opportunities International 22, no. 4 (June 2003): 1–15. http://dx.doi.org/10.1108/02610150310787432.

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11

Little, R. J. A., and D. B. Rubin. "Test Equating From Biased Samples, With Application to the Armed Services Vocational Aptitude Battery." Journal of Educational and Behavioral Statistics 19, no. 4 (January 1, 1994): 309–35. http://dx.doi.org/10.3102/10769986019004309.

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12

Little, Roderick J. A., and Donald B. Rubin. "Test Equating from Biased Samples, with Application to the Armed Services Vocational Aptitude Battery." Journal of Educational and Behavioral Statistics 19, no. 4 (1994): 309. http://dx.doi.org/10.2307/1165396.

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13

Ree, Malcolm J., and Toni G. Wegner. "Correcting Differences in Answer Sheets for the 1980 Armed Services Vocational Aptitude Battery Reference Population." Military Psychology 2, no. 3 (September 1990): 157–69. http://dx.doi.org/10.1207/s15327876mp0203_3.

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14

PREDIGER, DALE J. "Validity of the New Armed Services Vocational Aptitude Battery Job Cluster Scores in Career Planning." Career Development Quarterly 36, no. 2 (December 1987): 113–25. http://dx.doi.org/10.1002/j.2161-0045.1987.tb00783.x.

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15

Bloxom, Bruce, Peter J. Pashley, W. Alan Nicewander, and Duanli Yan. "Linking to a Large-Scale Assessment: An Empirical Evaluation." Journal of Educational and Behavioral Statistics 20, no. 1 (March 1995): 1–26. http://dx.doi.org/10.3102/10769986020001001.

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This article develops and evaluates a linkage of a routinely administered measure, the Armed Services Vocational Aptitude Battery (ASVAB), to a large-scale assessment, the mathematics proficiency scale of the National Assessment of Educational Progress (NAEP). Analyses of both simulated and real data indicated that the statistical accuracy of the proficiency distribution estimated by projection (i.e., by regression on the ASVAB sub-scales) was very close to the accuracy obtained by the use of the NAEP methodology. However, for both methods, proficiency may have been systematically underestimated because of motivational factors in the administration of the NAEP measures to examinees in this study.

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16

Conte, Jeffrey M., and Rebecca K. Harmata. "Person-Centered Study of Cognitive Ability Dimensions Using Latent Profile Analysis." Journal of Intelligence 11, no. 5 (April 26, 2023): 80. http://dx.doi.org/10.3390/jintelligence11050080.

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A number of researchers have called for additional investigations into cognitive ability and intelligence in recent years. This paper utilized a person-centered approach, multiple cognitive ability dimensions, and latent profile analysis to investigate multivariate relationships among cognitive ability dimensions in a sample of 1681 Army recruits. Six cognitive ability dimensions were assessed via the Armed Services Vocational Aptitude Battery. Performance measures were obtained from supervisor ratings of Effort, Discipline, and Peer Leadership. Using latent profile analysis, the results identified five distinct cognitive profiles or classes, which differed significantly across the three types of supervisor ratings.

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17

Burke, Beverly G., Edward R. Kemery, William I. Sauser, and Frederick N. Dyer. "Intelligence and Physical Fitness as Predictors of Success in Early Infantry Training." Perceptual and Motor Skills 69, no. 1 (August 1989): 263–71. http://dx.doi.org/10.2466/pms.1989.69.1.263.

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The purpose of this research was to assess how well success in early combat training was predicted by scores on a test of general intelligence (the General Technical composite of the Armed Services Vocational Aptitude Battery) and three measures of physical fitness (pushups, situps, and run time). Age and education were also considered as predictors. The criterion was performance on the test given at the end of training, and the subjects were 259 trainees in entry-level infantry training. Analysis indicated that intelligence test scores and run time significantly predicted success, each adding to the prediction provided by the other. The other variables did not appear to be useful predictors of success.

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18

Moore, Elsie G. J., and A. Wade Smith. "Sex and Ethnic Group Differences in Mathematics Achievement: Results from the National Longitudinal Study." Journal for Research in Mathematics Education 18, no. 1 (January 1987): 25–36. http://dx.doi.org/10.5951/jresematheduc.18.1.0025.

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The mathematics test achievement of 11 914 young men and women, aged 15 to 22, who participated in the National Longitudinal Study of Youth Labor Force Behavior in 1980 was analyzed to assess sex, education, and ethnic group effects. The mathematics knowledge and arithmetic reasoning subtests of the Armed Services Vocational Aptitude Battery were the measures of achievement. A multivariate analysis of variance revealed significant main effects for sex, education, and ethnic group membership. Generally, the mathematics achievement of all groups increased the longer they were in school. White males showed the greatest benefit of continued education, and blacks as a group showed the smallest. However, significant two-way interaction effects confounded these general trends.

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19

Brown, Noelle L., Cyrus K. Foroughi, Joseph T. Coyne, Ciara Sibley, Tatana Olson, and Stephanie Myrick. "Predicting Attrition and Performance in Navy and Marine Corps Air Traffic Control School." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 863–67. http://dx.doi.org/10.1177/1071181319631460.

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Attrition rates due to poor academic performance are particularly high for the Navy’s air traffic control training program. The school relies on scores from the Armed Services Vocational Aptitude Battery (ASVAB) for its selection criteria which do not seem to be sufficient by themselves in predicting who will succeed in training. We hypothesized that including cognitive assessments designed to assess skills specific to air traffic control would improve the ability to predict training performance. The model results showed that cognitive abilities were related to training performance beyond ASVAB scores, however, they were more successful at classifying academic success ( M = .92) than academic attrition ( M = .23). Importantly, the results highlight the importance of additional screening materials that can be used to help reduce attrition and the cost of training

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20

Malik, Hinza B., Carlos Burneo-Garcés, Sofía López-Vallejo, Kayla Miller, and Antonio E. Puente. "A-236 The Role of Socio-Demographics on the Test of Memory Malingering (TOMM) Performance Using a Large Military Sample." Archives of Clinical Neuropsychology 37, no. 6 (August 17, 2022): 1392. http://dx.doi.org/10.1093/arclin/acac060.236.

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Abstract Objective: The current study aims to assess the relationship among scores on the test of memory malingering (TOMM) and general demographics (age, education, ethnicity, and gender) as well as military-specific variables (Armed Services Vocational Aptitude Battery (ASVAB), number of deployments, and blasts) using a large military sample. Method: An archival dataset (https://osf.io/rv9cj/), representative of the military personnel according to the Marine Corps Demographics Update (2015) consisting of 875 participants between 18-62 years, predominately male and caucasian was analyzed. Participants were referred by their medical provider for psychological and/or neurological complaints and completed a neuropsychological evaluation comprised of a clinical interview and a neuropsychological blast battery consisting of demographics and 15 tests, including the TOMM. Pre-morbid information was gathered using the ASVAB which has the following subscales: armed forces qualification test, general technical, mechanical maintenance, clerical, and electronics. Results: A decrease in TOMM Trial 2 scores was significantly associated with an increase in age r(732) = -.09, p = .014, education r(717) = -.10, p = .008, mechanical maintenance, r(330) = .12, p =.04; clerical, r(313) = .11, p =.04; and electronics r(328) = .13, p =.02. TOMM Trail 2 scores were not significantly associated with other variables. Conclusions: The findings show a weak relationship between TOMM Trial 2 and age, education, and a few subscales of ASVAB. This suggests that both demographic and vocational abilities appear to be potential mediating variables in understanding the role of effort in interpreting neuropsychological performance.

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21

Hambrick, David Z., Alexander P. Burgoyne, Erik M. Altmann, and Tyler J. Matteson. "Explaining the Validity of the ASVAB for Job-Relevant Multitasking Performance: The Role of Placekeeping Ability." Journal of Intelligence 11, no. 12 (December 15, 2023): 225. http://dx.doi.org/10.3390/jintelligence11120225.

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Scores on the Armed Services Vocational Aptitude Battery (ASVAB) predict military job (and training) performance better than any single variable so far identified. However, it remains unclear what factors explain this predictive relationship. Here, we investigated the contributions of fluid intelligence (Gf) and two executive functions—placekeeping ability and attention control—to the relationship between the Armed Forces Qualification Test (AFQT) score from the ASVAB and job-relevant multitasking performance. Psychometric network analyses revealed that Gf and placekeeping ability independently contributed to and largely explained the AFQT–multitasking performance relationship. The contribution of attention control to this relationship was negligible. However, attention control did relate positively and significantly to Gf and placekeeping ability, consistent with the hypothesis that it is a cognitive “primitive” underlying the individual differences in higher-level cognition. Finally, hierarchical regression analyses revealed stronger evidence for the incremental validity of Gf and placekeeping ability in the prediction of multitasking performance than for the incremental validity of attention control. The results shed light on factors that may underlie the predictive validity of global measures of cognitive ability and suggest how the ASVAB might be augmented to improve its predictive validity.

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22

van der Linden, Wim J. "A Lognormal Model for Response Times on Test Items." Journal of Educational and Behavioral Statistics 31, no. 2 (June 2006): 181–204. http://dx.doi.org/10.3102/10769986031002181.

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A lognormal model for the response times of a person on a set of test items is investigated. The model has a parameter structure analogous to the two-parameter logistic response models in item response theory, with a parameter for the speed of each person as well as parameters for the time intensity and discriminating power of each item. It is shown how these parameters can be estimated by a Markov chain Monte Carlo method (Gibbs sampler). The method was used to analyze response times for the adaptive version of a test from the Armed Services Vocational Aptitude Battery. The same data set was used to test the validity of the model against a normal model using posterior predictive checks on the response times. The lognormal model showed an excellent fit to the data, whereas the normal model seemed unable to allow for a characteristic skewness of the response time distributions. The addition of an equality constraint on the discrimination parameters led only to a slight loss of fit. The potential use of the model for improving the daily practice of testing is indicated.

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23

Coyle, Thomas. "Non-g Factors Predict Educational and Occupational Criteria: More than g." Journal of Intelligence 6, no. 3 (September 7, 2018): 43. http://dx.doi.org/10.3390/jintelligence6030043.

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In a prior issue of the Journal of Intelligence, I argued that the most important scientific issue in intelligence research was to identify specific abilities with validity beyond g (i.e., variance common to mental tests) (Coyle, T.R. Predictive validity of non-g residuals of tests: More than g. Journal of Intelligence 2014, 2, 21–25.). In this Special Issue, I review my research on specific abilities related to non-g factors. The non-g factors include specific math and verbal abilities based on standardized tests (SAT, ACT, PSAT, Armed Services Vocational Aptitude Battery). I focus on two non-g factors: (a) non-g residuals, obtained after removing g from tests, and (b) ability tilt, defined as within-subject differences between math and verbal scores, yielding math tilt (math > verbal) and verbal tilt (verbal > math). In general, math residuals and tilt positively predict STEM criteria (college majors, jobs, GPAs) and negatively predict humanities criteria, whereas verbal residuals and tilt show the opposite pattern. The paper concludes with suggestions for future research, with a focus on theories of non-g factors (e.g., investment theories, Spearman’s Law of Diminishing Returns, Cognitive Differentiation-Integration Effort Model) and a magnification model of non-g factors.

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24

Hartmann, Peter. "Spearman's Law of Diminishing Returns." Journal of Individual Differences 27, no. 4 (January 2006): 199–207. http://dx.doi.org/10.1027/1614-0001.27.4.199.

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Spearman's Law of Diminishing Returns (SLODR) with regard to age was tested in two different databases from the National Longitudinal Survey of Youth. The first database consisted of 6,980 boys and girls aged 12–16 from the 1997 cohort ( NLSY 1997 ). The subjects were tested with a computer-administered adaptive format (CAT) of the Armed Services Vocational Aptitude Battery (ASVAB) consisting of 12 subtests. The second database consisted of 11,448 male and female subjects aged 15–24 from the 1979 cohort ( NLSY 1979 ). These subjects were tested with the older 10-subtest version of the ASVAB. The hypothesis was tested by dividing the sample into Young and Old age groups while keeping IQ fairly constant by a method similar to the one developed and employed by Deary et al. (1996) . The different age groups were subsequently factor-analyzed separately. The eigenvalue of the first principal component (PC1) and the first principal axis factor (PAF1), and the average intercorrelation of the subtests were used as estimates of the g saturation and compared across groups. There were no significant differences in the g saturation across age groups for any of the two samples, thereby pointing to no support for this aspect of Spearman's “Law of Diminishing Returns.”

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25

Lance, Charles E., and Duncan J. R. Jackson. "Seek and Ye Shall Find." Industrial and Organizational Psychology 8, no. 3 (September 2015): 452–63. http://dx.doi.org/10.1017/iop.2015.62.

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Being familiar with their earlier work investigating the factor structures of the Armed Services Vocational Aptitude Battery and the Air Force Officer Qualifying Test, we read with interest Ree, Carretta, and Teachout's (2015) proposal to extend the idea of a dominant general factor (DGF) beyond the realm of cognitive abilities to other areas of research and practice in industrial–organizational (I-O) psychology. We found their ideas intriguing and their arguments compelling, but we stumbled on a reference to an article of one of the present authors (Lance, Teachout, & Donnelly, 1992) and Ree et al.’s claim that Lance et al. (1992) had found a DGF that accounted for 59% of the variance in job performance ratings in a military job. They did not. Rather, Lance et al. reported a hierarchical confirmatory factor analysis (CFA) model that explained parsimoniously the correlations among 15 job performance first-order factors in terms of four Job Proficiency and four other Measurement Source second-order factors. We reasoned that Ree et al. must have conducted some secondary analysis on the results presented by Lance et al., and indeed we replicated their claim by finding that the first unrotated principal component accounted for 59% of the variance in correlations among the four Proficiency second-order factors reported in Lance et al.’s Table 6.

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26

Richards, J. D., D. J. Muraida, T. C. Whitesell, T. J. Williams, C. T. Johnson, and M. J. D. Richards. "An Evaluation of the Predictive Validity of the Armed Forces Vocational Aptitude Battery." American Journal of Evaluation 7, no. 1 (February 1, 1986): 65–68. http://dx.doi.org/10.1177/109821408600700106.

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27

Richards, John D., Daniel J. Muraida, Thomas C. Whitesell, Thomas J. Williams, and Curtis T. Johnson. "An evaluation of the predictive validity of the Armed forces Vocational Aptitude Battery." Evaluation Practice 7, no. 1 (February 1986): 65–68. http://dx.doi.org/10.1016/s0886-1633(86)80071-x.

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28

Silver, Ned C., Robert S. Kennedy, B. M. Larson, and Alysia D. Ritter. "Inter/Intra Correlations of Mental Aptitude & Computerized Visual Temporal Factors." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 39, no. 13 (October 1995): 897–901. http://dx.doi.org/10.1177/154193129503901310.

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Temporal visual acuity is studied in the laboratory using flicker, simultaneity, and dynamic visual acuity. The purpose of the present study was to develop further and examine psychometrically a battery of seven temporal acuity tests that could be used for selection and training, if they had sufficient factorial sickness and minimal overlap with existing global measures of intelligence. A sample of 56 undergraduate students completed four sessions of the temporal factors battery, the Armed Forces Vocational Aptitude Battery (ASVAB), and 24 subjects provided scores on the Scholastic Aptitude Test (SAT). Results showed that reliability was within the acceptable range for the Search, Dynamic Visual Acuity, Phi Phenomenon, Critical Flicker Fusion, and Masking. For the most part, the temporal factors battery did not correlate significantly with the highly reliable ASVAB or SAT, implying that these temporal factors are somewhat independent of a general intelligence factor. The relevance of these constructs for industrial and military tasks is discussed.

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29

Martin, Jessie, Cody A. Mashburn, and Randall W. Engle. "Improving the validity of the Armed Service Vocational Aptitude Battery with measures of attention control." Journal of Applied Research in Memory and Cognition 9, no. 3 (September 2020): 323–35. http://dx.doi.org/10.1037/h0101851.

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30

Martin, Jessie, Cody A. Mashburn, and Randall W. Engle. "Improving the Validity of the Armed Service Vocational Aptitude Battery with Measures of Attention Control." Journal of Applied Research in Memory and Cognition 9, no. 3 (September 2020): 323–35. http://dx.doi.org/10.1016/j.jarmac.2020.04.002.

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31

Clemmons, David C., Robert T. Fraser, and William Trejo. "The General Aptitude Test Battery: Implications for Vocational Counseling and Employment in Epilepsy Rehabilitation." Journal of Applied Rehabilitation Counseling 18, no. 3 (September 1, 1987): 33–38. http://dx.doi.org/10.1891/0047-2220.18.3.33.

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The performance of adults with epilepsy on the General Aptitude Test Battery (GATB) was explored, with an emphasis on later employment outcome and on vocational counseling implications. The study sample had mean GATB scores which were significantly lower than the published GATB norms. They were also significantly lower than the GATB means obtained from comparison groups comprised of job applicants in the local general labor force and of persons receiving services from the local state rehabilitation agency. Mean scores for measures of dexterity and motor speed were especially low. It was found that GATB scores alone are not highly predictive of employment outcome, although subjects who did not enter competitive employment did tend to have lower mean scores. GATB patterns which may be indicative of lateralized cerebral dysfunction are discussed, along with case studies.

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32

Evans, Martin G. "On the Asymmetry of g." Psychological Reports 85, no. 3_suppl (December 1999): 1059–69. http://dx.doi.org/10.2466/pr0.1999.85.3f.1059.

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In this paper the strength of general intelligence at different levels of g is explored. This represents a replication of 1996 work by Dreary, et al. using a very large sample of young persons. By examining differences in correlation between subscales and by undertaking a confirmatory factor analysis of a standard ability measure, the Armed Services Vocational Ability Battery, at high and low levels of g ( n = c. 600 at each level), it is shown that at lower levels of g the factor structure is quite similar to, although not as well defined as, the factor structure for the complete sample, that is, a single general factor; however, at higher levels of g, the factor structure is not as clear-cut. The differences in mean correlations between the high and low intelligence groups ranged from .12 to .46 depending on the specific analysis. We established the level of g in three different ways using different indicators of g with different strengths and weaknesses. Results of all three analyses converged. The results imply that people with high intelligence demonstrate this in quite different ways, while those with low g have intellectual deficits in all domains of intelligence. The dominance of g in the factor structure reflects this similarity of scores at the low end of the set of abilities. The prevalence of specific abilities is due to the variety of ways in which people can demonstrate high ability. One can visualize this in three dimensions by imagining the various abilities as flowers arranged in a narrow vase—at the bottom they are bound together tightly, at the top they spread out broadly.

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"Supplemental Material for Improving the Validity of the Armed Service Vocational Aptitude Battery with Measures of Attention Control." Journal of Applied Research in Memory and Cognition, 2020. http://dx.doi.org/10.1037/h0101851.supp.

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