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Do Good Gamers Make Good Students? Sid Meier's Civilization and Performance Prediction
Abstract
Civilization is a popular series of turn-based strategy video games. The game is broad, so it confronts players with high complexity. Dealing with this complexity requires good analytical skills, but interpersonal skills are likewise important. These and similar skills are also relevant in the job market, especially for managerial positions, so the question arises whether Civilization can predict business managers' performance. To explore this possibility, we conducted a series of multiplayer games with forty business students. While we cannot yet present data related to their job performance, this research-in-progress paper provides first evidence of a significant relationship between game performance and academic performance. Our future research will explore the participants' analytical and interpersonal skills and how these skills are related to success in the game in order to show whether and how well strategy video games may also predict job performance and, as such, support personnel evaluation and selection.
Human resource professionals increasingly enhance their assessment tools with game elements—a process typically referred to as “gamification”—to make them more interesting and engaging for candidates, and they design and use “serious games” that can support skill assessment and development. However, commercial, off-the-shelf video games are not or are only rarely used to screen or test candidates, even though there is increasing evidence that they are indicative of various skills that are professionally valuable. Using the strategy game Civilization, this proof-of-concept study explores if strategy video games are indicative of managerial skills and, if so, of what managerial skills. Under controlled laboratory conditions, we asked forty business students to play the Civilization game and to participate in a series of assessment exercises. We find that students who had high scores in the game had better skills related to problem-solving and organizing and planning than the students who had low scores. In addition, a preliminary analysis of in-game data, including players’ interactions and chat messages, suggests that strategy games such as Civilization may be used for more precise and holistic “stealth assessments,” including personality assessments.
This study is an attempt to address the issue of how the religious representations used and reproduced in fantasy and historical videogames can be useful to understand “gaming” as a social practice but also to understand whether they can constitute a form of historical knowledge, as it has recently been claimed. There is overwhelming evidence regarding the social relevance of “gaming” and its impact on the shaping of popular and global imaginaries, especially for young generations. Current research in social sciences seems to validate this conclusion, although the scientific interest for videogames is relatively recent, as its object of interest, and there is still an on-going debate about research methods. As a consequence, there is a rapidly growing literature focusing on these and similar questions. Several examples of well-known and best-selling computer games will be treated as evidences to be interrogated and interpreted in order to discern the representations and poetics which are at the basis of the use and appeal of religions and religious features in videogames.
This document is the presentation of an innovative proposal to evaluate the prior skill level of university students who are participating in the EDECOM-DevalSimWeb Training Program in "Evaluation and Development of Professional Skills in Higher Education". Said Training Program, aims to develop, in final year students, five professional skills which are considered transversal to evaluation. It will done via their participation in e-assessment processes. In order to carry out a diagnostic assessment of the students' skill level, the "EDECOM-DevalSimWeb Skill Level" virtual campus was designed. This is a space through which the students will be able to give a response to different situations/problems which are related to the selected skills. Their responses will be evaluated by external evaluators using e-rubrics so as to determine their initial skill level.
This article summarizes the practical and theoretical implications of 85 years of research in personnel selection. On the basis of meta-analytic findings, this article presents the validity of 19 selection procedures for predicting job performance and training performance and the validity of paired combinations of general mental ability (GMA) and the 18 other selection procedures. Overall, the 3 combinations with the highest multivariate validity and utility for job performance were GMA plus a work sample test (mean validity of .63), GMA plus an integrity test (mean validity of .65), and GMA plus a structured interview (mean validity of .63). A further advantage of the latter 2 combinations is that they can be used for both entry level selection and selection of experienced employees. The practical utility implications of these summary findings are substantial. The implications of these research findings for the development of theories of job performance are discussed.
As educational attainment becomes increasingly more important in employment settings, undergraduate grade point average (GPA) will persist in being an attractive selection tool. It is important that recruitment professionals understand the implications of the use of this measure. Thus, this article aims to unify the GPA literature in order to offer guidelines for practice based on current research. Common themes within the literature are reviewed to address topics such as what GPA reflects as well as the reliability and accuracy of the measure. Employment professionals are urged to consider how using GPA impacts fairness and accuracy in selection. As such, the recommendations are designed to help practitioners understand the limitations associated with the use of GPA in order to maximize both fairness and accuracy.
The total variance in any observed measure of performance can be attributed to 3 sources: (1) the correlation of the measure with the latent variable of interest (i.e., true score variance), (2) reliable but irrelevant variance due to contamination, and (3) error. A model is proposed that specifies 3, and only 3, determinants of the relevant variance: declarative knowledge, procedural knowledge and skill, and volitional choice (motivation). The 3 determinants are defined, and their implications for performance measurement are discussed. Using data from the US Army Selection and Classification Project (Project A), it was found that the model fits a simplex pattern to the criterion data matrix. The predictor–determinant correlations are also estimated. Analyses of the data with LISREL provided strong confirmation of the model. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.
Sid Meier's CIVILIZATION has been promoted as an educational tool, used as a platform for building educational simulations, and maligned as promoting Eurocentrism, bioimperialism, and racial superiority. This article explores the complex issues involved in interpreting a game through analysis of the ways modders (gamers who modify the game) have approached the history of science, technology, and knowledge embod-ied in the game. Through text analysis of modder discussion, this article explores the assumed values and tone of the community's discourse. The study offers initial findings that CIVILIZATION modders value a variety of positive discursive practices for devel-oping historical models. Community members value a form of historical authenticity, they prize subtlety and nuance in models for science in the game, and they communicate through civil consensus building. Game theorists, players, and scholars, as well as those interested in modeling the history, sociology, and philosophy of science, will be inter-ested to see the ways in which CIVILIZATION III cultivates an audience of modders who spend their time reimagining how science and technology could work in the game.
Research indicates that assessment center (AC) ratings typically demonstrate poor construct validity; that is, they do not measure the intended dimensions of managerial performance (e.g., Sackett & Harris, 1988). The purpose of this study was to investigate the construct validity of dimension ratings from a developmental assessment center (N=102), using multitrait-multimethod analysis and factor analysis. The relationships between AC ratings, job performance ratings, and personality measures also were investigated. Results indicate that the AC ratings failed to demonstrate construct validity. The ratings did not show the expected relationships with the job performance and personality measures. Additionally, the factors underlying these ratings were found to be the AC exercises, rather than the managerial dimensions as expected. Potentially, this lack of construct validity of the dimension ratings is a serious problem for a developmental assessment center. There is little evidence that the managerial weaknesses identified by the AC are the dimensions that actually need to be improved on the job. Methods are discussed for improving the construct validity of AC ratings, for example, by decreasing the cognitive demands on the assessors.
This paper presents findings from Stage 4 of the Griffith Graduate Project. Graduates from three Schools within Griffith University were surveyed to determine their perceptions of the contributions that the learning contexts of university, work placement and post-graduation employment made to the development of their generic skills. All graduates involved in the project had experienced work placement as a formal part of their undergraduate studies. Supplementary data from focus group discussions held with employers and graduates are also included. Findings showed that while graduates recognised the contribution university had made to their generic skills development, they greatly valued the experience of learning in the workplace during placement and subsequently in employment. The importance of teamwork, being given responsibility and collaborative learning emerged as the most important factors for effective learning in the three contexts under consideration. Yes Yes
This study investigates the incremental variance in job performance explained by assessment center (AC) dimensions over and above personality and cognitive ability. The authors extend previous research by using meta-analysis to examine the relationships between AC dimensions, personality, cognitive ability, and job performance. The results indicate that the 7 summary AC dimensions postulated by W. Arthur, Jr., E. A. Day, T. L. McNelly, & P. S. Edens (2003) are distinguishable from popular individual difference constructs and explain a sizeable proportion of variance in job performance beyond cognitive ability and personality.
Reilly and Chao (1982) reviewed information related to the validity and fairness of eight different alternatives to traditional paper-and-pencil tests measuring cognitive abilities. The eight categories of predictors reviewed included biodata, interviews, peer evaluations, self-assessments, reference checks, grades, expert judgment, and projective techniques. Because of increased research activity in several areas, we decided to expand the list of alternatives to a total of 18 categories. The 18 categories were grouped into four large classes as follows:
We argue that assessing attraction outcomes is critical to systematic improvement of recruitment effectiveness and offer a new assessment framework that can be adapted by all organizations for any position in any staffing scheme. These methods (a) permit outcomes of different recruitment processes - attraction, status maintenance, and gaining job acceptance - to be evaluated independently, (b) support concurrent evaluations of attraction outcomes, (c) enable cost-benefit analyses of alternative recruitment processes, (d) allow meaningful comparisons of applicants from different recruitment events, and (e) support more aggressive management of the recruitment function than is otherwise possible. An illustrative example demonstrates these methods using attraction outcome data from 5 organizations' recruitment of associate engineers and shows that not only do attraction outcomes differ, the value of those differences can be substantial.
The following is a reply to an article which appeared in the Spring 1989 issue of Public Personnel Management, entitled “College Grade Point Average as a Predictor of Adult Success: A Meta-Analytic Review and Some Additional Evidence,” by Robert D. Bretz, Jr. The article that follows suggests that the conclusions made by Bretz about college GPA as a predictor of job success need to be reconsidered. The purposes of this reply article are to suggest why the results presented by Bretz have likely underestimated the potential usefulness of college GPA as a predictor of job success, and to highlight the findings of a recent comprehensive research effort to investigate the effectiveness of measures of education, including college GPA, as predictors of job performance.1
The theme permeating this book on assessment centers is "continuity and change", describing what has remained the same and what has changed in the 50-year history of the assessment center method. One of the important changes explored is the evolution of the goals of assessment center programs and the ways in which assessment centers and their component parts have been used. Assessment Centers in Human Resource Management clearly differentiates between assessment centers used for prediction, diagnoses, and development. In addition, this book explores: Assessment centers and human resource management; Court cases involving assessment centers; Innovations in assessment center operations; Cross-cultural considerations including diversity of the workforce; and assessor training. The target audience for the text includes students who are learning about assessment centers, practitioners including human resource managers and consultants who may be considering the implementation of assessment centers, and academicians who are researching the method and wish to understand current issues. © 2006 by Lawrence Erlbaum Associates, Inc. All rights reserved.
The use of college grade point average (GPA) as a predictor of adult achievement has been debated. Prior reviews of this literature have relied on qualitative analysis to determine the usefulness of GPA in predicting future success. Since qualitative reviews are subject to our human information processing limitations, they often fail to provide definitive conclusions. This research uses meta-analytic techniques to review a substantial subset of the published research on this topic. The results generated are mixed. The overall analysis suggests that no relationship exists while subgroup analyses of success in business and success in teaching suggest that significant relationships do exist. Empirical analysis of an additional data set generally supports the finding of the meta-analysis. Three barely significant relationships are found. Based on the relative weakness of these relationships and confidence in the overall meta-analytic results, it is suggested that if a relationship does exist between GPA and job success it is tenuous at best. Since other more significant predictors of success are available, the use of GPA in this capacity is not recommended.
Our primary purpose in this study was to evaluate the criterion-related validity of an academic-based assessment center (AC), specifically in relation to early career progress. A total of 66 undergraduate business students participated in a day-long AC. The AC included a combination of in-basket, leaderless group discussion, case, interview simulation, and oral presentation exercises, as well as paper-and-pencil measures including Big Five personality variables. Assessment was performed using three trained assessors for each assessee. These assessees also participated in a follow-up survey, typically between 2 and 31/2 years following AC participation. We designed the survey to measure early career progress in the form of job satisfaction, number of promotions, and current salary. Analyses revealed that student grade point average (GPA) was generally not a good predictor of early career progress, with the exception of salary. In contrast, AC performance was most consistently predictive of both intrinsic and extrinsic aspects of career success, even after controlling for personality and GPA. Results are discussed in terms of their relevance to academically based assessment centers and the career success literature. Implications are drawn regarding the challenges and opportunities associated with the use of AC methodology in business schools.
Although business school enrollments have soared and business education has become big business, surprisingly little evaluation of the impact of business schools on either their graduates or (he profession of management exists. What data there are suggest that business schools are not very effective: Neither possessing an MBA degree nor grades earned in courses correlate with career success, results that question the effectiveness of schools in preparing their students. And. there is little evidence that business school research is influential on management practice, calling into question the professional relevance of management scholarship.
In developing its new engineering accreditation criteria, ABET reaffirmed a set of "hard" engineering skills while introducing a sec- ond, equally important, set of six "professional" skills. These latter skills include communication, teamwork, and understanding ethics and professionalism, which we label process skills, and engineering within a global and societal context, lifelong learning, and a knowl- edge of contemporary issues, which we designate as awareness skills. We review these skills with an emphasis on how they can be taught, or more correctly learned, citing a number of examples of successful and/or promising implementations. We then examine the difficult issue of assessing these skills. We are very positive about a number of creative ways that these skills are being learned, partic- ularly at institutions that are turning to global and/or service learn- ing in combination with engineering design projects to teach and reinforce outcome combinations. We are also encouraged by work directed at assessing these skills, but recognize that there is consid- erable research that remains to be done.
Today’s challenging economic situation means that it is no longer sufficient for a new graduate to have knowledge of an academic subject; increasingly it is necessary for students to gain those skills which will enhance their prospects of employment. Employability skills include the following abilities: the retrieval and handling of information; communication and presentation; planning and problem solving; and social development and interaction. The University of Luton has established an initiative to ensure that each of its students engages with these skills and has embedded this within the academic curriculum for all disciplines. Central to the initiative has been the creation of detailed templates that describe the University’s expectations for each undergraduate level. The article describes the Luton initiative and includes some initial comments on its impact.
Because grades are the chief means used by college officials and employers to evaluate college performance, their relation to future achievement is significant. Forty-six studies concerned with this relationship were reviewed. The studies were divided into 8 categories--business, teaching, engineering, medicine, scientific research, miscellaneous occupations, studies of successful individuals, and non-vocational accomplishments. Although this area of research is plagued by many theoretical, experimental, measurement, and statistical difficulties, evidence strongly suggests that college grades bear little or no relationship to any measures of adult accomplishment. The findings indicate that 3 major changes in evaluation and selection procedures are urgently needed. First, the meaning of grades should be empirically determined. Second, evaluation procedures in higher education should be drastically altered. Third, these changes should be reflected in policies of selection or acceptance for professional training. (Author/JS)
Meta-analysis (Hunter, Schmidt, & Jackson, 1982) of 50 assessment center studies containing 107 validity coefficients revealed a corrected mean and variance of .37 and .017, respectively. Validities were sorted into five categories of criteria and four categories of assessment purpose. Higher validities were found in studies in which potential ratings were the criterion, and lower validities were found in promotion studies. Sufficient variance remained after correcting for artifacts to justify searching for moderators. Validities were higher when the percentage of female assessees was high, when several evaluation devices were used, when assessors were psychologists rather than managers, when peer evaluation was used, and when the study was methodologically sound. Age of assessees, whether feedback was given, days of assessor training, days of observation, percentages of minority assessees, and criterion contamination did not moderate assessment center validities. The findings suggest that assessment centers show both validity generalization and situational specificity. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Assessment center ratings of eight abilities from each of five situational exercises were examined for their cross-situational consistency and discriminant validity. A series of confirmatory factor analyses revealed that the ratings were largely (if not totally) situation specific, and that assessors failed to distinguish among the eight target abilities. These results combined with previous research suggest that the assessment center method measures mainly situation-specific performance, not cross-situational managerial abilities. We suggest that the intended constructs might be better measured if more ability-related behaviors were elicited within each exercise and if the cognitive demands placed on assessors were reduced. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Maintains that exercise design alone serves as weak evidence for construct validity due to the complexity of the typical assessment center rating and evaluation process. Evidence that assessment ratings accurately reflect the complex traits they purport to measure has not been provided to date. To explore this issue, the interrelationships among dimensional ratings between and within exercises in 3 assessment centers were examined. 559 candidates for upper-level management from a multinational firm, a civil service commission, and a retailer were assessed on managerial skills (including communication and interpersonal skills). Postexercise ratings of assessment dimensions were correlated and factor analyzed. The resulting factor pattern for all 3 organizations represented exercises rather than dimensions. In 2 of the organizations, the mean correlation among across-exercise ratings of individual dimensions was near zero. These findings suggest that assessment ratings do not measure the intended constructs. (20 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Employers and academics have differing views on the value of grades for predicting job performance. Employers often believe grades are useful predictors, and they make hiring decisions that are based on them. Many academics believe that grades have little predictive validity. Past meta-analyses of the grades–performance relationship have suffered either from small sample sizes or the inability to correct observed correlations for research artifacts. This study demonstrated the observed correlation between grades and job performance was .16. Correction for research artifacts increased the correlation to the .30s. Several factors were found to moderate the relationship. The most powerful factors were the year of research publication and the time between graduation and performance measurement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Meta-analysis of the cumulative research on various predictors of job performance showed that for entry-level jobs there was no predictor with validity equal to that of ability, which had a mean validity of .53. For selection on the basis of current job performance, the work sample test, with mean validity of .54, was slightly better. For federal entry-level jobs, substitution of an alternative predictor would cost from $3.12 (job tryout) to $15.89 billion/year (age). Hiring on ability had a utility of $15.61 billion/year but affected minority groups adversely. Hiring on ability by quotas would decrease utility by 5%. A 3rd strategy—using a low cutoff score—would decrease utility by 83%. Using other predictors in conjunction with ability tests might improve validity and reduce adverse impact, but there is as yet no database for studying this possibility. (89 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Academicians and business people have disagreed about whether grades predict occupational outcomes such as training success, job performance, and salary. Recent meta-analyses have suggested that grades are useful predictors of training success and job performance. Unfortunately, the results of meta-analyses examining the grades–salary relation were limited by methodological problems. These problems included confusing income and salary as the same dependent variable, not conducting moderator analyses, using unorthodox schemes of weighting correlations, and not correcting for research artifacts. The current meta-analysis focused only on studies that reported salary as the dependent variable and found uncorrected correlations of .13 for grades and starting salary, .18 for grades and current salary, and .05 for grades and salary growth. The correlations for grades and starting salary rose to approximately .20 when corrected for relevant artifacts and the corrected grades–current salary correlations rose to the mid- to high .20s. Moderator analyses are also reported.
Despite extensive evidence that tests are valid for employee selection, Federal Guidelines have urged employers to seek alternative selection procedures that are equally valid but have less adverse impact on minorities. Research on the validity, adverse impact and fairness of eight categories of alternatives was reviewed. Feasibility of operational use of each type of alternative in an employment setting was also discussed. Only biodata and peer evaluation were supported as having validities substantially equal to those for standardized tests. Previous reviews and more recent research indicated that interviews, self-assessments, reference checks, academic achievement, expert judgment and projective techniques had levels of validity generally below those reported for tests. Data, where available, offered no clear indication that any of the alternatives met the criterion of having equal validity with less adverse impact. Results are discussed and several additional promising alternatives are described.
We argue that assessing attraction outcomes is critical to systematic improvement of recruitment effectiveness and offer a new assessment framework that can be adapted by all organizations for any position in any staffing scheme. These methods (a) permit outcomes of different recruitment processes–attraction, status maintenance, and gaining job acceptance–to be evaluated independently, (b) support concurrent evaluations of attraction outcomes, (c) enable cost-benefit analyses of alternative recruitment processes, (d) allow meaningful comparisons of applicants from different recruitment events, and (e) support more aggressive management of the recruitment function than is otherwise possible. An illustrative example demonstrates these methods using attraction outcome data from 5 organizations' recruitment of associate engineers and shows that not only do attraction outcomes differ, the value of those differences can be substantial.
We used meta-analytic procedures to investigate the criterion-related validity of assessment center dimension ratings. By focusing on dimension-level information, we were able to assess the extent to which specific constructs account for the criterion-related validity of assessment centers. From a total of 34 articles that reported dimension-level validities, we collapsed 168 assessment center dimension labels into an overriding set of 6 dimensions: (a) consideration/awareness of others, (b) communication, (c) drive, (d) influencing others, (e) organizing and planning, and (f) problem solving. Based on this set of 6 dimensions, we extracted 258 independent data points. Results showed a range of estimated true criterion-related validities from .25 to .39. A regression-based composite consisting of 4 out of the 6 dimensions accounted for the criterion-related validity of assessment center ratings and explained more variance in performance (20%) than Gaugler, Rosenthal, Thornton, and Bentson (1987) were able to explain using the overall assessment center rating (14%).
The relationship between college grade point average (GPA) and recruiters' initial screening decisions was examined using data from 548 job postings in a college recruitment program. Results indicate that in-major grade point average (GPA) is more strongly associated with screening decisions (p= 0.18, SDP= 0.200) than is overall GPA (p= 0.06, SDP= 0.187), but the magnitudes of the relationships varied across decision sets including a larger number of negative values than would be expected from sampling error alone. Subsequent examination of the bivariate data identified 6 different plot types suggesting that recruiters use a variety of GPA decision rules to initially screen applicants in college recruiting. The most common data plots found in 42% of the decision sets suggests that recruiters do not use GPA in screening decisions. But a surprising 81 of 548 decision sets indicated recruiters selected against applicants with high GPAs. Evidence that organizations recruiting for the same job produced different plot types suggests that the use of GPA data in initial screening decisions may be idiosyncratic to individual recruiters.
Review and metaanalyses of published validation studies for the years 1964-1982 of Journal of Applied Psychology and Personnel Psychology were undertaken to examine the effect of (1) research design; (2) criterion used; (3) type of selection instrument used; (4) occupational group studies; and (5) predictor-criterion combination on the level of observed validity coefficients. Results indicate that concurrent validation designs produce validity coefficients roughly equivalent to those obtained in predictive validation designs and that both of these designs produce higher validity coefficients than does a predictive design which includes use of the selection instrument. Of the criteria examined, performance rating criteria generally produced lower validity coefficients than did the use of other more “objective” criteria. In comparing the validities of various types of predictors, it was found cognitive ability tests were not superior to other predictors such as assessment centers, work samples, and supervisory/peer evaluations as has been found in previous metaanalytic work. Personality measures were clearly less valid. Compared to previous validity generalization work, much unexplained variance in validity coefficients remained after corrections for differences in sample size. Finally, the studies reviewed were deficient for our purposes with respect to the data reported. Selection ratios, standard deviations, reliabilities, predictor and criterion intercorrelations were rarely and inconsistently reported. There are also many predictor-criterion relationships for which very few validation efforts have been undertaken.
Two hundred fifteen organizations in the United States provided information about multiple aspects of their assessment centers, including design, usage, and their adherence to professional guidelines and research-based suggestions for the use of this method. Results reveal that centers are usually conducted for selection, promotion, and development purposes. Supervisor recommendation plays a sizable role in choosing center participants. Most often, line managers act as assessors; they typically arrive at participant ratings through a consensus process. In general, respondents indicate close adherence to recommendations for center design and assessor training. Recommendations involving other practices (e.g., informing participants, evaluating assessors, validating center results) are frequently not followed. Furthermore, methods thought to improve predictive validity of center ratings are underutilized. Variability in center practices according to industry and center purpose was revealed. We encourage practitioners to follow recommendations for center usage, and researchers to work to better understand moderators of center validity.
Although long thought to be unrelated to job performance, research in the early 1990s provided evidence that personality can predict job performance. Accompanying this research was a resurgence of interest in the use of personality tests in high-stakes selection environments. Yet there are numerous potential problems associated with the current operational use of personality. As such, 5 former journal editors from Personnel Psychology and the Journal of Applied Psychology (2 primary outlets for such research), who have collectively reviewed over 7,000 manuscripts and who have no vested interest in personality testing, reconsider the research on the use of personality tests in environments where important selection decisions are made. Their comments are based on a panel discussion held at the 2004 SIOP conference. Collectively, they come to several conclusions. First, faking on self-report personality tests cannot be avoided and perhaps is not the issue; the issue is the very low validity of personality tests for predicting job performance. Second, as such, using published self-report personality tests in selection contexts should be reconsidered. Third, personality constructs may have value for employee selection, but future research should focus on finding alternatives to self-report personality measures.
The present study used meta-analytic methodology to synthesize research on the relationship between college grades and adult achievement. The data for the meta-analysis came from 108 studies correlating grade average in college to various criteria of adult achievement or success. The average correlation between grade average and a composite success criterion was .18, a small effect. Correlations between grade average and eight other criteria of adult achievement were also small, ranging from .09 to .20. Correlational effects were larger in military settings and for studies conducted prior to 1950. The results of this meta-analysis may be somewhat discouraging to those who place a great deal of importance on the predictive value of grades.
A key problem in playing strategy games is learn- ing how to allocate resources effectively. This can be a difficult task for machine learning when the connections between actions and goal outputs are indirect and complex. We show how a combina- tion of structural analogy, experimentation, and qualitative modeling can be used to improve per- formance in optimizing food production in a strat- egy game. Experimentation bootstraps a case li- brary and drives variation, while analogical reason- ing supports retrieval and transfer. A qualitative model serves as a partial domain theory to support adaptation and credit assignment. Together, these techniques can enable a system to learn the effects of its actions, the ranges of quantities, and to apply training in one city to other, structurally different cities. We describe experiments demonstrating this transfer of learning.
Research in proteomics has created two significant needs: the need for an accurate public database of empirically derived mass spectrum information and the need for managing the I/O and organization of mass spectrometry data in the form of files and ...
GTA 5 Ships 45 Million Copies, Including 10 Million on Xbox One and PS4 Gamespotwww.gamespot.com/articles/gta-5-ships-45-million- copies-including-10-million
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A Meta-Analysis of the Criterion-Related Validity of Assessment Center Dimensions
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GTA 5 Ships 45 Million Copies, Including 10 Million on Xbox One and PS4
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Recruiters' Use of GPA in Initial Screening Decisions: Higher GPAs Don't Always Make the Cut
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