Wayne A. Baughman

Development and evaluation of cognitive and metacognitive measures for predicting leadership potential

Abstract This article describes the development of an on-line computer-based cognitive and metacognitive skill assessment battery (the MLE) designed for assessment and development of high-level executives. The reliability and validity of the skill measures were calculated on a sample of senior officers at the National Defense University, Industrial College of the Armed Forces. Significant criterion-related validity of the MLE assessment battery was obtained, which confirmed the hypothesis regarding the importance of these skills for solving problems involved in high-level executive leadership. The special importance of metacognitive processing and solution construction skills was confirmed.

Influence of Abilities on Performance during Practice: Effects of Massed and Distributed Practice.

Prior research indicates that the influence of abilities on performance may change as a function of practice. The present research examined how learning styles influence the relationship between abilities and task performance. The styles examined were massed versus distributed practice. Two hundred nine Ss were asked to complete measures of spatial visualization and perceptual speed. They then practiced a complex skill acquisition task for 4 hr under conditions that allowed them to pace their rate of practice. Analysis of several dependent measures revealed that perceptual speed contributed to task performance for Ss who massed their practice (n = 33), whereas spatial visualization contributed to performance for Ss who distributed their practice (n = 61)

Personality variables and problem‐construction activities: An exploratory investigation

Abstract Problem‐construction and problem‐finding activities have been shown to have a marked impact on creative achievement. Although cognitive operations play an important role in problem construction, there is reason to suspect that personality variables might influence effective process application. In the present study we constructed measures of personality characteristics that might influence adaption to novel, ill‐defined tasks. These measures were administered to 250 undergraduates who were also asked to complete a problem‐construction task. A series of discriminant analyses indicated that personality variables could be used to identify individuals who generated high‐quality, original problems. The implications of our findings for understanding exactly how personality variables interact with cognitive operations in the problem‐construction process are discussed.

Creativity and problem solving: Cognition, adaptability, and wisdom

Many programs for gifted and talented students try to provide a foundation for later creative achievement. Creative achievement, however, depends on the individuals ability to solve novel, ill‐defined problems. In this article, we examine cognitive capacities that contribute to creative problem solving. It is argued that problem solving requires expertise and information processing skills. We also note that other characteristics may be needed to maintain creative problem‐ solving efforts, such as adaptability and wisdom. The implications of these observations for the development of creative talent also are considered.

Developing Creative Capacities: Implications of Cognitive Processing Models.

Creative problem solving is based on the effective application of certain cognitive processes. After specifying the nature of these processes, the educational interventions likely to contribute to effective process application were examined. These observations lead to the conclusion that educational interventions providing requisite knowledge structures that stress controlled application of these processes in solving progressively more complex problems contribute to the development of creative thinking skills. Some practical implications of these observations for curriculum design are considered.

Background Data and Autobiographical Memory: Effects of Item Types and Task Characteristics

Background data, or life history measures, ask people to recall and report prior behavior and experiences. Although these measures have been found to be effective predictors of performance, little is known about the characteristics of items contributing to accurate reporting and good recall. Accordingly, 153 undergraduates were asked to work on a complex, computer-based ‘in-basket’ task. In working through this task, objective indices of their activities were obtained. After completing this task, subjects were asked to answer a set of background data items describing their behavior and experiences during task performance. Additionally, they were asked to return one week later and, again, answer the background data questions. Indices of accuracy and recall consistency were obtained for various item types. In accordance with the literature of autobiographical memory, it was found that people could consistency recall and accurately report general summaries of activities and their reactions to the task. More specific actions or behaviors that were not linked to goals were not accurately and consistently recalled. The implications of these findings for the development and application of background data measures are discussed.