[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-264081-105":59,"doc-detail-264081-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","hard-evidence-on-soft-skills-irp-lampman-lecture","Hard Evidence on Soft Skills - IRP Lampman Lecture","","The lecture examines how standardized achievement tests capture “general knowledge” while failing to adequately measure soft skills such as personality traits, goals, motivations, and preferences. It summarizes evidence that these soft skills not only predict success in life but causally produce meaningful outcomes in labor markets, schools, and broader domains. The analysis addresses circular validation practices, discusses stability of traits, and explains key identification problems in measuring personality through task performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/hard-evidence-on-soft-skills-irp-lampman-lecture/264081/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/hard-evidence-on-soft-skills-irp-lampman-lecture/264081.png","ImageObject",300,407,{"name":92,"@type":93},"wps_ap_test_251126_0180","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper say standardized achievement tests are designed to capture?","Question",{"text":112,"@type":113},"They are designed to capture general knowledge produced in schools and through life experiences, which is thought to be relevant to success inside and outside the classroom.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is the usual validity approach for achievement tests considered circular?",{"text":117,"@type":113},"Achievement tests are often validated against other standardized achievement tests or measures of cognitive ability, so the criterion relies on similar instruments rather than meaningful real-world outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the lecture explain the identification problem in measuring personality traits?",{"text":121,"@type":113},"Psychological traits are not directly observed, and both traits and outcomes are measured through performance on tasks. Different tasks require different traits, so measured traits can reflect multiple underlying factors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},264081,1790063615,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},8796095027276,"https://avatar.qwps.com/avatar/d3BzX2FwX3Rlc3RfMjUxMTI2XzAxODA=","Introduction De􀀌ning/Measuring Causal Evidence Summary References   \nHard Evidence on Soft Skills  \nJames J. Heckman and Tim Kautz  \nIRP Lampman Lecture  \nMadison, WI  \nMay 16, 2012  \nThis draft, March 29, 2012  \n Heckman and Kautz  Hard Evidence on Soft Skills  1 / 72   \n Introduction De􀀌ning/Measuring Causal Evidence Summary References   \nIntroduction  \n Widespread use of standardized achievement tests.  \n But the traits that they measure are not well-understood.  \n This paper summarizes recent evidence on  \na what achievement tests capture and what they do not;  \nb how achievement tests relate to other measures of \\cognitive ability\" like IQ and grades;  \nc the important skills that achievement tests miss or  \nmismeasure, and  \nd how much these other skills matter in life.  \n Heckman and Kautz  Hard Evidence on Soft Skills  2 / 72   \nIntroduction De􀀌ning/Measuring Causal Evidence Summary References   \n Achievement tests miss, or perhaps more accurately, do not adequately capture, soft skills|personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains.  \n The larger message of this research is that soft skills predict success in life, that they causally produce that success, and that programs that enhance soft skills have an important place in an e􀀋ective portfolio of public policies.  \n Heckman and Kautz  Hard Evidence on Soft Skills  3 / 72   \n Introduction De􀀌ning/Measuring Causal Evidence Summary References   \n Standardized achievement tests: designed to capture \\general knowledge\" produced in schools and through life experiences.  \n Such knowledge thought to be relevant to success inside and outside of the classroom.  \n However, achievement tests are often validated using other standardized achievement tests or other measures of cognitive ability.  \n This practice is inherently circular.  \n Heckman and Kautz  Hard Evidence on Soft Skills  4 / 72   \n A more relevant validity criterion is how well these tests predict meaningful outcomes, such as educational attainment, labor market success, crime, and health.  \n Heckman and Kautz  Hard Evidence on Soft Skills  5 / 72   \n Introduction De􀀌ning/Measuring Causal Evidence Summary References   \nFindings from Recent Research on Personality and Economics  \n Success in life depends on personality traits that are not well captured by measures of cognition.  \n Conscientiousness, perseverance, sociability, and curiosity matter.  \n While economists have largely ignored these traits, personality psychologists have studied them over the last century.  \n Heckman and Kautz  Hard Evidence on Soft Skills  6 / 72   \n Introduction De􀀌ning/Measuring Causal Evidence Summary References   \nDo Stable Traits Exist?  \n Many scholars|inside and outside of psychology|have questioned the existence of stable personality traits, arguing that constraints and incentives in situations almost entirely determine behavior.  \n A substantial body of evidence shows that stable traits exist.  \n People tend to behave in the same fashion across a wide range of situations.  \n Evidence from genetics and neuroscience provides a biological basis for the existence of such traits, suggesting that something tied to the person, not the just the situation, a􀀋ects behavior.  \n Heckman and Kautz  Hard Evidence on Soft Skills  7 / 72   \n Introduction De􀀌ning/Measuring Causal Evidence Summary References   \nIdenti􀀌cation Problems: How are Personality Traits  \nMeasured?  \n Psychological traits are not directly observed.  \n No ruler for perseverance, no caliper for intelligence.  \n All cognitive and personality traits are measured using  \nperformance on \\tasks,\" broadly de􀀌ned.  Di􀀋erent tasks require di􀀋erent traits.  \n Some distinguish between measurements of traits and measurements of outcomes, but this distinction is misleading.  \n Both traits and outcomes are measured using performance on some task.  \n Heckman and Kautz  Hard Evidence on Soft Skills  8 / 72 ","cbCaibtL4y1oMlPg","https://ap.wps.com/l/cbCaibtL4y1oMlPg","pdf",856064,72,"English","# Introduction\n## De􀀌ning/Measuring Causal Evidence\n## Summary\n# Hard Evidence on Soft Skills\n## Widespread use of standardized achievement tests\n## Soft skills and life outcomes\n## Findings from recent research on personality and economics\n## Do stable traits exist?\n## Identification problems: how are personality traits measured?\n## Determinants of task performance","[{\"question\":\"What does the paper say standardized achievement tests are designed to capture?\",\"answer\":\"They are designed to capture general knowledge produced in schools and through life experiences, which is thought to be relevant to success inside and outside the classroom.\"},{\"question\":\"Why is the usual validity approach for achievement tests considered circular?\",\"answer\":\"Achievement tests are often validated against other standardized achievement tests or measures of cognitive ability, so the criterion relies on similar instruments rather than meaningful real-world outcomes.\"},{\"question\":\"How does the lecture explain the identification problem in measuring personality traits?\",\"answer\":\"Psychological traits are not directly observed, and both traits and outcomes are measured through performance on tasks. Different tasks require different traits, so measured traits can reflect multiple underlying factors.\"}]","Hard Evidence on Soft Skills - IRP Lampman Lecture | PDF",1789377403,181]