Day, Eric

Day, Eric

Ph.D. (1998, Texas A&M University)

Associate Professor,
Industrial/Organizational Psychology

eday at ou dot edu

My interests primarily fall in the traditional areas of personnel psychology such as personnel assessment, predictor/criterion development, and training and development. Most of my research involves training and complex skill acquisition with an emphasis on observational learning and group-based training protocols. I also have a more general interest in small group dynamics, particularly in regard to predicting group performance and examining interventions that are designed to improve group decision-making.

Edwards, B. D., Day, E. A., Arthur, W. Jr., & Bell, S. T. (accepted for publication). Ability composition, knowledge structures, and team performance. Journal of Applied Psychology.

Lievens, F., Chasteen, C. S., Day, E. A., & Christiansen, N. D. (accepted for publication). Large-scale investigation of the role of trait activation theory for understanding assessment center convergent and discriminant validity. Journal of Applied Psychology.

Espejo, J., Day, E. A., Scott, G., & Diaz, T. (in press). Performance evaluations, need for cognition, and the acquisition of a complex skill: An attribute-treatment interaction. Personality and Individual Differences.

Day, E. A., Arthur, W. Jr., Edwards, B. D., Bell, S. T., Bennett, W. Jr., Tubre, T. C., & Mendoza, J. L. (2005). Ability-based pairing strategies in the team-based training of a complex skill: Does the cognitive ability of your training partner matter? Intelligence, 33, 39-65.

Day, E. A., Arthur, W. Jr., Miyashiro, B., Edwards, B. D., Tubre, T. C, & Tubre, H. (2004). Criterion-related validity of different statistical operationalizations of group general cognitive ability as a function of task type: Comparing the mean, maximum, and minimum. Journal of Applied Social Psychology, 34, 1521-1549.

Fein, E. C., & Day, E. A. (2004). The PASS theory of intelligence and the acquisition of a complex skill: Criterion-related validation of Cognitive Assessment Systems scores. Personality and Individual Differences, 37, 1123-1136.

Arthur, W. Jr., Day, E. A., McNelly, T. L., & Stanush, P. L. (2003). A meta–analysis of the criterion–related validity of assessment center dimensions. Personnel Psychology, 56, 125-154.

Day, E. A., Arthur, W. Jr., Edwards, B. D., & Bell, S. T. (2003). Relating member ability and personality to dyadic team performance. Proceedings of the Human Factors and Ergonomics Society 47th Annual Meeting (pp. 1063-1067). Santa Monica, CA: Human Factors and Ergonomics Society.

Day, E. A., Arthur, W. Jr., Paulus, L. E., & Fein, E. C. (2003). Dyadic protocols, observational learning, and the acquisition of complex skills. Proceedings of the Human Factors and Ergonomics Society 47th Annual Meeting (pp. 2050-2053). Santa Monica, CA: Human Factors and Ergonomics Society.

Day, E. A., Arthur, W. Jr., & Gettman, D. (2001). Knowledge structures and the acquisition of a complex skill. Journal of Applied Psychology, 86, 1022-1033.

Shebilske, W. L., Goettl, B. P., Corrington, K., & Day, E. A. (1999). Inter-lesson spacing and task-related processing during complex skill acquisition. Journal of Experimental Psychology: Applied, 5, 413-437.

Shebilske, W. L., Jordan, J. A., Goettl, B. P., & Day, E. A. (1999). Cognitive and social influences in training teams for complex skills. Journal of Experimental Psychology: Applied, 5, 227-249.

Worchel, S., Rothgerber, H., Day, E. A., Hart, D., & Butemeyer, J. (1998). Social identity and individual productivity within groups. British Journal of Social Psychology, 37, 389-413.

Arthur, W. Jr., Day, E. A., Bennett, W. Jr., McNelly, T. L., & Jordan, J. A. (1997). Dyadic versus individual-based training: Loss and re-acquisition of a complex skill. Journal of Applied Psychology, 82, 783-791.

Day, E. A., Arthur, W. Jr., & Shebilske, W. L. (1997). Ability determinants of complex skill acquisition: Effects of training protocol. Acta Psychologica, 97, 145-165.