Margaret E. Beier, Ph.D.
Assistant Professor, Industrial/Organizational Psychology

Office: 429C Sewall Hall
Phone: (713) 348-3920
E-mail: beier@rice.edu
CV (PDF)

 

Research Interests

Research interests broadly focus on adult intellectual development, working memory, domain specific knowledge, gender differences in cognition, and predicting success for adults in organizations and educational settings. Work includes examining the role of cognitive ability, personality traits, and demographic factors in learning. For more information on current research, please visit the Beier Lab page.

 

Teaching

Industrial and Organizational Psychology, PSYC 231 (PDF)
Personality Theory and Research, PSYC 330 (PDF)
Personnel Selection, PSYC 634 (PDF)

 

Selected Publications

            *Student collaborator

  • Crook, A. E.*, & Beier, M. E. (in press). When Training with a Partner is Inferior to Training Alone: The Importance of Dyad Type and Interaction Quality. Journal of Experimental Psychology: Applied.
  • Madera, J. M.*, Steele, S. T.*, & Beier, M. E. (in press). The temporal effect of training utility perceptions on adopting a trained method: The role of perceived organizational support. Human Resource Development Quarterly.
  • Ackerman, P. L., Kanfer, R., Shapiro, S. W., Newton, S., & Beier, M. E. (in press). Cognitive Fatigue During Testing: An Examination of Trait, Time-on-Task, and Strategy Influences. Human Performance.
  • Ackerman, P. L., Shapiro, S., & Beier, M. E. (2010). Subjective estimates of job performance after job preview: Determinants of anticipated learning curves. Journal of Vocational Behavior. doi:10.1016/j.jvb.2010.08.003
  • Carter, M. *, & Beier, M. E. (2010). The effectiveness of error management training with working-aged adults. Personnel Psychology, 63, 641-675.
  • Motowidlo, S. J., & Beier, M. E. (2010). The effects of implicit trait policies and relevant job experience on scoring keys for a situational judgment test. Journal of Applied Psychology, 95, 321-333.
  • Beier, M. E., Campbell, M.*, & Crook, A. E.* (2010). Developing and demonstrating knowledge: Individual differences determinants of learning and performance. Intelligence, 38, 179-186.
  • Cox, C. B.*, & Beier, M. E. (2009). The effects of the framing of courses on interest: Age, self-efficacy, and goal orientation as moderators. International Journal of Training and Development, 13, 247-261.
  • McDaniel, M. J.*, Beier, M. E., Perkins, A., Goggin, S.*, & Frankel, B.*, (2009).  An assessment of the fakeability of explicit and implicit personality measures. Journal of Research in Personality, 43, 682-685.
  • Crook, A., E., & Beier, M. E., (2008). Two heads are not always better than one: Defining parameters for collaboration in training. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 484-486.
  • Hull, R., Martin, R. C., Beier, M. E., Lane, D., & Hamilton, A. C.  (2008). Executive function in older adults: A structural equation modeling approach.  Neuropsychology, 22, 508-522.
  • Ackerman, P. L., & Beier, M. E. (2007).  Further explorations of perceptual speed abilities, in the context of assessment methods, cognitive abilities, and individual differences during skill acquisition.  Journal of Experimental Psychology: Applied, 13, 249-272.