Dimensions

In addition to the application-specific selection of predefined solutions, SFS Test Solutions offers a comprehensive selection of dimensions for assessing specific cognitive abilities, personality traits, and professional interests.

Concept

The dimensions of the Vienna Test System (VTS) are divided into the broad areas performance, personality, and interests. Each area contains several dimensions, which in turn can be subdivided into subdimensions. A detailed description of the quality criteria and theoretical background of the tests can be found in the respective test manual. All manuals are available in the VTS. For more detailed information on how to view the individual test manuals in the VTS, please visit Implementation. An overview of all dimensions and tests can be found here:

Performance

Alertness

Alertness is measured using the RT test. This variable describes the ability to maintain a high reaction speed over a longer period of time under monotonous stimulus conditions. For more detailed information, please refer to the RT test manual.

Working memory

Working memory is measured using the SPAN test. This variable describes the ability to retain, process, and retrieve a limited amount of information for a short period of time. For more detailed information, please refer to the SPAN test manual.

Eye-hand coordination

Eye-hand coordination is measured using the 2HAND test. The variable is a measure of the ability to coordinate the eyes and hands in fine, small-scale movements. A high percentile rank corresponds to good eye-hand coordination (or hand-hand coordination). For more detailed information, please refer to the 2HAND test manual.

Focused attention

Focused attention is measured using the SIGNAL test. The variable describes long-term focused attention and the visual differentiation performance of a relevant signal in the presence of interfering signals. For more detailed information, please refer to the SIGNAL test manual.

Divided attention

Divided attention is measured using the TACO test. The variable can be defined as the ability to effectively divide attention between multiple sources of information and thus perform multiple tasks at the same time. For more detailed information, please refer to the TACO test manual.

Interference

Interference is measured using the STROOP test. The interference tendency measures the extent to which individuals are susceptible to irrelevant stimuli. For more detailed information, please refer to the STROOP test manual.

Cognitive flexibility

Cognitive flexibility is measured using the TMT-S test. This variable refers to the ability to adapt behavior and thoughts to new, changing, or unexpected events. It describes the ability to recognize that a strategy is not working and to make appropriate changes in order to adapt to the situation. For more detailed information, please refer to the TMT-S test manual.

Ability to concentrate

Concentration is measured using the COG or TACO test. This variable measures the ability to work in a focused and attentive manner. A person with a high score in this variable finds it easy to quickly recognize details in a distracting environment under time pressure and to distinguish them from irrelevant material. For more detailed information, please refer to the COG and TACO test manuals.

Long-term memory

Long-term memory is measured by a subtest of the INT test. This variable measures the ability to memorize information over the long term, integrate it into one's own knowledge base, and retrieve and reconnect it when needed. Individuals with a high score have a high long-term memory capacity.

For more detailed information, please refer to the INT test manual.

Logical reasoning

Logical reasoning is measured by a subtest of the INT test. This variable measures the ability to solve novel problems through inductive thinking processes. A person with a high score on this variable has a particular ability to recognize patterns and regularities and to apply the rules derived from them.

For more detailed information, please refer to the INT test manual.

The BMT is particularly recommended for use in the lower performance range. For more detailed information, please refer to the BMT test manual.

Mechanical-technical understanding

Mechanical-technical understanding is assessed using the MECH test. This variable measures the ability to understand mechanical principles and successfully solve mechanical-technical problems. A person with a high score in this variable can efficiently comprehend mechanical-technical processes and draw well-founded conclusions or inferences from them.

For more detailed information, please refer to the MECH test manual.

Motor speed

Motor speed is measured using the RT test. This variable provides information about a person's movement speed and is defined as the second part of reaction ability. One hand must be placed on a rest button and moved as quickly as possible to another button (reaction button) when a stimulus is presented. The time between leaving the rest button and pressing the reaction button is used as a measure of motor speed.

For more detailed information, please refer to the RT test manual.

Multitasking ability

Multitasking ability is measured using the M-TASK test. The variable measures a person's ability to coordinate multiple simultaneous tasks and allocate cognitive resources efficiently while maintaining adequate performance levels across all tasks.

For more detailed information, please refer to the M-TASK test manual.

Numerical ability

Numerical ability is assessed by a subtest of the INT test. The variable assesses knowledge of basic arithmetic operations and the ability to derive mathematical solutions from them. A person with a high score in this variable finds it easy to recall basic arithmetic operations and use them flexibly.

For more detailed information, please refer to the INT test manual.

Visual-spatial ability

Visual-spatial ability is measured by a subtest of the INT test. The variable measures the ability to visualize objects spatially and rotate them mentally. Individuals with a high score have the ability to easily visualize three-dimensional objects from different perspectives.

For more detailed information, please refer to the INT test manual.

Reaction speed

The variable reaction speed is measured by the RT test.

The variable reaction speed is measured by the time that elapses between the start of the stimulus presentation and the release of a rest key and is defined as a sub-aspect of reaction ability alongside motor speed.

For more detailed information, please refer to the RT test manual.

Reactive stress tolerance

Reactive stress tolerance is measured using the DT test. The number of correct reactions is a measure of the test taker's reactive stress tolerance and provides information about their responsiveness under stressful conditions. The higher the percentile rank, the higher the reactive stress tolerance.

For more detailed information, please refer to the DT test manual.

Selective sustained attention

Selective sustained attention is measured using the TACO test. This variable describes the ability to maintain attention at a moderate level over a period of approximately 30 minutes. For more detailed information, please refer to the TACO test manual.

Obtaining an overview

Obtaining an overview is measured using the ATAVT-2 test. The person parameter, i.e., a person's score on an ability dimension, represents a measure of their overview acquisition performance in the context of attention control. The higher the percentile rank, the better the ability to control the focus of attention for overview acquisition.

For more detailed information, please refer to the ATAVT-2 test manual.

Processing speed

Processing speed is measured using the TMT-S test. Processing speed is a cognitive ability that can be defined as the time it takes a person to perform a mental task. It is related to the speed at which a person can understand and respond to information received. For more detailed information, please refer to the TMT-S test manual.

Verbal ability

Verbal ability is measured by a subtest of the INT test. The verbal ability variable measures the ability to understand the meaning of words and their underlying concepts, to relate them to each other, and to draw conclusions from them. A person with a high score on this variable finds it easy to understand verbal information and apply this knowledge.

For more detailed information, please refer to the INT test manual.

Vigilance

Vigilance is measured using the VIGIL test. This variable indicates the average time between the presentation of critical stimuli and the pressing of a button. This variable provides information about attention performance when sustained vigilance is required in a low-stimulus observation situation and also includes aspects of the test taker's motor responsiveness. For more detailed information, please refer to the VIGIL test manual.

Visual orientation ability

Visual orientation ability is assessed using the LAT test. This variable is a very basic ability that primarily involves areas in the primary visual cortex and other areas of the brain. Impairments in this ability can be detected particularly in patients with brain damage, such as after traumatic brain injury, stroke, or neurodegenerative diseases. For more detailed information, please refer to the LAT test manual.

Personality

SFS Test Solutions assess different facets of personality that are relevant to varying degrees depending on the job requirements. The Big Five model is primarily used to define personality dimensions. This is a model of personality psychology that postulates five main dimensions of personality.

The following five variables are assessed by the FCB5 test. For more detailed information, please refer to the FCB5 test manual.

Emotional stability

The variable emotional stability measures how resilient and emotionally controlled a person describes themselves to be. A high percentile rank in this variable corresponds to a high level of emotional stability. People who achieve a high percentile rank describe themselves as balanced individuals who can cope well with emotional stress. They describe themselves as people who are resistant to stress and difficult to ruffle. In contrast, individuals with low scores report that they are not very balanced and are irritable, and that they do not have a very positive outlook on the future. Individuals who score high on the Emotional Stability dimension report being more satisfied with their work. Studies have shown this factor to be a key predictor of professional success. A person's self-reported overall life satisfaction is also positively correlated with emotional stability.

Extraversion

The variable Extraversion measures how sociable, assertive, and dynamic a person describes themselves to be. A high percentile rank in this variable corresponds to a high level of extraversion. People who score high on this variable describe themselves as sociable individuals who actively engage in social interactions. They describe themselves as enterprising and cheerful and willing to take risks. In contrast, individuals with low scores indicate that they are aloof and cautious, tend to be less sociable, and often leave decisions to others. Studies have shown that the factor of extraversion is a relevant predictor of professional success and leadership success.

Conscientiousness

The variable conscientiousness measures how much a person describes themselves as dutiful, orderly, and careful. A high percentile rank in this variable corresponds to a high level of conscientiousness. People who achieve a high percentile rank describe themselves as ambitious, responsible individuals who work in a precise and careful manner. They describe themselves as well-organized and self-disciplined individuals who adhere to rules and plans. In contrast, people with low scores say that they are disorganized, reckless, and not very determined, and describe themselves as unreliable. Studies have shown that of all the Big Five factors, conscientiousness is the most relevant predictor of professional success, educational success, and leadership success.

Agreeableness

The variable agreeableness measures how helpful, accommodating, and trusting a person describes themselves to be. A high percentile rank in this variable corresponds to a high level of agreeableness. People who score high on this variable describe themselves as good-natured, considerate, and compassionate. They describe themselves as altruistic and quick to forgive others. In contrast, people with low scores say that they tend to be resentful, unhelpful, and distrustful, and show little willingness to accommodate others. Studies have shown that the Big Five factor of agreeableness is a relevant predictor of safety-related behavior and is also associated with professional success in certain occupations (e.g., customer service).

Openness

The variable openness measures how creative and intellectually open a person describes themselves to be. A high percentile rank in this variable corresponds to a high level of openness. People who score high on this variable describe themselves as curious, imaginative individuals who seek new experiences. They describe themselves as inquisitive, preferring varied tasks and being open to other points of view. In contrast, individuals with low scores indicate that they are not very imaginative and prefer to deal with concrete rather than abstract topics. They describe themselves as less open-minded and prefer the familiar. Studies have shown that the openness factor is a relevant predictor of educational success and that an individual's level of education correlates with the degree of this factor.

Traffic-related personality

The following four variables relating to traffic-related personality are assessed using the IVPE-R test. For more detailed information, please refer to the IVPE-R test manual.

Mental stability

An above-average percentile rank on this scale means that the test taker gives answers that indicate high psychological stability. The person thus describes themselves as resilient, emotionally robust, and capable of reacting calmly even in demanding traffic situations. A below-average percentile rank means that the test taker gives answers that indicate low psychological stability. The person thus describes themselves as less resilient and states that they tend to react emotionally, i.e., nervously or aggressively, to demanding situations in road traffic.

Self-control

An above-average percentile rank on this scale means that the person describes themselves as having above-average self-control. They see themselves as rather conscientious, disciplined, and skilled at delaying gratification, rather reflective, and not very impulsive. A below-average percentile rank corresponds to responses indicating low self-control. The person describes themselves as less conscientious and disciplined, more impulsive, and less skilled at delaying gratification.

Sense of responsibility

An above-average percentile rank on this scale means that a person considers themselves to be above average in terms of social responsibility. The person states that social and societal norms are very important in their life and that they strive to behave in accordance with these norms. A below-average percentile rank indicates a below-average sense of social responsibility. The person states that social and societal norms are of little importance in their life and that they behave contrary to known norms.

Risk avoidance

An above-average percentile rank on this scale means that the test taker describes themselves as particularly risk-averse. They state that they avoid risks in road traffic and instead exhibit behaviors that prevent risks. A low percentile rank means that the person describes themselves as more risk-seeking. They state that they seek out risky situations in traffic and engage in potentially dangerous situations to satisfy a need for excitement.

Professional interests

Realistic interests

An above-average percentile rank on this scale means that the test taker is more interested in manual activities or working with and manufacturing objects. The activities surveyed are aimed at tangible results and require mechanical or technical skills.

Investigative interests

An above-average percentile rank on this scale means that the test taker is more interested in observing, understanding, and controlling phenomena. The activities surveyed require skills in mathematics or science.

Artistic interests

An above-average percentile rank on this scale means that the test taker is more interested in open-ended and unstructured activities. The activities inquired about require linguistic, artistic, musical, or writing skills.

Social interests

An above-average percentile rank on this scale means that the test taker is more interested in activities or working with other people. The activities inquired about require interpersonal skills.

Entrepreneurial interests

An above-average percentile rank on this scale indicates that the test taker is more interested in activities in which others are to be instructed or persuaded to perform a task. The activities inquired about require leadership and persuasion skills.

Conventional interests

An above-average percentile rank on this scale means that the test taker is increasingly interested in clearly structured activities with regular processes. The activities inquired about require mathematical or business skills and are found in administrative or organizational areas of responsibility.