Research Catalog

Title

Contemporary intellectual assessment : theories, tests, and issues / edited by Dawn P. Flanagan, Judy L. Genshaft, Patti L. Harrison.

Publication

New York : Guilford Press, ©1997.

Items in the Library & Off-site

Details

Additional Authors

• Flanagan, Dawn P.
• Genshaft, Judy.
• Harrison, Patti L.

Description

xvi, 598 pages : illustrations; 26 cm

Summary

In recent years, traditional theories of intelligence and measures of intellectual functioning have come under increased scrutiny by professionals seeking a broader understanding of cognitive abilities and personal competence, enhanced diagnostic and treatment utility, and a more culturally sensitive practice. Many new assessment instruments and techniques have been developed and new and revised theories of intelligence have emerged. This unique volume provides a comprehensive conceptual and practical overview of the current state of the art of the field. Bridging the gap between applied intelligence testing and the latest in cognitive science, the book covers major theories of intelligence, methods of assessing human cognitive abilities, and issues related to the validity and utility of current test batteries. Contributors, who include leading theorists researchers, and scientist-practitioners, as well as many of the test developers themselves, give special attention to ways in which emerging conceptions of intelligence diverge from traditional paradigms. Taken together, the chapters provide the knowledge needed to effectively use new batteries and to make up-to-date, empirically supported interpretations of older tests.

Subject

• Intelligence tests
• Intelligence tests > History
• Intelligence Tests [MESH]
• Intelligence Tests
• Intelligentietests
• Tests d'intelligence

Genre/Form

History.

Bibliography (note)

• Includes bibliographical references and indexes.

Contents

pt. I. The Origins of Intellectual Assessment. Ch. 1. The Early History of Intelligence Testing / Robert M. Thorndike. Ch. 2. The History of Test Development / Richard F. Ittenbach, Irvin G. Esters and Howard Wainer. Ch. 3. A History of Intelligence Test Interpretation / Randy W. Kamphaus, Martha D. Petoskey and Ana Walters Morgan -- pt. II. Contemporary and Emerging Theoretical Perspectives. Ch. 4. Human Cognitive Capabilities: Gf-Gc Theory / John L. Horn and Jennie Noll. Ch. 5. The Triarchic Theory of Intelligence / Robert J. Sternberg. Ch. 6. Alternative Assessment from a Multiple Intelligences Theoretical Perspective / Jie-Qi Chen and Howard Gardner. Ch. 7. The Three-Stratum Theory of Cognitive Abilities / John B. Carroll. Ch. 8. The Role of Intelligence in a Broad Model of Personal Competence / Stephen Greenspan and John Driscoll. Ch. 9. Analysis of the Major Intelligence Batteries According to a Proposed Comprehensive Gf-Gc Framework / Kevin S. McGrew -- pt. III. New Tests and Alternative Techniques for Assessing Intelligence. Ch. 10. The Differential Ability Scales / Colin D. Elliott. Ch. 11. The Kaufman Adolescent and Adult Intelligence Test / Alan S. Kaufman and Nadeen L. Kaufman. Ch. 12. The Woodcock-Johnson Tests of Cognitive Ability -- Revised / Richard W. Woodcock. Ch. 13. Planning, Attention, Simultaneous, and Successive Theory and the Cognitive Assessment System: A New Theory-Based Measure of Intelligence / Jack A. Naglieri. Ch. 14. The Universal Nonverbal Intelligence Test / R. Steve McCallum and Bruce A. Bracken. Ch. 15. Dynamic Assessment Approaches / Carol S. Lidz. Ch. 16. The Learning Potential Assessment Device / Reuven Feuerstein, Rafi Feuerstein and Stephen Gross. Ch. 17. A Cross-Battery Approach to Assessing and Interpreting Cognitive Abilities: Narrowing the Gap Between Practice and Cognitive Science / Dawn P. Flanagan and Kevin S. McGrew. Ch. 18. Issues and Suggestions for Training Professionals in Assessing Intelligence / Vincent C. Alfonso and Sarah I. Pratt -- pt. IV. Emerging Issues and New Directions in Intellectual Assessment. Ch. 19. Ontology, Structure, and Diagnostic Benefits of a Normative Subtest Taxonomy from the WISC-III Standardization Sample / Joseph J. Glutting, Paul A. McDermott and Timothy R. Konold. Ch. 20. Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests / Timothy Z. Keith. Ch. 21. Contemporary Models for the Biometric Genetic Analysis of Intellectual Abilities / John J. McArdle and Carol A. Prescott. Ch. 22. Diagnostic and Treatment Utility of Intelligence Tests / Daniel J. Reschly. Ch. 23. The Functional Utility of Intelligence Tests with Special Education Populations / Dawn P. Flanagan, Ted J. Andrews and Judy L. Genshaft. Ch. 24. The Utility of Intelligence Tests for Preschool Children / Bruce A. Bracken and Kathryn C. Walker. Ch. 25. The Cognitive Assessment of Limited English Proficient and Bilingual Children / Emilia C. Lopez. Ch. 26. The Triple Quandary of Race, Culture, and Social Class in Standardized Cognitive Ability Testing / Janet E. Helms. Ch. 27. An Integration and Synthesis of Contemporary Theories, Tests, and Issues in the Field of Intellectual Assessment / Patti L. Harrison, Dawn P. Flanagan and Judy L. Genshaft -- App. A. Ethical Principles of Psychologists and Code of Conduct (Ethical Standard 2) -- App. B. Code of Fair Testing Practices in Education -- App. C. Code of Professional Responsibilities in Educational Measurement.

ISBN

• 1572301473
• 9781572301474

LCCN

96022622

OCLC

• ocm34753160
• 34753160
• SCSB-9610006

Owning Institutions

Princeton University Library