Overview
Now in a thoroughly revised and expanded second edition, this comprehensive work provides the most current information about theory and research on assessment of intellectual abilities and processes. Leading test authors, theorists, and scholars review the conceptual and research underpinnings of recent editions of intelligence tests, including the WISC-IV, KABC-II, SB5, and WJ III, and offer recommendations for interpretation. Highlights include new and fully revised chapters on assessment of special populations, including culturally and linguistically diverse individuals, preschoolers, and children with learning disabilities. Other new chapters describe cutting-edge interpretive approaches (e.g., nondiscriminatory and cross-battery methods) and current theories (e.g., CHC theory, Gardner's MI theory, Sternberg's triarchic theory of successful intelligence, Luria's theory of information processing); outline ways to link assessment to interventions; and address standards-based educational reform.The book contains black-and-white illustrations.
Editorials
PsycCRITIQUES
"A superb theoretical and clinical overview....The standards of theoretical and methodological rigor, comprehensive topical coverage, balanced and objective critical analysis, life span cognitive evaluation, and advocacy for special populations...are beautifully balanced. One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature."--PsycCRITIQUESPsychotherapy in Private Practice
"Should be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities."--Psychotherapy in Private PracticeCanadian Child Psychiatry Review (
"A thought-provoking and informative volume which should be read and considered by all practitioners who use and interpret tests of intelligence. It would be an excellent text for graduate courses in intelligence and its assessment. The book is generally extremely readable."--Canadian Child Psychiatry Review (on the first edition)Canadian Child Psychiatry Review
"A thought-provoking and informative volume which should be read and considFrom the Publisher
"A single source for essential, detailed information on the past, present, and future of intellectual and cognitive assessment practices. The table of contents provides an objective sweep of all major theories, tests, and evaluation procedures at a glance; the expertise of the chapter authors results in a work that is consistently outstanding. The third edition reflects the latest efforts in clinical inquiry that explore cognitive abilities and processes as they relate to the real world. It emphasizes cross-cultural issues in assessment and incorporates new approaches and instruments related to learning and developmental problems. This is an essential text for graduate-level assessment courses."--Elaine Fletcher-Janzen, EdD, NCSP, ABPdN, Department of School Psychology, Chicago School of Professional Psychology"Psychological services must be built on ecological assessment if we are to work effectively with both children and adults. Including new chapters on neuropsychology and other topics, this book helps us better understand individuals' cognitive capabilities. It would be a great benefit to your library or your graduate training classroom."--Rik Carl D'Amato, PhD, Director, Center for Teaching and Learning Enhancement; Head, Department of Psychology, University of Macao, China
"This is the most comprehensive, authoritative, and up-to-date text on intellectual assessment available. It covers current theories of intelligence, methods of intelligence testing, and their applications to special populations. The chapters are all written by leading scholars and combine clear research summaries with practical advice, making this a valuable book for graduate students and professionals interested in both research and practice."--Paul J. Frick, PhD, University Distinguished Professor and Chair, Department of Psychology, University of New Orleans
"This updated volume is a valuable addition to the field of intellectual and psychological assessment. The editors have assembled the leaders in the field to present the most up-to-date information available. Many of the chapters are written by the test authors and theory creators themselves; readers will benefit from the firsthand approach to test and theory interpretation. The book is written in a way that will appeal to both experienced practitioners and graduate students just starting out in the field."--Andrew S. Davis, PhD, Department of Educational Psychology, Ball State University
PsycCRITIQUES
"A superb theoretical and clinical overview....The standards of theoretical and methodological rigor, comprehensive topical coverage, balanced and objective critical analysis, life span cognitive evaluation, and advocacy for special populations...are beautifully balanced. One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature."--PsycCRITIQUES (on the second edition)
Psychotherapy in Private Practice
"Should be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities."--Psychotherapy in Private Practice (on the first edition)
Canadian Child Psychiatry Review (
"A thought-provoking and informative volume which should be read and considered by all practitioners who use and interpret tests of intelligence. It would be an excellent text for graduate courses in intelligence and its assessment. The book is generally extremely readable."--Canadian Child Psychiatry Review (on the first edition)
Booknews
Bridging the gap between applied intelligence testing and the latest in cognitive science, these 27 papers cover major theories of intelligence, methods of assessing human cognitive abilities, and issues related to the validity and utility of current test batteries. The contributors give special attention to ways in which emerging conceptions of intelligence diverge from traditional paradigms. Taken together, the chapters provide the knowledge needed to use new batteries and to make up-to-date, empirically supported interpretations of older tests. Annotation c. by Book News, Inc., Portland, Or.From The Critics
Reviewer: Christopher J. Graver, PhD, ABPP-CN(Madigan Healthcare System)Description: This handy reference on intellectual assessment covers the origins of intellectual assessment, emerging theories of intelligence, new and revised instruments for assessing intelligence across the life-span, and future research directions in this area.
Purpose: The purpose is to provide a comprehensive conceptual and practical overview of current theories of intelligence and measures of cognitive ability. The second edition updates the original version (1996) with the latest research in the field of intellectual assessment and includes new and revised instruments not available when the original version was published (e.g., WISC-IV, KABC-II, and WJ-III).
Audience: According to the authors, this book is intended for practitioners, researchers, undergraduate and graduate students, and other professionals involved in psychology and education. It would be appropriate for courses involving intellectual assessment, cognitive psychology, or measurement and psychometric theory.
Features: This book starts with an informative and quite interesting historical perspective of intellectual measurement and test interpretation. It then covers a broad range of current perspectives on intelligence, including the conceptualization of intelligence using Luria's work on the functional aspects of brain structures (PASS). These conceptualizations include specific applications to disorders such as ADHD and reading disabilities. In the section on interpretation, there are useful discussions regarding profiles such as ACID and SCAD for subtest interpretation. The section addressing intelligence tests in different populations, including the assessment of culturally/linguistically diverse individuals, provides an invaluable framework for understanding the limitations of our current intellectual tests in these populations. There are summary tables and figures scattered throughout the text that make it easy to reference this material, although some of them are quite complex and require an understanding of advanced statistical and modeling concepts. Overall, this book is written in a manner that conveys the authors' excitement for the subject matter and is surprisingly enjoyable to read.
Assessment: The authors have succeeded in producing an excellent reference that should be read by anyone involved in the assessment of human and cognitive abilities. This highly recommended book is one of the most comprehensive references on intellectual assessment without being laborious to read. While it is highly appropriate for psychology courses, clinicians at all levels also will find it a helpful review of the current literature. The second edition is a welcome addition, as it updates the current literature, addresses new and revised instruments, and adds the astute section on the use of intelligence tests in diverse populations.
4 Stars! from Doody