Synopses & Reviews
Review
"Bridging traditional issues in intellectual assessment with new directions in theory and research, this comprehensive, thought-provoking volume will be an excellent alternative to the conventional texts that I have used in my course. I highly recommend the book for upper-level undergraduate and graduate students in intellectual assessment courses." --Robert W. Hiltonsmith, PhD, Professor of Psychology, School Psychology Training Program, Radford University, Virginia
"Wow! Finally there is a book that brings together the history of intellectual assessment, the contemporary theories of intelligence, and state-of-the-art information about the practice of intellectual assessment. this book is essential reading for psychologists of all sorts who are interested in intelligence, either from the perspective of theory and research or as practitioners of assessment. The chapter authors are a who's who of the field, with many offering their clearest and most succinct statements to date about their positions in this volume. The editing is extremely intelligent, within chapters and with respect to the organization of the volume as a whole. the text turns the trick of being meaty enough for scholars and graduate students in psychology, and yet, it is also written clearly enough that professionals in a variety of disciplines will find it accessible. It would be an excellent textbook in an introductory graduate course on intelligence or even an advanced seminars on the topic, which speaks loads about both the accessibility of the ideas in it for the uninitiated and the originality and currency of the ideas for the experienced worker in intelligence. This is one of the best edited volumes I have ever encountered, and I have placed it on the most-important-books shelf of my personal, professional library." --G. Michael Pressley
"Here in one location is a comprehensive set of the most impressive papers I've read on new ways of thinking about and measuring intelligence. An incredible diversity of perspectives is represented. This text includes a nice systematic analysis of the theories, their components, fundamental assumptions, and examples of their application in practice. Must reading for anyone engaged in the assessment of human cognitive abilities." --James E. Ysseldyke, Ph.D., Professor of Educational Psychology and Director of the National Center on Educational Outcomes at the University of Minnesota
"Contemporary Intellectual Assessment is an excellent review of the present state of knowledge, covering the major theories, approaches to assessment, and current issues needing research and professional attention in practice, as well as the history of the field. The editors and chapter authors, including many leaders in the field, obviously worked together to produce a tightly organized and coordinated yet comprehensive reference. The book will be especially useful to practitioners and researchers in school, child-clinical, counseling, and educational psychology, as well as many other professionals and scientists working in human development." --Richard E. Snow, Ph.D., Professor of Education and Psychology, Stanford University
"Drs. Flanagan, Genshaft, and Harrison have accomplished a truly remarkable feat in their new volume, Contemporary Intellectual Assessment. They have brought together the best authors/researchers in the field of intellectual assessment (the author list is a who's who in American psychometrics) who have written thoughtful, innovative, and clear expositions of the most important topics in assessment. I particularly like the careful coverage of the classic areas of assessment and excellent chapters having to do with the newest approaches to assessment. This combination of foundations with leading edge topics makes the volume useful to senior practitioners and serious students alike." --Jane C. Conoley, Ph.D, Dean of the College of Education, Texas A&M University
Review
"Truly an exceptional contribution. This volume should be a required text for all students of intellectual assessment. It provides comprehensive coverage of all of the major theories and tests in the area of intellectual assessment, along with wonderfully detailed chapters on such issues as interpretation, validity, and the role of intellectual assessment in the context of standards-based educational reforms. Contributors have been selected from the best and most highly respected scholars in the area of intelligence and cognition, and their well-written chapters seamlessly integrate theory and practice. If I were to purchase only one professional book for my library this year, it would be this essential work."--George W. Hynd, EdD, School of Education, Purdue University
"I have used the first edition of Contemporary Intellectual Assessment for years, and have looked forward with anticipation to this revision. The changes in the field of intellectual assessment since the advent of Cattell-Horn-Carroll (CHC) theory have been rapid and profound, and an up-to-date guidebook is a must. This book will be invaluable for anyone teaching intellectual assessment at the graduate level, and will also be a useful overview for practitioners who completed their training before the recent revolutionary changes in intellectual assessment. For school practitioners, the chapter outlining a model of nondiscriminatory assessment for culturally and linguistically diverse students, and the one linking cognitive assessment to interventions, will be particularly valuable."--Catherine A. Fiorello, PhD, School Psychology Program, Temple University
"With new and thoroughly revised chapters that address issues like LD identification and profile analysis, and populations like preschoolers, the gifted, and the culturally and linguistically diverse, the second edition of Contemporary Intellectual Assessment is a significant improvement over the already outstanding first edition. The contributing authors are leading experts in the field. This research-based but practical text will be useful to practitioners and trainers alike, and is destined to become the gold standard text for courses in intellectual assessment."--Edward M. Levinson, EdD, Department of Educational and School Psychology, Indiana University of Pennsylvania
"In the past decade, knowledge about intelligence and its assessment has moved at a rapid pace. Older theories are being reexamined with modern methods in cognitive psychology, neural science, and statistics, and new theories are vying to take their place. This excellent second edition provides a comprehensive, state-of-the-art overview of the theory and practice of intellectual assessment--past, present, and future. The chapters, written by many of the leading researchers in the field, cover a wide range of important topics, including the history of tests and their interpretation, the structure of human cognitive abilities, contemporary theory, new and emerging tests, current issues, and future directions. This book is 'must' reading for anyone interested in intelligence and its assessment. It will be an invaluable resource for scholars, practitioners, and students new to the field."--John H. Kranzler, PhD, College of Education, University of Florida
Synopsis
Offers in-depth coverage of major theories of intelligence, methods of assessing human cognitive abilities, and issues related to the validity of current intelligence test batteries. It provides professionals with the knowledge necessary to effectively use new intelligence batteries and to make up-to-date, empirically supported interpretations of older tests.
Synopsis
In recent years, traditional theories of intelligence and measures of intellectual functioning have come under increased scrutiny by practitioners and researchers seeking a broader understanding of cognitive abilities and personal competence, enhanced diagnostic and treatment utility, and a more culturally sensitive practice. Toward these ends, many new assessment instruments and techniques have been developed and new and revised theories of intelligence have emerged. Bringing professionals up to date with these advances, this unique volume provides a comprehensive conceptual and practical overview of the current state of the art of intellectual assessment. 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. Contributing authors, 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.
Synopsis
This comprehensive work provides 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.
About the Author
Dawn P. Flanagan, PhD, is Professor of Psychology at St. Johns University in New York. She writes and conducts research on such topics as the structure of intelligence, psychoeducational assessment, learning disabilities evaluation and diagnosis, and professional issues in school psychology. Dr. Flanagans articles and chapters on these topics appear in school and clinical psychology journals and books. She is senior author of The Wechsler Intelligence Scales and
Gf-Gc Theory: A Contemporary Approach to Interpretation, Essentials of Cross-Battery Assessment, The Achievement Test Desk Reference (ATDR): Comprehensive Assessment of Learning Disabilities, Diagnosing Learning Disability in Adulthood, and Essentials of WISC-IV Assessment; coauthor of The Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment and Essentials of WJ III Cognitive Assessment; and coeditor of Clinical Use and Interpretation of the WJ III. Dr. Flanagan is a Fellow of the American Psychological Association and Diplomate of the American Board of Psychological Specialties, as well as a past recipient of the APAs Lightner Whitmer Award.Patti L. Harrison, PhD, is Professor in the School Psychology Program and Associate Dean of the Graduate School at the University of Alabama. She has conducted research on intelligence, adaptive behavior, and preschool assessment. Dr. Harrisons articles and chapters on assessment topics appear in school and clinical psychology and special education journals and texts, and she has presented over 100 refereed and invited presentations on these topics at conferences of professional organizations in psychology and education. She was Editor of School Psychology Review and has been an editorial board member for several school psychology and related journals, including School Psychology Quarterly, the Journal of School Psychology, the Journal of Psychoeducational Assessment, the American Journal on Mental Retardation, and Diagnostique.
Table of Contents
I. The Origins of Intellectual Assessment
1. The History of Intelligence Assessment, John D. Wasserman and David S. Tulsky
2. A History of Intelligence Test Interpretation, Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, and Sangwon Kim
II. Contemporary and Emerging Theoretical Perspectives
3. Foundations for Better Understanding of Cognitive Abilities, John L. Horn and Nayena Blankson
4. The Three-Stratum Theory of Cognitive Abilities, John B. Carroll
5. Assessment Based on Multiple-Intelligences Theory, Jie-Qi Chen and Howard Gardner
6. The Triarchic Theory of Successful Intelligence, Robert J. Sternberg
7. Planning, Attention, Simultaneous, Successive (PASS) Theory: A Revision of the Concept of Intelligence, Jack A. Naglieri and J. P. Das
8. The Cattell/n-/Horn/n-/Carroll Theory of Cognitive Abilities: Past, Present, and Future, Kevin S. McGrew
III. Contemporary and Emerging Interpretive Approaches
9. The Impact of the Cattell/n-/Horn/n-/Carroll Theory on Test Development and Interpretation of Cognitive and Academic Abilities, Vincent C. Alfonso, Dawn P. Flanagan, and Suzan Radwan
10. Information-Processing Approaches to Interpretation of Contemporary Intellectual Assessment Instruments, Randy G. Floyd
11. Advances in Cognitive Assessment of Culturally and Linguistically Diverse Individuals, Samuel O. Ortiz and Salvador Hector Ochoa
12. Issues in Subtest Profile Analysis, Marley W. Watkins, Joseph J. Glutting, and Eric A. Youngstrom
13. Linking Cognitive Assessment Results to Academic Interventions for Students with Learning Disabilities, Nancy Mather and Barbara J. Wendling
IV. New and Revised Intelligence Batteries
14. The Wechsler Scales, Jianjun Zhu and Larry Weiss
15. Interpreting the Stanford/n-/Binet Intelligence Scales, Fifth Edition, Gale H. Roid and Mark Pomplun
16. The Kaufman Assessment Battery for Children--Second Edition and the Kaufman Adolescent and Adult Intelligence Test, James C. Kaufman, Alan S. Kaufman, Jennie Kaufman-Singer, and Nadeen L. Kaufman
17. Woodcock/n-/Johnson III Tests of Cognitive Ability, Fredrick A. Schrank
18. The Differential Ability Scales, Colin D. Elliott
19. The Universal Nonverbal Intelligence Test, R. Steve McCallum and Bruce A. Bracken
20. The Cognitive Assessment System, Jack A. Naglieri
21. Introduction to the Reynolds Intellectual Assessment Scales and the Reynolds Intellectual Screening Test, Cecil R. Reynolds and Randy W. Kamphaus
V. Use of Intelligence Tests in Different Populations
22. Use of Intelligence Tests in the Assessment of Preschoolers, Laurie Ford and V. Susan Dahinten
23. Use of Intelligence Tests in the Identification of Giftedness, David E. McIntosh and Felicia A. Dixon
24. Psychoeducational Assessment and Learning Disability Diagnosis, Dawn P. Flanagan and Jennifer T. Mascolo
25. Use of Intelligence Tests with Culturally and Linguistically Diverse Populations, Samuel O. Ortiz and Agnieszka M. Dynda
26. A Comparative Review of Nonverbal Measures of Intelligence, Jeffery P. Braden and Michelle S. Athanasiou
VI. Emerging Issues and New Directions in Intellectual Assessment
27. Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests, Timothy Z. Keith
28. Using the Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests, Jeffery P. Braden and Bradley C. Niebling
29. Intelligence Tests in an Era of Standards-Based Educational Reform, Rachel Brown-Chidsey