Cover image for Contemporary intellectual assessment : theories, tests, and issues
Title:
Contemporary intellectual assessment : theories, tests, and issues
Author:
Flanagan, Dawn P.
Publication Information:
New York : Guilford Press, [1997]

©1997
Physical Description:
xvi, 598 pages : illustrations ; 26 cm
Language:
English
ISBN:
9781572301474
Format :
Book

Available:*

Library
Call Number
Material Type
Home Location
Status
Central Library BF431 .C66 1997 Adult Non-Fiction Non-Fiction Area
Searching...

On Order

Summary

Summary

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.


Author Notes

Dawn P. Flanagan, Ph.D., an Assistant Professor of School Psychology at St. John's University in New York, conducts research on intelligence, psychoeducational and preschool assessment, and professional issues in school psychology. Widely published, she serves on the editorial boards of the Journal of Psychoeducational Assessment and School Psychology Review and is past president of the New York State Psychological Association's School Division.

Judy L. Genshaft, Ph.D., is the Interim Vice President for Academic Affairs at the University at Albany, State University of New York. She has edited two books and written numerous journal articles and book chapters. A licensed psychologist who is on the editorial board of School Psychology Review, she has received several awards and honors for her contributions to the National Association of School Psychologists.

Patti L. Harrison, Ph.D., a Professor in the Educational and School Psychology Program and Assistant Dean of the Graduate School at the University of Alabama, has conducted extensive research on intelligence, adaptive behavior, and preschool assessment. Widely published, she is Editor of School Psychology Review , an editorial board member for several journals, a past-chair of the NASP Children's Services Committee, and a past Vice President of Publications, Communications, and Convention Affairs for APA's Division of School Psychology.


Reviews 1

Choice Review

Editors Flanagan, Genshaft, and Harrison present some 25 essays related to the assessment of intellectual skills. Older theories of intelligence are reviewed and newer theories are presented. Heavy emphasis is placed on individual tests designed to assess the intelligence of special populations and preschoolers. Noticeably absent are presentations relative to group tests of intellectual skills: e.g., the Otis-Lennon School Ability Test, the Cognitive Abilities Test, the Scholastic Aptitude Test, the Graduate Record Exam, the Armed Services Vocational Aptitude Test Battery, and the General Aptitude Test Battery. Appropriate concerns relative to profile analysis of current tests and to the need for research on the newer tests are presented. Suggestions for improving the training of individuals interested in intellectual assessment are discussed. Appendixes include ethical guidelines appropriate for individuals using tests. Recommended for academic institutions that collect in clinical and/or school psychology. Graduate students through professionals. O. L. Crowell; Tennessee Technological University


Google Preview