By Michel Hersen
Dr. Hersen has accrued during this remarkable 4-volume paintings the prime resaerchers and clinicians in mental overview. This groundbreaking reference offers crucial info at the 4 significant sessions of mental evaluation tools, together with intelligence/neuropsychological, character (both goal and projective), behavioral, and industrial/organizational. each one quantity includes info at the heritage of the explicit department of checking out, the variety of assessments, theoretical issues, psychometric issues, diversity of populations, cross-cultural components, use with individuals with disabilities, legal/ethical concerns, computerization, and destiny improvement. person chapters give some thought to those subject matters as they relate to precise tools. for that reason those volumes are essential for clincians training in those components in addition to library collections
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Additional resources for Comprehensive Handbook of Psychological Assessment, 4 Volume Set
3. Recent theories of intelligence comprise a mixture of the old factor-analytically derived constructs and those de- rived from information processing models. Among the latter are the theory of Multiple Intelligence, the PASS theory and the Triarchic theory; each one may make IQ obsolete. A revival of g as speed, specially, measured by reaction-time, straddles the border between the old and the new. 05), see Wahlsten (in press), is questionable. When reaction time and IQ correlate, RT is a surrogate for complex information processing.
Test developers and users can subdivide criterion-based evidence into concurrent and predictive evidence. In studies of concurrent evidence, the criterion is available at the same time as the test results being assessed. A researcher may study a new version of a test by comparing it with older versions to investigate whether the results are fairly similar. Here, the researcher is likely to administer both versions at the same time, because a delay would be unnecessary and would even cloud the issue.
CHAPTER 3 Relations Between Intelligence and Achievement Tests MICHAEL C. RAMSAY AND CECIL R. REYNOLDS INTELLIGENCE AND ACHIEVEMENT: THEIR NATURE AND INTERRELATIONS 25 VALIDITY AND RELATIONS BETWEEN INTELLIGENCE AND ACHIEVEMENT TESTS 27 ASSOCIATIONS BETWEEN INTELLIGENCE AND ACHIEVEMENT TEST RESULTS 28 The Wechsler Intelligence Scale for Children–Third Edition 28 Earlier Versions of the Wechsler Intelligence Scale for Children 31 Wechsler Tests of Adult Intelligence 33 The Kaufman Assessment Battery for Children The Woodcock-Johnson 37 The Cognitive Assessment System 38 Other Intelligence Tests 39 Multiple Intelligence Tests 40 BLIND AND LOW-VISION EXAMINEES 44 DEAF AND LOW-HEARING EXAMINEES 45 CONCLUSIONS 46 REFERENCES 47 35 Relationships between measures of intelligence and achievement are fundamental to the theory and practice of standardized psychological assessment.