Contemporary Intellectual Assessment, Second Edition
Theories, Tests, and Issues
Guilford Publications (Publisher)
2nd Edition
Published on 25. April 2005
Book
Hardback
667 pages
978-1-59385-125-5 (ISBN)
Description
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.
Reviews / Votes
Truly an exceptional contribution. This volume should be a required text for all students of intellectual assessment....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 UniversityThe 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. - 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....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....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 '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 prac tice of intellectual assessment. This book is essential reading for psychologists of all sorts who are interested 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... Must reading for anyone engaged in the assessment of human cognitive abilities.' - James E. Ysseldyke, PhD
More details
Edition
2nd edition
Language
English
Place of publication
New York
United States
Target group
College/higher education
Dimensions
Height: 254 mm
Width: 178 mm
Weight
1334 gr
ISBN-13
978-1-59385-125-5 (9781593851255)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Contemporary Intellectual Assessment, Third Edition
Theories, Tests, and Issues
Book
02/2012
3rd Edition
Guilford Publications
€112.84
Article exhausted; check for reprint
Previous edition
Contemporary Intellectual Assessment, First Edition
Theories, Tests, And Issues
Book
01/1997
1st Edition
Guilford Publications
€88.08
Article exhausted; check for reprint
Content
Part I: The Origins of Intellectual Assessment. Wasserman, Tulsky, The History of Intelligence Testing. Kamphaus, Pierce Winsor, Rowe, Kim, History of Intelligence Test Interpretation. Part II: Contemporary and Emerging Theoretical Perspectives. Horn, Blankson, Foundations for Better Understanding of Cognitive Abilities. Carroll, The Three-Stratum Theory of Cognitive Abilities. Chen, Gardner, Assessment Based on Multiple-Intelligences Theory. Sternberg, The Triarchic Theory of Successful Intelligence. Naglieri, Das, Planning, Attention, Simultaneous, Successive Theory: A Revision of the Concept of Intelligence. McGrew, The Cattell-Horn-Carroll Theory of Cognitive Abilities: Past, Present, and Future. Part III: Contemporary and Emerging Interpretive Approaches. Alfonso, Flanagan, Radwan,The Impact of the Cattell-Horn-Carroll Theory on Test Development and Interpretation of Cognitive and Academic Abilities. Floyd, Information-Processing Approaches to Interpretation of Contemporary Intellectual Assessment Instruments. Ortiz, Ochoa, Advances in Cognitive Assessment of Culturally and Linguistically Diverse Individuals: A Nondiscriminatory Interpretive Approach. Watkins, Glutting, Youngstrom, Issues in Subtest Profile Analysis. Mather, Wendling, Linking Cognitive Assessment Results to Academic Interventions for Students with Learning Disabilities. Part IV: New and Revised Intelligence Batteries. Zhu, Weiss, The Wechsler Scales. Roid, Pomplun, Interpreting the Stanford-Binet Intelligence Scales, Fifth Edition. Kaufman, Kaufman, Kaufman-Singer, Kaufman, The Kaufman Assessment Battery for Children-Second Edition and the Kaufman Adolescent and Adult Intelligence Test. Schrank, The Woodcock-Johnson III Tests of Cognitive Ability. Elliott, The Differential Ability Scales. McCallum, Bracken, The Universal Nonverbal Intelligence Test: A Multidimensional Measure of Intelligence. Naglieri, The Cognitive Assessment System. Reynolds, Kamphaus, Introduction to the Reynolds Intellectual Assessment Scales and the Reynolds Intellectual Screening Test. Part V: Use of Intelligence Tests in Different Populations. Ford, Dahinten, The Use of Intelligence Tests in the Assessment of Preschoolers. McIntosh, Dixon, Use of Intelligence Tests in the Identification of Giftedness. Mascolo, Flanagan, Psychoeducational Assessment and Learning Disability Diagnosis. Ortiz, Dynda, The Use of Intelligence Tests with Culturally and Linguistically Diverse Populations. Braden, Athanasiou, A Comparative Review of Nonverbal Measures of Intelligence. Part VI: Emerging Issues and New Directions in Intellectual Assessment. Keith, Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests. Braden, Niebling, Using the Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests. Brown-Chidsey, Intelligence Tests in an Era of Standards-Based Educational Reform.