Contemporary Intellectual Assessment: Theories, Tests, and Issues [Hardcover]

Dawn P. Flanagan PhD (Editor), Judy L. Genshaft (Editor), Patti L. Harrison Phd (Editor)

Book Description

ISBN-10: 1572301473 | ISBN-13: 978-1572301474 | Publication Date: October 25, 1996

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.

Editorial 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

About the Author

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.

Product Details

• Hardcover: 597 pages
• Publisher: The Guilford Press (October 25, 1996)
• Language: English
• ISBN-10: 1572301473
• ISBN-13: 978-1572301474
• Product Dimensions: 10.3 x 7.4 x 1.4 inches
• Shipping Weight: 2.9 pounds
• Average Customer Review: 3.6 out of 5 stars  See all reviews (5 customer reviews)
• Amazon Best Sellers Rank: #2,310,417 in Books (See Top 100 in Books)

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Customer Reviews

Most Helpful Customer Reviews

3.0 out of 5 stars Helpful!, October 3, 2011

By 

Hannah - See all my reviews

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This review is from: Contemporary Intellectual Assessment, Second Edition: Theories, Tests, and Issues (Hardcover)

This textbook is very user friendly and even offers a quiz at the end of each chapter to allow for self checks. It's like all my high school and college writing courses re now making sense and I understand what they mean. The redundancy o important information also helps me get the point.

7 of 11 people found the following review helpful:

5.0 out of 5 stars A major achievement, March 22, 1999

By A Customer

This review is from: Contemporary Intellectual Assessment: Theories, Tests, and Issues (Hardcover)

This book is a must for any serious student of intelligence, intelligence tests, and intelligence research.

1 of 2 people found the following review helpful:

3.0 out of 5 stars Very informative, January 6, 2009

By 

P. G. Elliott (Dearborn, MI) - See all my reviews
(REAL NAME)   

This review is from: Contemporary Intellectual Assessment, Second Edition: Theories, Tests, and Issues (Hardcover)

Contains history and development of common IQ tests. Very dense, but also informative when learning about the tests. Limited in its practical application. May not be up-to-date anymore as new test editions have come out. Good resource to have though.