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Editorial Reviews
Review
"This is a thought-provoking and informative volume which should be read and considered by all practitioners who use and interpret tests of intelligence. It would be an excellent text for graduate courses in intelligence and its assessment. The book is generally extremely readable." --The Canadian Child Psychiatry Review
"...a tightly integrated and comprehensive work. The authors have succeeded in producing an excellent reference book that should be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities." --Psychotherapy in Private Practice
"This is a thought-provoking and informative volume which should be read and considered by all practitioners who use and interpret tests of intelligence. It would be an excellent text for graduate courses in intelligence and its assessment. The book is generally extremely readable." --The Canadian Child Psychiatry Review
-- Review
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
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 --This text refers to an out of print or unavailable edition of this title.
Review
"The coverage in this volume admirably meets the growing need for comprehensive information about current intellectual assessment methods of these various groups of theorists and practitioners. It provides authoritative, comprehensive, lucid information that integrates experimental work and theoretical formulations of cognitive processing with clinical assessment methods....This handbook is a superb theoretical and clinical overview of the state-of-the-art status of current intelligence testing. The standards of theoretical and methodological rigor, comprehensive topical coverage, balanced and objective critical analysis, life span cognitive evaluation, and advocacy for special populations (including the gifted, learning disabled, and culturally linguistically diverse individuals) are beautifully balanced. One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature."--APA PsycCRITIQUES
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"This is a thought-provoking and informative volume which should be read and considered by all practitioners who use and interpret tests of intelligence. It would be an excellent text for graduate courses in intelligence and its assessment. The book is generally extremely readable." --The Canadian Child Psychiatry Review
"...a tightly integrated and comprehensive work. The authors have succeeded in producing an excellent reference book that should be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities." --Psychotherapy in Private Practice
"This is a thought-provoking and informative volume which should be read and considered by all practitioners who use and interpret tests of intelligence. It would be an excellent text for graduate courses in intelligence and its assessment. The book is generally extremely readable." --The Canadian Child Psychiatry Review
-- Review
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
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 --This text refers to an out of print or unavailable edition of this title.
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
"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
"I would recommend this book to the interested student and practitioner of psychology....Contemporary Intellectual Assessment is, without exaggeration, an exciting and unique opportunity to find the caliber of thinking exemplified by Robert Sternberg, Jack Naglieri, Howard Gardner, and others....The Editors do an exemplary job of gathering various experts to write authoritatively about the state of the art of intellectual assessment. The individual chapters are necessary reading for any student or practitioner of clinical psychology....This text can serve as an excellent resource in the training of professional psychologists on contemporary theories and assessment approaches. In the library of the new or seasoned practitioner, this text provides an impressive introduction to contemporary intellectual assessment, its theories, and instruments."--Child and Family Behavior Therapy
"An excellent reference that should be read by anyone involved in the assessment of human and cognitive abilities. This highly recommended book is one of the most comprehensive references on intellectual assessment without being laborious to read. While it is highly appropriate for psychology courses, clinicians at all levels also will find it a helpful review of the current literature....4 stars!"--Doody's Electronic Journal"The coverage in this volume admirably meets the growing need for comprehensive information about current intellectual assessment methods of these various groups of theorists and practitioners. It provides authoritative, comprehensive, lucid information that integrates experimental work and theoretical formulations of cognitive processing with clinical assessment methods....This handbook is a superb theoretical and clinical overview of the state-of-the-art status of current intelligence testing. The standards of theoretical and methodological rigor, comprehensive topical coverage, balanced and objective critical analysis, life span cognitive evaluation, and advocacy for special populations (including the gifted, learning disabled, and culturally linguistically diverse individuals) are beautifully balanced. One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature."--APA PsycCRITIQUES
See all Editorial Reviews
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Inside This Book
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First Sentence:
By the end of his life, Alfred Binet (1857-1911) had arrived at a conceptual model of intelligence that in many ways resembles contemporary models of cognition. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
gence test desk reference, routing subtests, average relative cluster, following skill category, supplementary for ages, tellectual assessment, tery assessment, factor index scores, intelligence test interpretation, intelligence test development, other intelligence batteries, ipsative interpretation, subtest profile analysis, narrow cognitive abilities, subtest loads, intraindividual strengths, choeducational assessment, major intelligence batteries, working memory factor, subtest profiles, fluid reasoning, mean subtest score, point scale format, broad cognitive abilities, cognitive assessment system Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Psychological Corporation, San Antonio, Guilford Press, Woodcock Johnson, Academic Press, San Diego, United States, Journal of Psychoeducational Assessment, Cambridge University Press, School Psychology Review, American Psychological Association, American Psychologist, Journal of Learning Disabilities, Stanford-Binet Intelligence Scales, Rebus Learning, Visual Matching, Cattell-Horn Gf-Gc, Circle Pines, Picture Completion, Picture Concepts, Diagnostic Supplement, Basic Books, National Association of School Psychologists, Houghton Mifflin New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
By the end of his life, Alfred Binet (1857-1911) had arrived at a conceptual model of intelligence that in many ways resembles contemporary models of cognition. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
gence test desk reference, routing subtests, average relative cluster, following skill category, supplementary for ages, tellectual assessment, tery assessment, factor index scores, intelligence test interpretation, intelligence test development, other intelligence batteries, ipsative interpretation, subtest profile analysis, narrow cognitive abilities, subtest loads, intraindividual strengths, choeducational assessment, major intelligence batteries, working memory factor, subtest profiles, fluid reasoning, mean subtest score, point scale format, broad cognitive abilities, cognitive assessment system Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Psychological Corporation, San Antonio, Guilford Press, Woodcock Johnson, Academic Press, San Diego, United States, Journal of Psychoeducational Assessment, Cambridge University Press, School Psychology Review, American Psychological Association, American Psychologist, Journal of Learning Disabilities, Stanford-Binet Intelligence Scales, Rebus Learning, Visual Matching, Cattell-Horn Gf-Gc, Circle Pines, Picture Completion, Picture Concepts, Diagnostic Supplement, Basic Books, National Association of School Psychologists, Houghton Mifflin New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Citations (learn more)
5
books
cite this book:
- Specific Learning Disabilities and Difficulties in Children and Adolescents: Psychological Assessment and Evaluation by Alan S. Kaufman on 5 pages
- Howard Gardner Under Fire: The Rebel Psychologist Faces His Critics by Ph.D. Jeffrey A. Schaler on 4 pages
- An Introduction to Dyslexia for Parents and Professionals by Alan M. Hultquist in Back Matter
- Essentials of Cross-Battery Assessment (Essentials of Psychological Assessment) by Dawn P. Flanagan in Front Matter
- Learning Potential Assessment and Cognitive Training (Advances in Cognition and Educational Practice) by Wilma Resing on page 84
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81% buy the item featured on this page: Contemporary Intellectual Assessment, Second Edition: Theories, Tests, and Issues $60.00 |
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5% buy The Essentials of WJ III Cognitive Abilities Assessment $29.93 |
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4% buy Essentials of WISC-IV Assessment (Essentials of Psychological Assessment) $33.25 |
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