Contemporary Intellectual Assessment: Theories, Tests, and Issues

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Dawn P. Flanagan, Judy Genshaft, Patti L. Harrison
Guilford Press, 1997 - Psychology - 598 pages
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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.

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About the author (1997)

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.

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