Download Contemporary Intellectual Assessment: Theories, Tests, and by Dawn P. Flanagan, Patti L. Harrison PDF

By Dawn P. Flanagan, Patti L. Harrison

In one quantity, this authoritative reference provides a present, complete review of highbrow and cognitive review, with a spotlight on sensible functions. Leaders within the box describe significant theories of intelligence and supply the information had to use the most recent measures of cognitive talents with contributors of every age, from little toddlers to adults. Evidence-based techniques to check interpretation, and their relevance for intervention, are defined. The ebook addresses serious matters in assessing specific populations—including culturally and linguistically various scholars, proficient scholars, and people with studying problems and disabilities—in cutting-edge academic settings.
New to This Edition
*Incorporates significant learn advances and legislative and coverage changes.
*Covers fresh try out revisions plus extra exams: the NEPSY-II and the Wechsler Nonverbal Scale of Ability.
*Expanded assurance of particular populations: chapters on autism spectrum problems, attention-deficit/hyperactivity affliction, sensory and actual disabilities and irritating mind harm, and highbrow disabilities.
*Chapters on neuropsychological ways, review of govt capabilities, and multi-tiered carrier supply types in schools.

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Extra resources for Contemporary Intellectual Assessment: Theories, Tests, and Issues

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In January 1918, the Secretary of War authorized creation of a division of psychology in the Sanitary Corps out of the Surgeon General’s office and expansion of the psychological examining program. A school for military psychology was organized with the Medical Officers Training Camp in Fort Oglethorpe, Georgia. While the school was active in 1918, approximately 100 officers of the Sanitary Corps and 300 enlisted men were given special training in military psychology. By the end of the war, psychological examining occurred at 35 army training camps and several army hospitals (Yerkes, 1919, 1920).

Yerkes’s Committee on the Psychological Examination of Recruits at a 1917 meeting, during development of the Army mental tests at the Vineland Training School in New Jersey. Back row, left to right: Frederic Lyman Wells, Guy M. Whipple, Yerkes (Chair), Walter V. Bingham, and Lewis M. Terman. Front row, left to right: Edgar A. Doll (not a committee member), Henry H. Goddard, and Thomas H. Haines. Henry H. Goddard Papers, Archives of the History of American Psychology, Center for the History of Psychology, University of Akron.

Some of Terman’s new tasks were noteworthy, including a 100-word vocabulary test yielding full credit for correct definitions, half credit for partially correct definitions, and no credit for incorrect responses; and (arguably) the first executive function measure, the Ball and Field Test of Practical Judgment (see Littman, 2004, for an account of its origins). Terman and 19 Childs (1912a, 1912b, 1912c, 1912d) published a “tentative revision and extension” of the Binet– Simon Scale, but further revision was necessary, given the 1911 extension of the Binet–Simon Scale through adulthood.

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