By Alan S. Kaufman
The vintage text--now up-to-date with a brand new interpretive method of the Assessing Adolescent and grownup Intelligence, the vintage textual content from Alan Kaufman and Elizabeth Lichtenberger, has always supplied the main complete resource of data on cognitive evaluation of adults and young people. The newly up-to-date 3rd version presents very important improvements and additions that spotlight the newest examine and interpretive tools for the ugmenting the normal "sequential" and "simultaneous" interpretive tools, the authors current a brand new procedure derived from Cattell-Horn-Carroll (CHC) conception. This process combines normative overview (performance relative to age friends) with ipsative evaluate (performance relative to the individual
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Extra resources for Assessing Adolescent and Adult Intelligence, Third Edition
2000). However, it is safe to assume that the WAIS-III will maintain the high ranking enjoyed by the WAIS-R. ’s (2000) collected survey data on test usage and assessment from 933 clinical psychologists and 567 neuropsychologists who were randomly selected from the American Psychological Association (APA) and the National Association of Neuropsychology (NAN). The authors were interested in data from practitioners who conducted assessments on a regular basis, so they ultimately conducted their analyses on data from respondents who engaged in 5 or more hours per week of assessment-related services.
Issues of heredity versus environment and the validity of the IQ construct are meaningful for understanding the multifaceted intelligence construct; the accumulating research helps test developers, practitioners, and theoreticians appreciate the foundation of the tests used to measure intelligence; and the IQ tests, as vehicles for the research, are essential sources of group data for use in scientific study of these topics. But all of the controversy loses meaning for each specific person referred for evaluation when the clinician administers an IQ test to study and interpret just what the person has or has not learned and to help answer the practical referral questions.
2. The information-processing model can be used as a conceptual framework for interpreting IQs, Factor Indexes, and scaled scores that extends beyond the specific areas obtained (Kaufman, 1994a). 2 Information-Processing Model 21 can be reorganized and translated into fundamental areas of strength and weakness within the cognitive profile. Generally, the input of WAIS-III Verbal subtests tends to be auditory, while that of the Performance subtests is visual. Although it is perhaps simplistic to reduce the input of WAIS-III subtests into a verbal–visual dichotomy, in a rudimentary way, all subtests can be categorized as having one or the other types of input.