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Contemporary intellectual assessment: Theories, tests, and issues

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Book
Title
Contemporary intellectual assessment: Theories, tests, and issues
Abstract
This book provides the knowledge needed to use state-of-the-art cognitive tests with individuals of all ages, from preschoolers to adults. It examines major theories and tests of intelligence and presents research-based approaches to test interpretation. The book addresses critical issues in evaluating culturally and linguistically diverse students, gifted students, and those with intellectual disability, sensory–motor impairments, traumatic brain injuries, and learning difficulties and disabilities. It highlights the use of cognitive test results in planning school-based interventions. The book is organized into six parts comprising 39 chapters. Part one presents the history of intelligence assessment and test interpretation. Part two explores contemporary theoretical perspectives including Cattell–Horn–Carroll theory of cognitive abilities; multiple-intelligences theory; the triarchic theory of successful intelligence; planning, attention, simultaneous, and successive theory of neurocognitive processes; and the parieto-frontal integration theory. It also presents a framework for adult intellectual development. Part three describes contemporary intelligence, cognitive, and neuropsychological batteries, and associated achievement tests including Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition, Wechsler Intelligence Scale for Children—Fifth Edition, Wechsler Individual Achievement Test—Third Edition, Woodcock–Johnson IV Tests of Early Cognitive and Academic Development, Kaufman Assessment Battery for Children—Second Edition, Differential Ability Scales—Second Edition, Woodcock–Johnson IV: Tests of Cognitive Abilities, Tests of Oral Language, Tests of Achievement, Cognitive Assessment System—Second Edition, Wechsler Adult Intelligence Scale—Fourth Edition, Wechsler Memory Scale—Fourth Edition, Wechsler Nonverbal Scale of Ability, Reynolds Intellectual Assessment Scales—Second Edition, Reynolds Intellectual Screening Test, NEPSY-II, and the Universal Nonverbal Intelligence Test—Second Edition. Part four discusses the relevance of tests of intelligence, cognitive abilities, and neuropsychological processes in understanding individual differences. Part five examines linking assessment data to intervention. Part six explores contemporary and emerging issues in intelligence, cognitive, and neuropsychological assessment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
Edition
4th ed.
Date
2018
Publisher
The Guilford Press
Place
New York, NY
# of Pages
1130
URL
https://www.proquest.com/books/contemporary-intellectual-assessment-theories/docview/2117246839/se-2?accountid=15299
Archive
APA PsycInfo®
Loc. in Archive
2117246839; 2018-36604-000
Language
en-US
Extra
Publication Title: Contemporary intellectual assessment: Theories, tests, and issues (4th ed.) abstractTranslation: Este libro proporciona el conocimiento necesario para usar pruebas cognitivas de última generación con personas de todas las edades, desde niños en edad preescolar hasta adultos. Examina las principales teorías y pruebas de la inteligencia y presenta enfoques basados en la investigación para la interpretación de las pruebas. El libro aborda temas críticos en la evaluación de estudiantes cultural y lingüísticamente diversos, estudiantes superdotados y aquellos con discapacidad intelectual, discapacidades sensoriomotoras, lesiones cerebrales traumáticas y dificultades y discapacidades de aprendizaje. Destaca el uso de los resultados de las pruebas cognitivas en la planificación de intervenciones escolares. El libro está organizado en seis partes que comprenden 39 capítulos. La primera parte presenta la historia de la evaluación de la inteligencia y la interpretación de pruebas. La segunda parte explora las perspectivas teóricas contemporáneas, incluida la teoría de Cattell-Horn-Carroll de las habilidades cognitivas; teoría de las inteligencias múltiples; la teoría triárquica de la inteligencia exitosa; teoría de la planificación, la atención, la simultaneidad y la sucesión de los procesos neurocognitivos; y la teoría de la integración parieto-frontal. También presenta un marco para el desarrollo intelectual de los adultos. La tercera parte describe las baterías contemporáneas de inteligencia, cognitivas y neuropsicológicas, y las pruebas de rendimiento asociadas, incluyendo la Escala de Inteligencia Preescolar y Primaria de Wechsler—Cuarta Edición, la Escala de Inteligencia de Wechsler para Niños—Quinta Edición, la Prueba de Logro Individual de Wechsler—Tercera Edición, las Pruebas Woodcock-Johnson IV de Desarrollo Cognitivo y Académico Temprano, la Batería de Evaluación de Kaufman para Niños—Segunda Edición, Escalas de Habilidad Diferencial—Segunda Edición, Woodcock-Johnson IV: Pruebas de Habilidades Cognitivas, Pruebas de Lenguaje Oral, Pruebas de Logro, Sistema de Evaluación Cognitiva—Segunda Edición, Escala de Inteligencia para Adultos de Wechsler—Cuarta Edición, Escala de Memoria de Wechsler—Cuarta Edición, Escala de Habilidad No Verbal de Wechsler, Escalas de Evaluación Intelectual de Reynolds—Segunda Edición, Prueba de Detección Intelectual de Reynolds, NEPSY-II, y la Prueba Universal de Inteligencia No Verbal—Segunda Edición. En la cuarta parte se analiza la relevancia de las pruebas de inteligencia, habilidades cognitivas y procesos neuropsicológicos en la comprensión de las diferencias individuales. En la quinta parte se examina la relación entre los datos de la evaluación y la intervención. La sexta parte explora los problemas contemporáneos y emergentes de la evaluación de la inteligencia, cognitiva y neuropsicológica. (Registro de la base de datos PsycInfo (c) 2024 APA, todos los derechos reservados) (Fuente: capítulo)
Enlace
Notas

Última actualización - 2024-12-05

TOCDataText - I. The origins of intellectual assessment; A history of intelligence assessment: The unfinished tapestry / John D. Wasserman / 3-55; A history of intelligence test interpretation / Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, and Sangwon Kim / 56-70; II. Contemporary theoretical perspectives; The Cattell–Horn–Carroll theory of cognitive abilities / W. Joel Schneider and Kevin S. McGrew / 73-163; Assessment from the perspective of multiple‑intelligences theory: Principles, practices, and values / Jie‑Qi Chen and Howard Gardner / 164-173; The triarchic theory of successful intelligence / Robert J. Sternberg / 174-194; Redefining intelligence with the planning, attention, simultaneous, and successive theory of neurocognitive processes / Jack A. Naglieri and Tulio M. Otero / 195-218; The parieto‑frontal integration theory: Assessing intelligence from brain images / Richard J. Haier and Rex E. Jung / 219-224; Intelligence‑as‑process, personality, interests, and intelligence‑as‑knowledge: A framework for adult intellectual development / Phillip L. Ackerman / 225-241; III. Contemporary intelligence, cognitive, and neuropsychological batteries and associated achievement tests; The Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition, Wechsler Intelligence Scale for Children— Fifth Edition, and Wechsler Individual Achievement Test—Third Edition / Dustin Wahlstrom, Susan Engi Raiford, Kristina C. Breaux, Jianjun Zhu, and Lawrence G. Weiss / 245-282; The Woodcock–Johnson IV Tests of Early Cognitive and Academic Development / Fredrick A. Schrank and Barbara J. Wendling / 283-301; The Wechsler Intelligence Scale for Children—Fifth Edition Integrated / Susan Engi Raiford / 303-332; The Kaufman Assessment Battery for Children—Second Edition and KABC‑II Normative Update / Lisa Whipple Drozdick, Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C. Kaufman, Alan S. Kaufman, and Nadeen L. Kaufman / 333-359; The Differential Ability Scales—Second Edition / Colin D. Elliott, Joseph D. Salerno, Ron Dumont, and John O. Willis / 360-382; The Woodcock–Johnson IV: Tests of cognitive abilities, tests of oral language, tests of achievement / Fredrick A. Schrank and Barbara J. Wendling / 383-451; The Cognitive Assessment System—Second Edition: From theory to practice / Jack A. Naglieri and Tulio M. Otero / 452-485; The Wechsler Adult Intelligence Scale—Fourth Edition and the Wechsler Memory Scale—Fourth Edition / Lisa Whipple Drozdick, Susan Engi Raiford, Dustin Wahlstrom, and Lawrence G. Weiss / 486-511; The Wechsler Nonverbal Scale of Ability: Assessment of culturally and linguistically diverse populations / Jack A. Naglieri and Tulio M. Otero / 512-532; The Reynolds Intellectual Assessment Scales, Second Edition, and the Reynolds Intellectual Screening Test, Second Edition / Tara C. Raines, Cecil R. Reynolds, and Randy W. Kamphaus / 533-552; The NEPSY-II / Robb N. Matthews and John L. Davis / 553-566; The Universal Nonverbal Intelligence Test—Second Edition: A multidimensional nonverbal alternative for cognitive assessment / R. Steve McCallum and Bruce A. Bracken / 567-583; IV. Relevance of tests of intelligence, cognitive abilities, and neuropsychological processes in understanding individual differences; Use of intelligence tests in the identification of giftedness / David E. McIntosh, Felicia A. Dixon, and Eric E. Pierson / 587-607; Use of ability tests in the identification of specific learning disabilities within the context of an operational definition / Dawn P. Flanagan, Vincent C. Alfonso, Michael Costa, Katherine Palma, and Meghan A. Leahy / 608-642; Use of intelligence tests in the identification of children and adolescents with intellectual disability / Ryan L. Farmer and Randy G. Floyd / 643-661; Intellectual and neuropsychological assessment of individuals with sensory and physical disabilities and traumatic brain injury / Scott L. Decker, Julia Englund Strait, Alycia M. Roberts, and Joseph Ferraracci / 662-683; Testing with culturally and linguistically diverse populations: New directions in fairness and validity / Samuel O. Ortiz, Nicole Piazza, Salvador Hector Ochoa, and Agnieszka M. Dynda / 684-712; V. Linking assessment data to intervention; Cognitive hypothesis testing: Linking test results to the real world / Catherine A. Fiorello and Kirby L. Wycoff / 715-730; Cross-battery assessment, the cross-battery assessment software system, and the assessment–intervention connection / Dawn P. Flanagan, Michael Costa, Katherine Palma, Meghan A. Leahy, Vincent C. Alfonso, and Samuel O. Ortiz / 731-776; Linking cognitive abilities to academic interventions for students with specific learning disabilities / Nancy Mather and Barbara J. Wendling / 777-809; The Kaufman Test of Educational Achievement, Third Edition, Wechsler Intelligence Scale for Children—Fifth Edition, and Wechsler Intelligence Scale for Children—Fifth Edition Integrated: Integrating data for a comprehensive evaluation of specific learning disability / Jaclyn Danielle Morrison, Jennie Kaufman Singer, and Susan Engi Raiford / 810-838; VI. Contemporary and emerging issues in intellectual, cognitive, and neuropsychological assessment; Using the joint test standards to evaluate the validity evidence for intelligence tests / Alyssa Montgomery, Erica Torres, and Jamie Eiseman / 841-852; Using confirmatory factor analysis to aid in understanding the constructs measured by intelligence tests / Timothy Z. Keith and Matthew R. Reynolds / 853-900; Functional Cattell–Horn–Carroll nomenclature for practical applications / Richard W. Woodcock, Denise E. Maricle, Daniel C. Miller, and Ryan J. McGill / 901-911; The emergence of neuropsychological constructs into tests of intelligence and cognitive abilities / Daniel C. Miller and Denise E. Maricle / 912-931; Enhancing the identification of reading disorders with neuropsychological tests / Marlene Sotelo-Dynega / 932-946; Incorporating recent advances in understanding word-reading skills into specific learning disability diagnoses: The case of orthographic mapping / David A. Kilpatrick / 947-972; The role of cognitive and intelligence tests in the assessment of executive functions / Denise E. Maricle and Erin K. Avirett / 973-992; The role of cognitive and intelligence tests in DSM-5 diagnosis of specific learning disorder / Erin M. McDonough, Dawn P. Flanagan, Megan C. Sy, and Vincent C. Alfonso / 993-1016; Should our future include the integration of evidence-based neuropsychological services into school settings? / Elizabeth M. Power and Rik Carl D’Amato / 1017-1045; Intellectual, cognitive, and neuropsychological assessment in three-tiered service delivery systems in schools / George McCloskey, Jaime Slonim, and Deanna Rumohr / 1046-1075; Author index; Subject index

PubXState - NY

Fecha de revisión - 20181008

Citación
Contemporary intellectual assessment: Theories, tests, and issues (4th ed.). (2018). The Guilford Press. APA PsycInfo® (2117246839; 2018-36604-000). https://www.proquest.com/books/contemporary-intellectual-assessment-theories/docview/2117246839/se-2?accountid=15299
Enlace a este registro
https://biblioaci.nous.es/publicaciones/TXIT64ZH