Assessing Adolescent and Adult Intelligence by Alan S. Kaufman

By Alan S. Kaufman

The vintage text--now up-to-date with a brand new interpretive method of the WAIS?-III Assessing Adolescent and grownup Intelligence, the vintage textual content from Alan Kaufman and Elizabeth Lichtenberger, has regularly supplied the main finished resource of data on cognitive review of adults and teens. The newly up-to-date 3rd variation presents very important improvements and additions that spotlight the newest study and interpretive tools for the WAIS?-III. Augmenting the normal "sequential" and "simultaneous" WAIS?-III interpretive tools, the authors current a brand new strategy derived from Cattell-Horn-Carroll (CHC) thought. This strategy combines normative evaluate (performance relative to age friends) with ipsative evaluate (performance relative to the person's personal suggest level). Following Flanagan and Kaufman's paintings to increase the same CHC process for the WISC?-IV, Kaufman and Lichtenberger have utilized the program to the WAIS?-III profile of rankings besides integrating fresh WAIS?-III literature. 4 appendices current the hot technique intensive. as well as a close description, the authors offer a clean interpretive worksheet to assist examiners make the calculations and judgements wanted for utilising the extra steps of the recent procedure, and norms tables for the hot WAIS?-III subtest combos additional during this technique. Assessing Adolescent and grownup Intelligence continues to be the superior source for the sphere, overlaying not just the WAIS?-III but additionally the WJ III?, the KAIT, and several other short measures of intelligence, in addition to laying out a correct, up to date dialogue of the self-discipline. the hot, theory-based interpretive procedure for the WAIS?-III makes this an essential source for working towards psychologists, in addition to a entire textual content for graduate scholars.

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Extra resources for Assessing Adolescent and Adult Intelligence

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40). Gottfredson (1997) suggested that general intelligence (g) has pervasive utility in work settings because it is related to one’s ability to deal with cognitive complexity. She noted that the more complex a work task, the greater the advantages that higher g confers in performing it well. Intelligence correlated even more impressively with success in training than it did with job performance. Further, the coefficients obtained for various training programs were about equally good, regardless of job complexity.

Broad Heritability of IQ The broad heritability of a trait such as intelligence corresponds to “the proportion of the total variance that is due to heredity” (Vandenberg & Vogler, 1985, p. 14). Falconer’s (1960) formula for estimating broad heritability is fairly simple (the difference between intraclass correlations for identical versus fraternal twins, times 2), and is widely used (Vandenberg & Vogler, 1985), but more sophisticated formulas and approaches are used as well. Regardless of the statistical technique applied, heritability “is a descriptive statistic like a mean or variance that refers to a particular population at a particular time” (Plomin & Petrill, 1997, p.

For the KAIT and WJ III, there is no simple relationship between scales and modalities. For example, the KAIT Logical Steps subtest is on the Fluid Scale (akin to Performance Scale), but it requires good verbal comprehension for success. Hypotheses Generated from IQ Test Profiles Should Be Supported with Data from Multiple Sources Test score profiles are optimally meaningful when interpreted in the context of known background information, observed behaviors, and approach to each problem-solving task.

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