Assessing Adolescent and Adult Intelligence, Third Edition by Alan S. Kaufman

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 constantly supplied the main complete resource of knowledge on cognitive evaluation of adults and youngsters. The newly up to date 3rd variation offers very important improvements and additions that spotlight the most recent learn and interpretive tools for the ugmenting the normal "sequential" and "simultaneous" interpretive tools, the authors current a brand new strategy derived from Cattell-Horn-Carroll (CHC) thought. This method combines normative overview (performance relative to age friends) with ipsative evaluate (performance relative to the individual

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The “% of psychologists who rank this purpose as very important” equals the percentage of the total group of 2,787 who assigned each purpose a ranking of 1 or 2. popular in other domains such as forensic psychology, school psychology, hospital settings, and outpatient clinics. , clinical, school, neuropsychology). However, the typical amount of time necessary to conduct an assessment is similar across domains, although it fluctuates depending on the type of assessment necessary. The inconsistency between the amount of time typically allowed to be reimbursed for assessment services and the actual amount of time spent in assessment-related services was pointed out by Camara et al.

65 (GMA + integrity test). Based on their review, Schmidt and Hunter concluded: (1) “of all procedures that can be used for all jobs, whether entry level or advanced, [GMA] has the highest validity and lowest application cost” (p. 264); (2) “the research evidence for the validity of GMA measures for predicting job performance is stronger than that for any other measure” (p. 264); and (3) “GMA has been shown to be the best available predictor of job-related learning” (p. 264). Jensen’s (1980) analysis of some of the same data summarized by Hunter (1986) presents a more sobering view of the ability of intelligence tests to predict job performance and training success.

6). Hence, more recent studies with new and revised instruments suggest that IQ may explain as much as 50% of school achievement; however, even that substantially higher value still leaves 50% for other variables. For adults, the IQ-achievement correlations are illustrated by correlations between the WAIS-III and the Wechsler Individual Achievement Test (WIAT; Psychological Corporation, 1992). 70 (Psychological Corporation, 1997). 61. Wechsler’s Verbal IQ consistently correlates more strongly with achievement than does the Performance IQ.

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