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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 regularly supplied the main accomplished resource of knowledge on cognitive review of adults and youngsters. The newly up to date 3rd variation presents very important improvements and additions that spotlight the newest study and interpretive tools for the ugmenting the conventional "sequential" and "simultaneous" interpretive equipment, the authors current a brand new strategy derived from Cattell-Horn-Carroll (CHC) idea. This method combines normative evaluation (performance relative to age friends) with ipsative evaluate (performance relative to the individual

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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.

Such a tester will integrate IQ test profiles with background information, clinical observations of behaviors, and other tests administered in order to more fully understand the examinee’s profile. Tying Together the Tenets of Intelligent Testing The principles discussed in the preceding sections direct our attention to one important point: the focus of any assessment is the person being assessed, not the test. Many psychological reports stress what the scales or subtests measure instead of what aspects of the person are particularly well developed or in need of improvement; many reports are so number-oriented that the reader loses sight of the person’s uniqueness.

The interaction between learning potential and availability of learning experiences is too complex to ponder for any given person, making the whole genetics–environment issue of theoretical value, but impractical and irrelevant for the interpretation of that person’s test profile. Even the sophisticated scientific challenges to the IQ construct issued by Lezak (1988a) and Siegel (1999) or the emotional, less informed in- 19 dictments of IQ tests handed out by members of the public, become almost a side issue when the tests are viewed and interpreted simply as measures of accomplishment.

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