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 continually supplied the main finished resource of data on cognitive review of adults and children. The newly up-to-date 3rd version presents very important improvements and additions that spotlight the most recent 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 strategy combines normative overview (performance relative to age friends) with ipsative evaluation (performance relative to the individual

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Additional resources for Assessing Adolescent and Adult Intelligence, Third Edition

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5 presents pertinent data that reveal the fairly wide range of IQs for individuals from the same occupational category (as mentioned previously, this same table shows the wide IQ ranges for people with different levels of education). For occupational groups, the range is relatively small for people employed in routine, menial jobs usually reserved for the mentally retarded, but substantial IQ ranges characterize members in jobs as diverse as physicians or policemen or even unskilled construction workers.

Logically, people who score higher on a socalled intelligence test should advance higher within the formal education hierarchy and should assume positions within the more prestigious occupations. Which is cause and which is effect is not relevant to this point. Perhaps individuals score higher on IQ tests because of what they learn in school; perhaps they proceed to higher levels of education because they are smart to be- 13 gin with; or perhaps these two variables combine in some way. In any case, a strong relationship between education and IQ supports the construct that underlies tests that purport to measure intelligence.

IQ Tasks Are Samples of Behavior and Are Not Exhaustive The individual Wechsler subtests, or the subtests that compose the KAIT or WJ III, do not reflect the essential ingredients of intelligence whose mastery implies some type of ultimate life achievement. They, like tasks developed by Binet and other test constructors, are more or less arbitrary samples of behavior. Teaching people how to solve similarities, assemble blocks to match abstract designs, or repeat digits backward will not make them smarter in any broad or generalizable way.

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