Comprehensive Handbook of Psychological Assessment, by Gerald Goldstein, Sue R. Beers

By Gerald Goldstein, Sue R. Beers

In a single quantity, the top researchers in intelligence and neuropsychological overview interpret the variety of matters regarding highbrow and neuropsychological assessments, together with try improvement and psychometrics, scientific purposes, moral and felony matters, use with assorted populations, computerization, and the newest learn. Clinicians and researchers who use those tools will locate this quantity priceless, because it comprises the main complete and updated details to be had in this very important point of perform.

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Extra resources for Comprehensive Handbook of Psychological Assessment, Intellectual and Neuropsychological Assessment (Volume 1)

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N. (1981). The problem of activity in psychology. W. ), The concept of activity in Soviet psychology, (pp. 37–71). Armok, NY: Sharpe. R. (1966). Human brain and psychological processes. New York, NY: Harper & Row. R. (1970). Traumatic aphasia. The Hague: Mouton. R. (1973). The working brain. Harmondsworth, England: Penguin. R. (1974). Language and brain: Towards the basic problems of neurolinguistics. Brain and Language, 1, 1–14. R. (1976). Cognitive development: Its cultural and social foundations.

Tests of intelligence. J. ), Handbook of intelligence, (pp. 445–476). Cambridge: Cambridge University Press. , & Kaufman, N. (1983). K-ABC interpretive manual. Circle Pines, MN: American Guidance Services. , & Kaufman, N. (1993). Manual for Kaufman adolescent and adult intelligence test (KAIT). Circle Pines, MN: American Guidance Services. N. (1981). The problem of activity in psychology. W. ), The concept of activity in Soviet psychology, (pp. 37–71). Armok, NY: Sharpe. R. (1966). Human brain and psychological processes.

2 presents these results. 40 was used as a cut-off score. Verbal IQ was substantially associated with all K-TEA scores, but Performance IQ, with the Mathematics Composite alone. Clinicians may most usefully view these results (Lavin, 1996) as descriptive of the two tests when administered to emotionally handicapped students, rather than as suggesting diagnostic uses for the test. 19 Note. From Lavin (1996). 05. 01. ues found are too small to be useful in diagnosing emotional handicaps. They do, however, suggest further investigation, because they differ from the Pearson coefficients reported.

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