By Michel Hersen
Dr. Hersen has accumulated during this exceptional 4-volume paintings the prime resaerchers and clinicians in mental review. This groundbreaking reference offers crucial info at the 4 significant sessions of mental review tools, together with intelligence/neuropsychological, character (both goal and projective), behavioral, and industrial/organizational. every one quantity comprises details at the background of the categorical department of trying out, the variety of checks, theoretical concerns, psychometric matters, variety of populations, cross-cultural components, use with individuals with disabilities, legal/ethical issues, computerization, and destiny improvement. person chapters reflect on those themes as they relate to precise tools. for this reason those volumes are critical for clincians practising in those components in addition to library collections
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Extra resources for Comprehensive Handbook of Psychological Assessment, 4 Volume Set
Roid, Prifitera, & Weiss, 1993; Weiss, Prifitera, & Roid, 1993), the indispensable link between theory and practice. Finally, an understanding of the relationships between intelligence and achievement measures is a major contributor—albeit a multifaceted and controversial one—to an understanding of the relationships of the constructs thought to underlie those measures. INTELLIGENCE AND ACHIEVEMENT: THEIR NATURE AND INTERRELATIONS Scientists frequently define intelligence, wholly or partly, as the ability to adapt to one’s environment (Sattler, 1992).
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.
In this chapter, we take an approach similar to that of AERA, APA, and NCME (1999), which treat validity as a single, unitary concept. This concept is identical to the traditional idea of construct validity, defined by Anastasi (1988) as the extent to which a test’s results measure a theoretical construct, such as an ability or a personality trait. Authors such as Anastasi have long held that this type of validity subsumes all the others. Evidence for the soundness of a test’s construct definition is said to support construct validity, as is evidence that a test conforms to this definition.