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Disability evaluation in mental retardation, which is done through assessment of intelligence, has certain inherent problems. The situation gets more complex if the person has additional disabilities, which is very likely in mental retardation. As an initiative, this study aims to study problems faced in intelligence testing in persons with mental retardation. The study included 88 randomly selected files of the individuals with mental retardation registered at the National Institute for the Mentally Handicapped (NIMH) Regional Centre, Kolkata during 2007-08. Each file was reviewed for information on diagnosis mental retardation, associated conditions and the intelligence testing reports. The results indicated that specific factors including both the characteristics of mental retardation and the nature of the tests available were interfering with intelligence testing. The problems are discussed in the context of current constructs related to mental retardation, diagnostic systems and legislation.

With the increasing use of computer-based testing, there is more research interest in possible interpretations of response latencies in various test settings. So far, individual differences in response latencies and the impact of personality variables are seldom investigated. Thus, the aim of the present study is to analyse the impact of Big Five scores on item response latencies. Therefore, 48 reasoning ability items and a personality battery were administrated in a computer-based assessment to 101 students. Mean response latencies on reasoning ability seem to moderate significantly on the relation of extraversion and intelligence. Results are discussed in terms of differential validity of intelligence tests for extraverted persons.

The assessment of intellectual ability is a core competency in psychology. The results of intelligence tests have many potential implications and are used frequently as the basis for decisions about educational placements, eligibility for various services, and admission to specific groups. Given the importance of intelligence test scores, accurate test administration and scoring are essential; yet there is evidence of unacceptably high rates of examiner error. This article discusses competency and postgraduate training in intelligence testing and presents a training model for postgraduate psychology students. The model aims to achieve high levels of competency in intelligence testing through a structured method of training, practice and feedback that incorporates peer support, self-reflection and multiple methods for evaluating competency.

In the mid-1950s the head of the Dutch Provincial Psychiatric Service of Groningen, Dr H. Kuipers, became involved in a fierce dispute with Mr J.J. Zuidema, the headmaster of the local school for children with mental disabilities. Both the psychiatrist and the headmaster claimed authority over the testing of children's intelligence as part of the school's admission procedure. When the dispute escalated the headmaster withdrew and the tests were suspended until an alternative solution was found. The present article analyses this conflict over the demarcation of expertise in terms of a broader debate occurring in the first half of the twentieth century between advocates of pedagogisation and medicalisation. At the time, establishing the intelligence of children had originally been a task for physicians; however, on the basis of a developing pedagogical awareness the procedure became a pedagogical practice during the second half of the century. This development is in accordance with the concept of pedagogisation. In contrast, in the dispute described in this paper, the psychiatrist attempted to expand his influence by controlling the most important aspect of the admission procedure, a move that is in accord with the concept of medicalisation. While the struggle in Groningen can thus be understood as a clash between these two processes of medicalisation and pedagogisation, ultimately neither the psychiatrist nor the headmaster triumphed and it was a third party, the school psychologist, who eventually became responsible for administering the intelligence test. This sub-discipline of psychology was strongly influenced by pedagogical concepts. Testing intelligence became subject of the debate between academic pedagogues and psychologists.

Although test anxiety is typically negatively related to performance on cognitive ability tests, little research has systematically investigated whether differences in test anxiety result in measurement bias on cognitive ability tests. The current paper uses a structural equation modeling technique to explicitly test for measurement bias due to test anxiety. In comparing two nested models, one hypothesizing measurement bias and one not, results show the model indicating no measurement bias to be statistically more acceptable. Consistent with the deficits model of test anxiety, results show that test anxiety is associated primarily with only the g-factor and has no significant influence on observed test scores.

A total of 198 Japanese parents completed a questionnaire concerning their own and their children's estimated overall general (g), and multiple intelligences. Japanese parents’ self-estimates were somewhat lower than those found in the Western populations but males (fathers) rated their own overall “g” score and seven Gardner multiple intelligences, significantly higher than did females (mothers). There were few sex differences, however, when parents rated sons or daughters. Parents’ own IQ estimate was the best predictor of the first (eldest) child's estimated IQ. A regression analysis indicated that the best predictors of self-estimated overall “g” intelligence were self-estimated verbal and numeric intelligences. Children's age and sex, and parents’ age and sex, were all non-significant predictors of the overall “g” score estimates of the first two children. There were no sex differences in experience of, or attitudes towards, intelligence testing. A number of cultural differences were found compared with other studies in Western cultures.

At the dawn of the 1960s, the English historian of Soviet Russia E. H. Carr was anything but a non-controversial man. Known to some as 'the Red Professor of Printing House Square' on account of his pro-Stalinist columns for The Times during the Second World War, and already disliked by many others for his approval of appeasement during the 1930s, Carr was about to attract even more opposition on account of his views on the purpose of writing history in the first place. "If Mr. Carr's remaining volumes equal this impressive opening," Isaiah Berlin had written a decade earlier in a review of Carr's first installment of his The Bolshevik Revolution, "they will constitute the most monumental challenge of our time to that idea of impartiality and objective truth and even-handed justice in the writing of history which is most deeply embedded in the European liberal tradition." Now, in what would become his classic book from 1961 What Is History? Carr wrote simply: "the study of history is a study of causes." Carr famously posited the following scenario: Suppose a Mr. Jones ran over a Mr. Robinson on a blind corner, driving a car with defective brakes. Suppose Mr. Robinson had just come out of a party in which he had consumed an excessive amount of alcohol. Suppose further that he has nipped out of the bash to buy a pack of cigarettes. What must we

This article examines the intersections of youth, race, and science in early twentieth-century California. It explores how scientific researchers, reform school administrators, and social reformers at Whittier State School advocated the use of intelligence tests to determine the causes of delinquency. Through the process of testing, they identified a disproportionate number of delinquent boys of color-Mexicans, Mexican Americans, and African Americans-as mentally deficient or "feebleminded." As the evidence reveals, intelligence, race, heredity, and criminality became inextricably linked as the basis for segregating and removing youth of color from the reformatory. The records indicate that, despite officials' recommendations to send feebleminded boys to state hospitals that routinely sterilized their wards, as allowed by a 1909 state law, they sent the majority of youth to the Preston School of Industry, a reform school for older boys. In this instance, expediency in creating a premier institution at Whittier State School took precedence over larger eugenicists designs.

This reply reviews the conceptual, methodological, and statistical foundations of Rushton, Skuy and Bons' article in this journal that compared Black Africans, Whites and East Indians on the Raven's Advanced Progressive Matrices, and concluded that the Raven's is an unbiased test. Through a technical re-analysis of both the internal and external validity criteria for test bias using data reported in the Rushton et al. paper, we demonstrate that the Raven's Matrices test is in fact biased against Black Africans. We take issue with several additional elements of Rushton et al.'s study, including the use of non-equivalent groups in test samples. We briefly review Rushton's racial-realist research agenda and show that the assumption of test bias is central to advancing that agenda. Industrial/organizational and occupational psychologists should critically analyze and re-evaluate the science employed in Rushton's racial-realist research and also should better understand the ethical and social implications of accepting his reports of research findings on test bias and White–Black IQ differences as established scientific facts.

Rushton and Jensen (2005), in an extensive review of racial differences in intelligence test scores, assert that some part of the difference between blacks and whites in mean intelligence (IQ) scores is genetic in origin. They cite earlier reviews by Lynn (1991) and by Lynn and Vanhanen (2002), as well as several more recent studies, which are said to indicate that the mean IQ of sub-Saharan black Africans is about 70 - at the borderline of mental retardation. The present article reviews critically both the original studies and the ways in which the reviewers have described the findings of the studies.

Given well‐known difficulties in justifying the Galtonian conception of intelligence as innate general intellectual capacity, a historical explanation is required of why this problematic notion became so prominent in Britain and in the USA in the late nineteenth and twentieth centuries. Parallels are drawn between it and various features of the thought‐world of the Puritans, including ideas of predestination, the elect, salvation, vocation, and intellectual education. An examination of the family backgrounds of the leading pioneers of intelligence and intelligence testing reveals that most, if not all, of them had puritan roots. A final section focuses on the tight connexion made between Galtonian intelligence and abstract thinking. It suggests that this may be linked with the central role of logic in puritan thought and its alliance with ‘pneumatology’, the forerunner of scientific psychology.

This article provides a review of the British Ability Scales, Second Edition (BAS II) for applied psychologists; it aims to describe the special features of the scale, highlighting implications for practice, as well as describing the developments in psychometry this scale represents in comparison with other widely used tests. Although the BAS has been in use since 1979 and represents a more contemporary psychometric model of human ability, with British norms, it is not as widely used in British research or applied psychological assessment as might be anticipated; traditional allegiances to the older, more established, Anglicised standardisation of the American Wechsler scales appear to persist.

This special issue focuses on two lead articles examining the factor structure of the fourth editions of the Wechsler Adult Intelligence Scales (WAIS-IV; Wechsler, 2003) and the Wechsler Intelligence Scales for Children (WISC-IV; Wechsler, 2008). These articles are followed by 9 commentaries and a final response by the authors of the lead articles. These diverse approaches critically assess the theoretical and practice implications of the structure of intelligence measured by the Wechsler scales.

Do you use brief measures of intelligence? There is available an increasing variety of short forms and new and revised quick tests of intelligence. However, little is known about clinical practice using these abbreviated instruments. The authors report the results of a 4-country exploratory survey of the extent and circumstances of the use of short forms and quick tests. Such measures are commonly used, and practitioners generally followed literature-based advice about the role of brief measures. However, idiosyncratic subtest combinations and inappropriate prorating were also prevalent with short forms. Frequently used quick tests were identified, as were the reasons for using brief measures. The authors offer specific recommendations for the appropriate use of brief measures.

A vak és súlyos mértékben látássérült gyermekek értelmi képességeinek feltárása, intelligenciavizsgálata megoldatlan kérdés nemzetközi viszonylatban. A nemzetközi szakirodalom több tesztadaptációs kísérletről számol be, de a legáltalánosabban alkalmazott eszköznek mégis a Wechsler-teszt bizonyult. Jelen tanulmányban a megújult magyar Wechsler-teszt, a MAWGYI-R verbális próbáinak kipróbálásáról számolunk be a vizsgálati időszakban teljesnek tekinthető, vaksággal élő, iskoláskorú populáción végzett vizsgálataink alapján. Ismertetjük a teszt alkalmazásának tapasztalatait, a vizsgált populáció verbális kvóciensének az új magyar standarddal mért, kissé balra tolódott görbéjét. A csoportot továbbiakban jellemzi a Számolási gondolkodás és az Általános ismeretek szubtesztekben elért alacsony pontszám és a Számismétlés és Szókincs próbákban mutatott jó eredmény. Saját eredményeinket összevetve mások korábbi vizsgálataival hasonlóságokat és eltéréseket egyaránt tapasztalunk. A különböző életkorokban mért eltérő teljesítmény nem bizonyult szignifikánsnak. A koraszülött és nem koraszülött csoport teljesítménye között nem tudtunk különbséget igazolni. Vizsgálatunkban a VQ-ra szignifikánsan hatást gyakorolt a látásteljesítmény és a családi háttér.

The title of this essay, as fans of Sir Arthur Conan Doyle will recognize, comes from the Sherlock Holmes mystery entitled "Silver Blaze." In that story, a prize race horse disappears shortly before an important race and its trainer is subsequently found bludgeoned to death out on the moor. The most important clue, for Holmes, is the "curious incident of the dog in the night-time." When Dr. Watson, in his inimitable way, tells Holmes that the dog guarding the stables did nothing, Holmes proudly asserts, "That was the curious incident." That the dog did not bark proves that the theft was an inside job by the trainer himself, who, having placed a large bet on an opposing horse, took Silver Blaze out on the moor in order to hobble him partially. Holmes concludes that the trainer was kicked to death by the stallion and finds the "murderer" safe at a neighboring farm with his blaze painted over.1 The "curious incident" thus refers to the absence of an expected reaction, in this case the dog barking at an intruder. The following essay will examine such an absent reaction, or at least a muted one: the limited impact of early intelligence testing on European debates about and practice of secondary coeducation. When such testing began in the early twentieth century, many leading educators, physicians, and psychologists believed that there were significant differences in mental abilities between the sexes

The purpose of this comment is to put the Process Overlap Theory of Kovacs and Conway in the broadest possible context. I will briefly discuss the nature of intelligence testing and then relate it to the theory under consideration before making a few concluding comments.

A sample of 313 Australian psychologists responded to a survey about their use of brief intelligence tests. Among those administering intelligence tests, approximately one in four used shortened versions of longer scales and just under half used a published test specifically constructed to provide quick information about intellectual functioning. Wechsler subtest short forms were the most frequent abbreviation while the Peabody Picture Vocabulary Test (Dunn & Dunn, 1981, 1997) and the Kaufman Brief Intelligence Test (Kaufman & Kaufman, 1990) were the most often used quick tests. The major reasons that psychologists used brief procedures was to save time, to obtain a global estimate of intelligence, to screen clients and to accommodate client characteristics that made full assessment difficult. Other aspects of brief intelligence testing are reported along with implications for training, practice and research. Preliminary results from this study were presented at the Australian Psychological Society Annual...

The history of David Wechsler's intelligence scales is reviewed by tracing the origins of the subtests in the 1939 Wechsler-Bellevue Intelligence Scale. The subtests originated from tests developed between 1880 and World War I, and was based on approaches to mental testing including anthropometrics, association psychology, the Binet-Simon scales, language-free performance testing of immigrants and school children, and group testing of military recruits. Wechsler's subtest selection can be understood partly from his clinical experiences during World War I. The structure of the Wechsler-Bellevue Scale, which introduced major innovations in intelligence testing, has remained almost unchanged through later revisions.

Made available in DSpace on 2021-07-14T10:44:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2002. Added 1 bitstream(s) on 2021-07-14T11:37:02Z : No. of bitstreams: 1 S0102-79722002000200004.pdf: 188210 bytes, checksum: e0005ee8186e556d3b584e57284290ec (MD5) O estudo foi desenvolvido para investigar a relação entre QI, medido pelo teste de inteligência WISC, e a aquisição de leitura de palavras simples. Cinqüenta e seis alunos, de ambos os sexos, de 7 a 15 anos, do Ciclo Básico de alfabetização de uma escola pública, foram avaliados em leitura e no WISC, no início e no final do ano letivo. Os alunos, em geral, apresentaram níveis aumentados de QI e de aquisição de leitura na segunda avaliação, entretanto, sem correlação entre essas variáveis; o QI mostrou-se ineficiente para prever sucesso ou fracasso na aquisição de leitura. Os dados sugerem a necessidade de mais investigações sobre o uso de testes de inteligência na avaliação psicológica, no contexto educacional. The study was developed to investigate the relation between IQ testing, evaluated by the WISC, and the reading acquisition of simple words. Fifty six students, of both sexes, between 7 and 15 years old, studying in the elementary classes of a public school, were evaluated on reading and WISC performance at the beginning and at the end of the school year. The students, in general, showed increased levels of IQ and reading acquisition on the second evaluation. However, there was no correlation between these variables. The IQ testing was ineffective in predicting success or failure in reading acquisition. The data suggest the need for more investigations on the use of intelligence testing in psychological evaluation in the educational environment. UNESP, Departamento de Psicologia Universidade Federal de São Carlos, Mestre em Educação Especial UNESP, Doutoranda em Educação Universidade Federal de São Carlos, Unidade de Iniciação à Leitura para escolares de risco UNESP, Departamento de Psicologia UNESP, Doutoranda em Educação

To the many, the name Wechsler is synonymous with cognitive testing. Although Dr. Wechsler died over 30 years ago, new editions and revisions of the tests derived from his original scale still continue to list him as the sole author. Wechsler’s contributions to the field of psychometrics and intelligence testing go well beyond simply the assessment tool he first designed over 70 years ago.

This chapter provides an historical perspective on intelligence and IQ testing from 1917 to present day. Traditional IQ tests are compared to second generation measures on several important dimensions including profiles of test scores, fairness to minority groups, and relevance to academic interventions. The PASS neurocognitive theory of intelligence as measured by the Cognitive Assessment System (First and Second Editions) is described as having the strongest research base and the most viable approach.

This chapter describes the history and development of the Cattell, Horn, Carroll theory currently used to define intelligence and as a foundation for many popular cognitive assessment tools.

This article has no abstract. Keywords: intelligence testing; factor analysis; hereditarian influences

This brief commentary suggests that the usefulness of the concept intelligence might depend on how one defines intelligence and on whether one is using it for scientific versus practical purposes. Furthermore, it is suggested that the concept of working memory must not be overlooked when considering individual differences in intelligence.

This article examines a case of intelligence testing conducted in the mid-1920s, while considering the broader political and scientific context of Soviet life. Guided by questions about the status and influence of mental measurement in Russian society, previously and after the revolution, as well as asking about the main actors in the fields linked to testing, such as psychology, pedagogy, and pedology, during this tumultuous period. To answer these questions, journals and difficult-to-access archival sources were used, which provided evidence regarding the enthusiasm psychological testing had on scholars in the 1920s and the institutional support they received for their surveys. The article offers some hints concerning why this was so and why this situation changed completely a decade later. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

The Selfish Biocosm hypothesis asserts that the anthropic qualities which our universe exhibits can be explained as incidental consequences of a cosmological replication cycle in which a cosmologically extended biosphere supplies two of the essential elements of self-replication identified by von Neumann. Further, the hypothesis asserts that the emergence of life and intelligence are key epigenetic thresholds in the cosmological replication cycle, strongly favored by the physical laws and constants of inanimate nature. A falsifiable implication of the hypothesis is that the emergence of increasingly intelligent life is a robust phenomenon, stongly favored by the natural processes of biological evolution

The case of Cole and Pressey's mental survey of southern counties in Indiana provides a microhistorical view of intelligence testing and its popularization. Providing fresh insight into the nature and commerce of mental surveying outside of the Army's notorious program during World War I, this case is an example of larger phenomena at that time. Intent on popularizing their products, Cole and Pressey attended to the minutiae of the consumption and production of their psychological apparatus in their attempts to create and satisfy market conditions. Here, markets would dictate the success of their scales, and in turn mediate their psychology. I argue that the popularization of intelligence testing had as much to do with the mundane market practices of psychologists as with the intellectual practices of Army elites.

Participants completed two near identical reasoning tests in different orders. One completed the Baddeley (1968) verbal reasoning test which had the words ‘precede’ or ‘does not precede’ on half the items while the other substituted this for ‘comes before’ or ‘does not come before’, a version used by Hartley and Holt (1971) . Word frequency tables suggests the second version would be easier than the first. Those who did the first followed by the second version increased their score by over 10 points, while those who did the reverse order showed no difference between scores. Implications for testing non-native speakers is discussed.

We surveyed instructors at APA-accredited clinical and school psychology programs across the United States and Canada to determine typical teaching practices in individual intelligence testing courses. The most recent versions of the Wechsler scales (Wechsler, 1989, 1991, 1997) and the Stanford-Binet (Thorndike, Hagan & Sattler, 1986) remain the primary tests taught in this course. Course instructors emphasized having students administer intelligence tests; however, relatively few instructors reported assessing students' final level of competence with regard to their test administration skills. The intelligence testing course appears quite time-intensive for instructors, and many teach the course with the aid of a teaching assistant. When compared with previous findings, current results suggest a good measure of stability over time regarding the core issues addressed and skills taught in the intelligence testing course.

If there is one thing on which historians of psychology, and in particular of intelligence testing, are agreed, it is the contribution made to the history of mental measurement by Scots — or at least those working in Scotland. The impact of this work on selection for secondary education, however, was limited: in spite of apparently favourable circumstances, Scotland was even slower than England to accept what was regarded as one of the ‘progressive’ ideas of the time.

In this paper, we review current issues in cognitive assessment. After addressing important definitional and theoretical issues, we discuss some recently developed cognitive assessment instruments as well as some recently revised instruments. Tests that are scheduled for revision will also be mentioned. As most readers are generally familiar with the widely used and nationally standardized IQ tests, we will summarize these tests according to their general usage. The testing of intelligence has been a major focus and contribution since the early days of Psychology, when the birthplace of the intelligence testing movement began in France with the work of Alfred Binet toward the end of the 19th century. Many of the most widely known and used IQ tests have been developed in the U.S.A. and are used internationally. In addition, other IQ tests have been developed in many other countries outside the U.S.A. The use of IQ tests and selected assessment considerations will be reviewed. Finally, we make some predictions about the future role of cognitive assessment in the coming century.