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Recent Advances in the Assessment of Intelligence and Cognition

Published online by Cambridge University Press:  01 January 2000

Sara S. Sparrow
Affiliation:
Yale University Child Study Center, New Haven, U.S.A.
Stephanie M. Davis
Affiliation:
Michigan State University, East Lansing, U.S.A.
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Abstract

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.

Type
Research Article
Copyright
© 2000 Association for Child Psychology and Psychiatry

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