بازی‌های ذهن، جلد اول

This leading practitioner reference and text--now in a revised and expanded fourth edition--provides the knowledge needed to use state-of-the-art cognitive tests with individuals of all ages, from preschoolers to adults. The volume examines major theories and tests of intelligence (in chapters written by the theorists and test developers themselves) and presents research-based approaches to test interpretation. Contributors address critical issues in evaluating culturally and linguistically diverse students, gifted students, and those with intellectual disability, sensory–motor impairments, traumatic brain injuries, and learning difficulties and disabilities. The fourth edition highlights the use of cognitive test results in planning school-based interventions. New to This Edition •Complete coverage of new or updated tests: WPPSI-IV, WISC-V, WISC-V Integrated, WJ IV, ECAD, CAS2, RIAS-2, KABC-II Normative Update, and UNIT2. •Chapters on cutting-edge approaches to identifying specific learning disabilities and reading disorders. •Chapters on brain imaging, neuropsychological intervention in schools, adult intellectual development, and DSM-5 criteria for learning disorders. •Updated chapters on theories of intelligence, their research base, and their clinical utility in guiding cognitive and neuropsychological assessment practice. Cover Half Title Page Title Page Copyright About the Editors Contributors Foreword Preface Acknowledgments Contents Part I. The Origins of Intellectual Assessment 1. A History of Intelligence Assessment: The Unfinished Tapestry 2. A History of Intelligence Test Interpretation Part II. Contemporary Theoretical Perspectives 3. The Cattell–Horn–Carroll Theory of Cognitive Abilities 4. Assessment from the Perspective of Multiple‐Intelligences Theory: Principles, Practices, and Values 5. The Triarchic Theory of Successful Intelligence 6. Redefining Intelligence with the Planning, Attention, Simultaneous, and Successive Theory of Neurocognitive Processes 7. The Parieto‐Frontal Integration Theory: Assessing Intelligence from Brain Images 8. Intelligence‐as‐Process, Personality, Interests, and Intelligence‐as‐Knowledge: A Framework for Adult Intellectual Development Part III. Contemporary Intelligence, Cognitive, and Neuropsychological Batteries and Associated Achievement Tests 9. The Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition, Wechsler Intelligence Scale for Children—Fifth Edition, and Wechsler Individual Achievement Test—Third Edition 10. The Woodcock–Johnson IV Tests of Early Cognitive and Academic Development 11. The Wechsler Intelligence Scale for Children—Fifth Edition Integrated 12. The Kaufman Assessment Battery for Children—Second Edition and KABC‐II Normative Update 13. The Differential Ability Scales—Second Edition 14. The Woodcock–Johnson IV: Tests of Cognitive Abilities, Tests of Oral Language, Tests of Achievement 15. The Cognitive Assessment System—Second Edition: From Theory to Practice 16. The Wechsler Adult Intelligence Scale—Fourth Edition and the Wechsler Memory Scale—Fourth Edition 17. The Wechsler Nonverbal Scale of Ability: Assessment of Culturally and Linguistically Diverse Populations 18. The Reynolds Intellectual Assessment Scales, Second Edition, and the Reynolds Intellectual Screening Test, Second Edition 19. The NEPSY-II 20. The Universal Nonverbal Intelligence Test—Second Edition: A Multidimensional Nonverbal Alternative for Cognitive Assessment Part IV. Relevance of Tests of Intelligence, Cognitive Abilities, and Neuropsychological Processes in Understanding Individual Differences 21. Use of Intelligence Tests in the Identification of Giftedness 22. Use of Ability Tests in the Identification of Specific Learning Disabilities within the Context of an Operational Definition 23. Use of Intelligence Tests in the Identification of Children and Adolescents with Intellectual Disability 24. Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury 25. Testing with Culturally and Linguistically Diverse Populations: New Directions in Fairness and Validity Part V. Linking Assessment Data to intervention 26. Cognitive Hypothesis Testing: Linking Test Results to the Real World 27. Cross-Battery Assessment, the Cross-Battery Assessment Software System, and the Assessment–Intervention Connection 28. Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities 29. The Kaufman Test of Educational Achievement, Third Edition, Wechsler Intelligence Scale for Children—Fifth Edition, and Wechsler Intelligence Scale for Children—Fifth Edition Integrated: Integrating Data for a Comprehensive Evaluation of Specific Learning Disability Part VI. Contemporary and Emerging Issues in Intellectual, Cognitive, and Neuropsychological Assessment 30. Using the Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests 31. Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests 32. Functional Cattell–Horn–Carroll Nomenclature for Practical Applications 33. The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities 34. Enhancing the Identification of Reading Disorders with Neuropsychological Tests 35. Incorporating Recent Advances in Understanding Word-Reading Skills into Specific Learning Disability Diagnoses: The Case of Orthographic Mapping 36. The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions 37. The Role of Cognitive and Intelligence Tests in DSM-5 Diagnosis of Specific Learning Disorder 38. Should Our Future Include the Integration of Evidence-Based Neuropsychological Services into School Settings? 39. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tiered Service Delivery Systems in Schools Author Index Subject Index "In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations--including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities--in today's educational settings"-- Provided by publisher