Paper presented at the 51st annual convention of the National Association for Gifted Children, Salt Lake City, UT. From conceptual to practical: Making gifted testing relevant. Paper presented at the 16th Biennial Conference of the World Council for Gifted and Talented Children, New Orlean, LA. Research-based guidelines for use of the WISC-IV in gifted assessment. Frames of mind: A theory of multiple intelligences. Inquiries into human faculty and its development. Hereditary genius: An inquiry into its causes and consequences. Psychology, Public Policy, and Law, 12, 170–189. Tethering the elephant: Capital cases, IQ, and the Flynn effect. American Psychologist, 54, 5–20.įlynn, J. Searching for justice: The discovery of IQ gains over time. Psychological Bulletin, 95, 29–51.įlynn, J. The mean IQ of Americans: Massive gains 1932 to 1978. Paper presented at the 51st Annual Convention of the National Association for Gifted Children, Salt Lake City, UT.įlanagan, D. Using two WISC-IV indices to identify the gifted. Essentials of psychological testing (3rd ed.). Abilities: Their structure, growth, and action. Journal of Educational Psychology, 54, 1–22.Ĭattell, R. Theory of fluid and crystallized intelligence: A critical experiment. Popular Science Monthly, 86, 504–515.Ĭattell, R. Itasca, IL: Riverside Publishing.Ĭattell, J. Acceptable use of the Stanford-Binet Form L-M: Guidelines for the professional use of the Stanford-Binet Intelligence Scale, Third Edition (Form L-M). Cambridge: Cambridge University Press.Ĭarson, D. Human cognitive abilities: A survey of factor-analytic studies. Journal of Psychoeducational Assessment, 8, 443–450.Ĭarroll, J. A new Binet, an old premise: A mismatch between technology and evolving practice. British Journal of Educational Psychology, 19, 100–111 176–199.Ĭanter, A. The structure of the mind: A review of the results of factor analysis. Le developpement de l’intelligence chez les enfants. Application des methods nouvelle au diagnostic du niveau intellectual chez des enfants normaux et anormaux d’hospice et d’ecole primaire. Nouvelles recherches sur la mesure du niveau intellectual chez les enfants d’ecole. Mussen (Ed.), Carmichael’s manual of child psychology (3rd ed., Vol. Journal of Learning Disabilities, 7, 272–273.īayley, N. Diagnosis: A note on recategorization of the WISC scaled scores. Ratio IQ methods and supplementary testing are recommended for locating exceptionally gifted children and for determining degree of acceleration needed. The Verbal Comprehension Index and Perceptual Reasoning Index can also be used independently, as can the Verbal and Nonverbal IQ scores of the SB5. The new General Ability Index (GAI) of the WISC-IV, based on only six subtests, is recommended by the NAGC Task Force for selection of students for gifted programs. If index scores vary significantly, Full Scale IQ scores should not be derived. All were founded on the conception of intelligence as abstract reasoning ( g), but each may locate a different group of gifted children. Raven’s Progressive Matrices, Stanford-Binet scales, and Wechsler scales are the most widely used IQ tests in selecting gifted children worldwide. Instruments with the richest loadings on general intelligence ( g) are the most useful for locating gifted children.
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