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| Preface | |
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| Applications and Consequences of Psychological Testing | |
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| The Nature and Uses of Psychological Testing | |
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| The Consequences of Testing | |
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| Definition of a Test | |
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| True-Life Vignettes of Testing | |
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| Further Distinctions in Testing | |
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| Types of Tests | |
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| Uses of Testing | |
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| Factors Influencing the Soundness of Testing | |
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| The Impact of Nonstandard Testing | |
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| Standardized Procedures in Test Administration | |
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| Desirable Procedures of Test Administration | |
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| Influence of the Examiner | |
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| Background and Motivation of the Examinee | |
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| Summary | |
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| Key Terms and Concepts | |
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| Ethical and Social Implications of Testing | |
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| The Rationale for Professional Testing Standards | |
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| Responsibilities of Test Publishers | |
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| Ethical and Professional Quandaries in Testing | |
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| Responsibilities of Test Users | |
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| Overzealous Interpretation of the MMPI | |
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| Testing of Cultural and Linguistic Minorities | |
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| Unintended Effects of High-Stakes Testing | |
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| Reprise: Responsible Test Use | |
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| Summary | |
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| Key Terms and Concepts | |
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| The History of Psychological Testing | |
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| The Origins of Psychological Testing | |
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| The Importance of Testing | |
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| Rudimentary Forms of Testing in China in 2200 B.C. | |
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| Psychiatric Antecedents of Psychological Testing | |
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| Physiognomy, Phrenology, and the Psychograph | |
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| The Brass Instruments Era of Testing | |
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| Changing Conceptions of Mental Retardation in the 1800s | |
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| Influence of Binet's Early Research on His Test | |
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| Binet and Testing for Higher Mental Processes | |
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| The Revised Scales and the Advent of IQ | |
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| Summary | |
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| Key Terms and Concepts | |
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| Early Testing in the United States | |
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| Early Uses and Abuses of Tests in the United States | |
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| Howard Knox and Nonverbal Tests in the Early 1900s | |
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| The Stanford-Binet: The Early Mainstay of IQ | |
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| Group Tests and the Classification of WWI Army Recruits | |
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| Early Educational Testing | |
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| The Development of Aptitude Tests | |
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| Personality and Vocational Testing after WWI | |
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| The Origins of Projective Testing | |
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| The Development of Interest Inventories | |
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| Summary of Major Landmarks in the History of Testing | |
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| Summary | |
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| Norms and Reliability | |
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| Norms and Test Standardization | |
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| Outmoded Tests and Outdated Norms | |
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| Raw Scores | |
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| Essential Statistical Concepts | |
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| Raw Score Transformations | |
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| Selecting a Norm Group | |
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| Criterion-Referenced Tests | |
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| Summary | |
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| Key Terms and Concepts | |
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| Concepts of Reliability | |
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| Test Reliability and Courtroom Testimony | |
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| Classical Test Theory and the Sources of Measurement Error | |
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| Sources of Measurement Error | |
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| Measurement Error and Reliability | |
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| The Reliability Coefficient | |
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| The Correlation Coefficient | |
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| The Correlation Coefficient as a Reliability Coefficient | |
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| Reliability as Temporal Stability | |
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| Reliability as Internal Consistency | |
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| Item Response Theory | |
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| The New Rules of Measurement | |
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| Special Circumstances in the Estimation of Reliability | |
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| The Interpretation of Reliability Coefficients | |
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| Reliability and the Standard Error of Measurement | |
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| Summary | |
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| Key Terms and Concepts | |
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| Validity and Test Development | |
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| Basic Concepts of Validity | |
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| Validity: A Definition | |
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| Research as the Essential Proof of Test Validity | |
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| Content Validity | |
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| Criterion-Related Validity | |
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| Construct Validity | |
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| Approaches to Construct Validity | |
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| Extravalidity Concerns and the Widening Scope of Test Validity | |
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| Summary | |
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| Key Terms and Concepts | |
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| Test Construction | |
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| Defining the Test | |
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| Selecting a Scaling Method | |
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| Representative Scaling Methods | |
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| Constructing the Items | |
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| Testing the Items | |
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| Revising the Test | |
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| Publishing the Test | |
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| Summary | |
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| Key Terms and Concepts | |
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| Theories and Individual Tests of Intelligence and Achievement | |
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| Theories of Intelligence and Factor Analysis | |
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| Definitions of Intelligence | |
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| Learning and Adaptation as Core Functions of Intelligence | |
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| A Primer of Factor Analysis | |
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| Galton and Sensory Keenness | |
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| Spearman and the g Factor | |
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| Thurstone and the Primary Mental Abilities | |
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| Cattell-Horn-Carroll (CHC) Theory | |
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| Piaget and Adaptation | |
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| Guilford and the Structure-of-Intellect Model | |
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| Theory of Simultaneous and Successive Processing | |
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| Information-Processing Theories of Intelligence | |
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| Intelligence as a Biological Construct | |
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| Gardner and the Theory of Multiple Intelligences | |
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| Sternberg and the Triarchic Theory of Intelligence | |
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| Summary | |
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| Key Terms and Concepts | |
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| Individual Tests of Intelligence and Achievement | |
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| Orientation to Individual Intelligence Tests | |
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| The Wechsler Scales of Intelligence | |
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| The Wechsler Subtests: Description and Analysis | |
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| Wechsler Adult Intelligence Scale-III | |
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| Wechsler Intelligence Scale for Children-IV | |
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| Stanford-Binet Intelligence Scales: Fifth Edition | |
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| Detroit Tests of Learning Aptitude-4 | |
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| Kaufman Assessment Battery for Children-II | |
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| Kaufman Adolescent and Adult Intelligence Test (KAIT) | |
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| Kaufman Brief Intelligence Test-2 (KBIT-2) | |
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| Individual Tests of Achievement | |
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| Nature and Assessment of Learning Disabilities | |
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| Summary | |
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| Key Terms and Concepts | |
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| Group Tests and Controversies in Ability Testing | |
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| Group Tests of Ability and Related Concepts | |
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| Nature, Promise, and Pitfalls of Group Tests | |
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| Group Tests of Ability | |
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| Multiple Aptitude Test Batteries | |
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| Predicting College Performance | |
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| Postgraduate Selection Tests | |
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| Educational Achievement Tests | |
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| Effects of Coaching on Aptitude Test Scores | |
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| Summary | |
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| Key Terms and Concepts | |
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| Test Bias and Other Controversies | |
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| Misconceptions about IQ | |
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| The Question of Test Bias | |
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| Social Values and Test Fairness | |
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| Genetic and Environmental Determinants of Intelligence | |
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| Origins of African American and White IQ Differences | |
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| Age Changes in Intelligence | |
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| Generational Changes in Intelligence Test Scores | |
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| Summary | |
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| Key Terms and Concepts | |
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| Testing Special Populations | |
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| Infant and Preschool Assessment | |
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| Assessment of Infant Ability | |
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| Assessment of Preschool Intelligence | |
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| Practical Utility of Infant and Preschool Assessment | |
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| Screening for School Readiness | |
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| Summary | |
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| Key Terms and Concepts | |
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| Testing Persons with Disabilities | |
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| Origins of Tests for Special Populations | |
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| Nonlanguage Tests | |
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| Nonreading and Motor-Reduced Tests | |
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| The Challenge of Assessment in Cerebral Palsy | |
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| Testing Persons with Visual Impairments | |
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| Testing Individuals Who Are Deaf or Hard of Hearing | |
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| Assessment of Adaptive Behavior in Mental Retardation | |
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| Summary | |
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| Key Terms and Concepts | |
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| Origins of Personality Testing | |
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| Theories and the Measurement of Personality | |
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| Personality: An Overview | |
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| Psychoanalytic Theories of Personality | |
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| Type Theories of Personality | |
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| Phenomenological Theories of Personality | |
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| Behavioral and social Learning Theories | |
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| Trait Conceptions of Personality | |
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| Summary | |
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| Key Terms and Concepts | |
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| Projective Techniques | |
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| The Projective Hypothesis | |
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| A Primer of Projective Techniques | |
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| Association Techniques | |
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| Completion Techniques | |
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| Construction Techniques | |
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| Expression Techniques | |
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| Reprise: The Projective Paradox | |
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| Projective Tests as Ancillary to the Interview | |
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| Summary | |
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| Key Terms and Concepts | |
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| Structured Assessment of Personality and Other Qualities | |
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| Self-Report Inventories | |
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| Theory-Guided Inventories | |
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| Factor-Analytically Derived Inventories | |
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| Criterion-Keyed Inventories | |
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| Attitudes and Their Assessment | |
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| The Assessment of Moral Judgment | |
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| The Assessment of Spiritual and Religious Concepts | |
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| Summary | |
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| Key Terms and Concepts | |
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| Behavioral and Observational Assessment | |
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| Foundations of Behavior Therapy | |
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| Behavior Therapy and Behavioral Assessment | |
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| Structured Interview Schedules | |
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| Assessment by Systematic Direct Observation | |
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| Assessment of Nonverbal Behavior | |
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| Analogue Behavioral Assessment | |
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| Ecological Momentary Assessment | |
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| Summary | |
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| Key Terms and Concepts | |
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| Neuropsychological Assessment and Screening | |
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| A Primer of Neurobiological Concepts | |
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| The Human Brain: An Overview | |
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| Structures and Systems of the Brain | |
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| Survival Systems: The Hindbrain and Midbrain | |
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| Attentional Systems | |
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| Motor/Coordination Systems | |
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| Memory Systems | |
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| Limbic System | |
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| Language Functions and Cerebral Lateralization | |
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| Visual System | |
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| Executive Functions | |
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| Neuropathology of Adulthood and Aging | |
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| Brain Imaging Techniques | |
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| Summary | |
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| Key Terms and Concepts | |
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| Neuropsychological Tests, Batteries, and Screening Tools | |
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| A Conceptual Model of Brain-Behavior Relationships | |
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| Assessment of Sensory Input | |
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| Measures of Attention and Concentration | |
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| Tests of Learning and Memory | |
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| Assessment of Language Functions | |
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| Tests of Spatial and Manipulatory Ability | |
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| Assessment of Executive Functions | |
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| Assessment of Motor Output | |
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| Test Batteries in Neuropsychological Assessment | |
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| Luria-Nebraska Neuropsychological Battery | |
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| Screening for Alcohol Use Disorders | |
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| Assessment of Mental Status in the Elderly | |
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| Summary | |
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| Key Terms and Concepts | |
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| Industrial, Occupational, and Forensic Assessment | |
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| Industrial and Organizational Assessment | |
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| The Role of Testing in Personnel Selection | |
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| Autobiographical Data | |
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| The Employment Interview | |
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| Cognitive Ability Tests | |
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| Personality and Temperament Tests | |
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| Paper-and-Pencil Integrity Tests | |
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| Work Sample and Situational Exercises | |
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| Appraisal of Work Performance | |
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| Career Assignment in Canada | |
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| Approaches to Performance Appraisal | |
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| Sources of Error in Performance Appraisal | |
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| Inventories for Interest Assessment | |
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| Summary | |
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| Key Terms and Concepts | |
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| Forensic Applications of Assessment | |
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| Standards for the Expert Witness | |
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| The Nature of Forensic Assessment | |
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| Evaluation of Suspected Malingering | |
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| Assessment of Mental State for the Insanity Plea | |
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| Competency to Stand Trial | |
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| Prediction of Violence and Assessment of Risk | |
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| Evaluation of Child Custody in Divorce | |
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| Personal Injury and Related Testimony | |
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| Interpretation of Polygraph Records | |
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| Specialized Personality Assessment in Forensic Settings | |
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| Controversy over the Psychologist as Expert Witness | |
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| Summary | |
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| Key Terms and Concepts | |
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| Legal Issues and the Future of Testing | |
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| Psychological Testing and the Law | |
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| The Sources and Nature of Law | |
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| Testing in School Systems and the Law | |
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| Disability Assessment and the Law | |
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| Unwise Testing Practices in Employee Screening | |
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| Legal Issues in Employment Testing | |
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| Summary | |
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| Key Terms and Concepts | |
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| Computerized Assessment and the Future of Testing | |
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| Computers in Testing: Overview and History | |
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| Computer-Based Test Interpretation: Current Status | |
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| High-Definition Video and Virtual Reality: The New Horizons of CAPA | |
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| Evaluation of Computer-Based Test Interpretation | |
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| Unwise Reliance on a Computerized MMPI Report | |
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| Computerized Adaptive Testing | |
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| The Future of Testing | |
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| Summary | |
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| Key Terms and Concepts | |
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| Major Landmarks in the History of Psychological Testing | |
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| Test Publisher Addresses | |
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| Major Tests and Their Publishers | |
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| Standard and Standardized-Score Equivalents of Percentile Ranks in a Normal Distribution | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |