use general tests of intelligence at all. In many ways,
this question can be reduced to cost–benefit terms.
If one is especially pressed for time, or if the diag-
nostic issues do not revolve specifically around
intellectual matters, then one would probably be
better advised either to skip such general tests or
to use a short form.
However, it is important to recognize exactly
what a general test of intellectual functioning, such
as a Stanford-Binet or a Wechsler, can do. It can
provide a broad, general index of intellectual func-
tioning across a range of situations. Because the Full
Scale IQ is a general index, it may predict moderately
well to many diverse situations that depend signifi-
cantly on intellectual skills. However, it may not pre-
dict to any specific situation at an acceptable level.
Thus, if the goal is solely to predict scholastic success
in Situation Y, then one would be better advised to
use a more specific measure than a Wechsler test or at
least to use a Wechsler test whose subtests contain
elements similar to the performance one hopes to
predict. Often, however, the clinician may need a
basis for choosing remedial or clinical options. With
standardized procedures, the clinical psychologist can
compare the patient with similar persons who have
performed in the same situation.CHAPTER SUMMARY
The assessment of intelligence has a long history in
clinical psychology. Compulsory education and
psychologists’ability to measure mental abilities
contributed to the development and success of
the field of intelligence testing. However, by the
end of the 1960s, the validity of these tests was
being challenged. To this day, there are many
controversies about how intelligence is defined
and how it is measured. Contemporary clinical
psychologists appear to believe in both a general
factor of intelligence,g, and specific abilities that
underlie the general intelligence factor. Intelli-
gence scores are correlated with school success,
occupational status, and job performance. In addi-
tion, there are group differences in intelligence test
scores between males and females and among eth-
nic/racial groups. Althoughintelligence test scores
are influenced by genetic factors, environment
does play some role in the development of intelli-
gence. IQ scores are more stable for adults than
they are for children.
We have discussed four major intelligence tests
in use today. The Stanford-Binet,Fifth Edition
assesses children, adolescents, and adults; the Wechs-
ler Adult Intelligence Scale, Fourth Edition assesses
adolescents and adults; the Wechsler Intelligence
Scale for Children,Fourth Edition assesses children;
and the Wechsler Preschool and Primary Scale
of Intelligence, Third Edition assesses preschool chil-
dren. Intelligence test results are used to quantify
overall levels of general intelligence as well as specific
cognitive abilities. This versatility allows clinical psy-
chologists to use intelligence test scores for a variety
of prediction tasks (e.g., school achievement).KEY TERMS
behavioral geneticsA research specialty that
evaluates both genetic and environmental influ-
ences on the development of behavior.
chronological ageWhat we commonly refer to
as age; years of life.
concordance rate (or similarity index)An
index of similarity between individuals. The
simplest form of concordance rate is the percen-
tage of instances in which two individuals exhibit
similar behaviors or characteristics.THE ASSESSMENT OF INTELLIGENCE 215