ed to assess the entry level at which testing should begin on the 14 additional tests. In general, the testing format consists of the examiner asking the child an open-ended question of some sort (e.g., why do people have stoves?). The child's response is then categorized as either a pass, fail, or query; the query categorization requires the examiner to get more information from the child before making a judgement of pass or fail.
The child is given about 15 to 20 seconds to respond to each item, at which point a prompt will be given if no response has been forthcoming. However, if in the examiner's judgement, a sufficient amount of time goes by following the prompt and no answer is forthcoming, the item is considered failed. All of the child's responses are recorded by the examiner in provided booklets.
1. Availability: The manual is available from the publisher.
2. Copyright: The fourth edition was copyrighted in 1985 and published in 1986.
3. Presumption of Validity by Test Title:
The title of the test clearly indicates that it is a measure of intelligence. Is this justified? To a large extent, the answer must be "yes." First, instead of being based only on one model of the intelligence construct, the fourth edition incorporates two standard models or characterizations of intelligence, that of the psychometric and cognitive (Piagetian) approaches; this fact makes the fourth edition a more comprehensive than earlier intelligence tests.
This foregoing is not, however, meant to mean that the instrume
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