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Neuropsychology Review

, Volume 22, Issue 4, pp 334–344 | Cite as

Assessment of Intelligence in the Preschool Period

  • Ida Sue Baron
  • Katherine Ann Leonberger
Review

Abstract

Intelligence testing has a long and revered history in psychological measurement in childhood. Yet, the years between infancy and early childhood have been understudied with respect to emergent intellectual and cognitive functioning. Factor analytic models of intelligence that have demonstrated applicability when testing older children and adults often appear inadequate in the preschool period. As more is learned about brain development in typically developing children during these crucial years the distinctive relationships between neural system development and intellectual functioning are being revealed more completely. The aim of this paper was to provide a brief historical background as a foundation for discussion of intelligence testing, review what is known about the dynamic course of brain development during the preschool years, acknowledge limitations specific to intelligence testing in young children, and provide support for maintaining a comprehensive neuropsychological perspective that considers the wider range of variables that influence intellectual functioning in the preschool period.

Keywords

Cognition Brain development Fluid and crystallized intelligence Socioenvironmental variables Genetic influences Heritability Gender differences 

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Copyright information

© Springer Science+Business Media New York 2012

Authors and Affiliations

  1. 1.Independent Private PracticePotomacUSA
  2. 2.Departments of Neurosciences and PediatricsInova Children’s HospitalFalls ChurchUSA
  3. 3.Professional Psychology Program, Columbian College of Arts and SciencesThe George Washington UniversityWashingtonUSA

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