Neuropsychological Assessment and Intellectual Function in Children
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Recently, the American Psychological Association appointed a task force to define and describe the study of “intelligence“ (Neisser et al., 1996). Any more, intelligence is no longer conceptualized singularly as performance on an intelligence test, but rather this construct is understood more broadly to include basic, underlying processes, such as attention, memocy, learning, and processing speed (Beaumont, 1983; Lezak, 1995).
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