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Even a casual observer of the clinical or neuropsychological assessment scene is aware that Wechsler s scales are uncontested as the primary cognitive measures of adolescent and adult intelligence. Individuals in their teens and adults of all ages are invariably administered the Wechsler Intelligence Scale for Children Third Edition (WISC-III; Wechsler, 1991) or the WAIS-III when they are referred to a competent professional for a thorough assessment of their intellectual abilities, usually as part of a clinical, vocational, neuropsychological, or psychoeducational evaluation. The WISC-III is used for adolescents as old as 16 years, while the WAIS-III is used for individuals aged 16 to 89. Therefore, they overlap at age 16, giving clinicians a choice of Wechsler test for that age group. Using the WISC-III as a clinical and psychometric tool has been discussed elsewhere in a comprehensive text (Kaufman, 1994a). For practical purposes, then, this book is primarily devoted to the WAIS-III, child of the WAIS-R (Wechsler, 1981), grandchild of the WAIS (Wechsler, 1955), and great-grandchild of the Wechsler-Bellevue Form I (Wechsler, 1939).

To be included in this book in any depth, a topic needs to contribute to a psychologist s understanding of intelligence in the clinical arena, not in the laboratory. For example, the Cattell-Horn-Carroll (CHC; McGrew & Flanagan, 1998) theory an amalgam of Horn s (1989) expansion of HornCattell Gf-Gc theory and Carroll s (1993, 1997) model of intelligence is treated throughout the book because it is instrumental in explaining changes in verbal and nonverbal abilities with advancing age, and it (or Horn-Cattell theory) underlies three tests of adolescent and adult in-

Figure 18.2: Illustration of tall membership function (refer to Figure 18.3(a)), trapezoidal functions (refer to Figure 18.3(b)), logistic functions (refer to Figure 18.3(c)) and Gaussian functions (refer to Figure 18.3(d)). It is the task of the human expert of the domain to define the function which captures the characteristics of the fuzzy set.

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telligence: the Woodcock Johnson Psycho-Educational Battery Third Edition (WJ III; Woodcock, McGrew, & Mather, 2000), the Stanford-Binet Intelligence Scale, Form IV (Thorndike, Hagen, & Sattler, 1986a), and the KAIT (Kaufman & Kaufman, 1993). In contrast, Sternberg s (1985) three-pronged triarchic theory of intelligence, though popular and widely discussed, is not emphasized because of its limited application to clinical assessment and the interpretation of the WAIS-III and other individual intelligence tests. Currently the Sternberg Triarchic Abilities Test (Sternberg, 1993), a group-administered measure, is available as an unpublished research instrument available from its author. However, if it is ever adapted as an individually administered, commercially published, standardized measure that translates laboratory principles to the domain of the clinical psychologist, neuroclinician, and psychoeducational diagnostician, the theory may become even more popular. In addition, other theories of intelligence such as Gardner s (1993a, 1993b) theory of multiple intelligences which defines intelligence as the ability to solve problems, or to create products, that are valued within one or more cultural settings is also not emphasized in this book. The theory of multiple intelligences calls for measuring intelligences by asking individuals to solve problems in the contexts in which they naturally occur. Although the multiple intelligences theory has attracted much attention in the fields of cognition and education (Kornhaber & Krechevsky, 1995), thus far its practical application to clinical assessment and the interpretation of the WAIS-III and other major standardized individual intelligence tests is limited.

The history of intellectual assessment is largely a history of the measurement of the intelligence of children or retarded adults. Sir Francis Galton (1869, 1883) studied adults and was interested in

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giftedness when he developed what is often considered the first comprehensive individual test of intelligence (Kaufman, 2000a). But despite Galton s role as the father of the testing movement (Shouksmith, 1970), he did not succeed in constructing a true intelligence test. His measures of simple reaction time, strength of squeeze, or keenness of sight proved to assess sensory and motor abilities, skills that relate poorly to mental ability, and that are far removed from the type of tasks that constitute contemporary intelligence tests.

National Intelligence Test However, the test in multiple-choice format, though still valuable, does not approach the contribution of the task when subjects have to compose their own responses Indeed, one of the most gratifying things about the general comprehension test, when given orally, is the rich clinical data which it furnishes about the subject It is frequently of value in diagnosing psychopathic personalities, sometimes suggests the presence of schizophrenic trends (as revealed by perverse and bizarre responses), and almost always tells us something about the subject s social and cultural background (Wechsler, 1958, p 67) In selecting questions for the W-B I Comprehension subtest, Wechsler (1958) borrowed some material from the Army Alpha and the Army Memoirs and included a few questions that were also on the old Stanford-Binet, probably because they were borrowed from the same source (p 68).

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