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Assessing Intelligence References

Assessing Intelligence References

Brink, M. (1998). Clinical use of the SSAIS-R and using the JSAIS to evaluate school readiness. Melville, South Africa. Unpublished workshop notes.

Bee, H. & Boyd, D. (2004). The Developing Child. Boston: Pearson.

Baganda, D., Nassali, A., Kalyesubula, I., Sherman, B., Drotar, D., Boivan, M. J., & Olness, K. (2006). Health, neurologic, and cogntive status of HIV infected long-term survining and antiretroviral-naïve Ugandan children. Pediatrics, 117, 729-740.

Bangirana, P., Seggane-Musisi, P., Allebeck, P., Giordani, B., John, C. C., Opoka, O. R., et al. (2009). A preliminary examination of the construct validity of the K-ABC II in Ugandan children with a history of cerebral malaria. African Health Sciences, 9 (3), 186-192.

Boivin, M. J., Chounramany, C., Giordani, B., Xaisida, S., Choulamountry, L., Pholsena, P., Crist, C.L., & Olness, K. (1996). Validating a cognitive ability protocol with Lao children for community development applications. Neuropsychology, 10, 588-599.

Cahan, S., & Noyman, A. (2001). The Kaufman Ability Battery for Children mental processing scale: A valid measure of “pure” intelligence? Educational and Psychological Measurement, 61(5), 827-840.

Clauss-Ehlers, C. (2009). Encyclopedia of Cross-Cultural School Psychology. New York, USA: Springer.

Conant, L. L., Fasteau, P. S., Giordani, B., Boivan. M. J., Chouramany, C., Xaisida, S., Choulamountry, L., & Pholsena, P. (2003). Environmental infleunces on primary memory development: A cross-cultural study of memory span in Lao and American children. Journal of Clinical and Experimental Neuropsychology, 25, 1102-1116.

Claassen, N.W. (1987). Manual for the General Aptitude Test: Intermediate Level. Pretoria: Human Sciences Research Council.

Cockcroft, K. & Blackburn, M. (2008). The relationship between Senior South African Individual Scale-Revised (SSAIS-R) subtests and reading ability. South African Journal of Psychology, 38(2), 377-389.

Cooper, B. (2004, July 7).  “Burn-out” threat saps teacher’s morale.  Unions cite assessment system, workloads for discontent.  Herald, p. 4.

Cull, P. (2001, Dec 31). EC Matric results show West-East split. Results mirror the spending patterns of the apartheid era. The Herald, Port Elizabeth, South Africa: Times Media.

De Bruin, K., De Bruin, G.P, Dercksen,S. & Cilliers-Hartslief, M. (2005). Predictive validity of general intelligence and Big Five measures for adult basic education and training outcomes. South African Journal of Psychology, 35 (1), 46-57.

Daley,T.C., Whaley, S.E., Sigman, M.D., Espinosa, M.P. & Neumann, C. (2003). IQ on the rise: The Flynn effect in rural Kenyan children. Psychological Science, 14, 214-219.

De Sousa, D. S. (2006). The bilingual mind: Simultaneous and sequential processing and spelling ability in monolingual English and bilingual Afrikaans-English children (Master’s thesis). University of the Witwatersrand, Johannesburg.

De Sousa, D. S., Greenop, K., & Fry, J. (2010). Simultaneous and sequential cognitive processing in monolingual and bilingual children in South Africa. South African Journal of Psychology, 40(2), 165-173.

Elwan, F. Z. (1996). The factor structure of the Kaufman Assessment Battery for Children with Egyptian school children. Perceptual and Motor Skills, 80, 99-110.

Flanagan, R. (1995). The utility of the Kaufman Assessment Battery for Children (K-ABC) and the Weschler Intelligence scales for linguistically different children: Clinical considerations. Psychology in Schools, 32, 5-11.

Flanagan, D. P., & Harrison, P. L. (2008). Contemporary intellectual assessment: Theories, tests and issues (2nd Ed.). New York: Guilford Press.

Flanagan, D.P., McGrew, K.S. & Ortiz, S.O. (2000).  The Wechsler Intelligence Scales and Gf-Gc theory: A Contemporary approach to Interpretation. Boston: Allyn & Bacon.

Flanagan, D.P., & Kaufman, A.S. (2009). Essentials of WISC-IV assessment. Second Edition. USA:  John Wiley & Sons Inc.

Fleisch, B. (2007). Primary education in crisis: Why South African schoolchildren underperform in reading and mathematics. Cape Town: Juta.

Flynn, J.R. & Weiss, L.G. (2007). American IQ gains from 1932 to 2002: The WISC subtests and educational progress. International Journal of Testing, 7(2), 209-224.

Fletcher-Janzen, E. (2003). A validity study of the K-ABC II and the Taos Pueblo Indian children of New Mexico. Circle Pines, MN: American Guidance Service.

Foxcroft, C., Paterson, H., le Roux, N., & Herbst, D. (2004). Psychological assessment in South Africa: A needs analysis. Pretoria: HSRC.

Giordani, B., Boivin, M. J., Opel, B., Nseyila, D. D., & Lauer, R. E. (1996). Use of the K-ABC with children in Zaire, Africa: An evaluation of the sequential-simultaneous processing distinction within an intercultural context. International Journal of Disability, Development and Education, 43(1), 5-24.

Greenop, K. T. (2004). The development of literacy skills in Zulu and Northern Sotho speaking children: A cognitive-neuropsychological investigation (Doctoral thesis). University of the Witwatersrand, Johannesburg.

Grieve, K. W., & Viljoen, S. (2000).  An exploratory study of the use of the Austin maze in South Africa.  South African Journal of Psychology, 30, 14-18.

Horn, J.L. & Noll, J. (1997). Human cognitive abilities: Gf-Gc theory. In D.P. Flanagan, J.L. Genshaft & P.L. Harrison (Eds.), Contemporary intellectual Assessment: Theories, Tests and issues (pp.53-91). New York: The Guilford Press.

Jensen, A.R. (1980). Bias in Mental Testing. New York: Free Press.

Jansen, P. (1998). Early lateral preferences and mental processing trends in black preschoolers (Doctoral thesis). University of the Witwatersrand, Johannesburg.

Jansen, P., & Greenop, K. (2008). Factor analyses of the Kaufman Assessment Battery for Children assessed longitudinally at 5 and 10 years. South African Journal of Psychology, 38(2), 355-365.

Kamphaus, R. W. (1993). Clinical assessment of children’s intelligence: A handbook for professional practice. Boston: Allyn & Bacon.

Kamphaus, R. W. (2005). Clinical assessment of child and adolescent intelligence. New York, USA: Springer.

Kamphaus, R. W., & Reynolds, C. R. (1987). Clinical and research applications of the K-ABC. Circle Pines, MN: American Guidance Service.

Kaufman, A. S., & Kaufman, N. L. (1983a). Kaufman Assessment Battery for Children (K-ABC): Administration and scoring manual. Circle Pines, MN: American Guidance Service.

Kaufman, A. S., & Kaufman, N. L. (1983b). K-ABC interpretive manual. Circle Pines, MN: American Guidance Service.

Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Assessment Battery for Children, second edition manual. Circle Pines, MN: American Guidance Service.

Kaufman, A. S., Lichtenberger, E. O., Fletcher-Janzen, E., & Kaufamn, N. L. (2005). Essentials of KABC-II Assessment. New Jersey: John Wiley & Sons, Inc.

Keith, T. Z., & Dunbar, S. B. (1984). Hierarchical factor analysis of the K-ABC: Testing alternate models. Journal of Special Education, 18, 367-647.

Krohn, E. J., & Lamp, R. E. (1999). Stability of the SB:FE and K-ABC for young children from low-income families: A 5-year longitudinal study. Journal of School Psychology, 37(3), 315-332.

 

Kallaway, P. (1984).  Apartheid and education: The education of black South Africans. Johannesburg: Raven Press.

Kaufman, A.S. (1990). Assessment of Adolescent and Adult Intelligence. Boston: Allyn & Bacon.

Kaufman, A. S., McLean, J. E., & Reynolds, C. R. (1991).  Analysis of WAIS-R factor patterns by sex and race.  Journal of Clinical Psychology, 44, 548–557.

Lezak, M. D., Howieson, D. B., & Loring, D. W. (2004).  Neuropsychological assessment (4th ed.).  USA: Oxford University Press.

Landman, J. (1988). Appendix to the Manual for the Junior South African Individual Scales

(JSAIS): technical details and table of norms with regard to 6-8 year old Indian pupils. Pretoria: HSRC.

Lichtenberger, E.O. & Kaufman, A.S. (Eds).  Essentials of WAIS-IV Assessment.  USA: John Wiley & Sons Inc.

Luria, A. R. (1973). The working brain: An introduction to neuro-psychology. London: Penguin Books.

Malda, M., van de Vijver, F. J., Srinivasan, K., Transler, C., Sukumar, P., & Rao, K. (2008). Adapting a cognitive test for a different culture: An illustration of qualitative procedures. Psychology Science Quarterly, 50(4), 451-468.

Matazow, G. S., Kamphaus, R. W., Stanton, H. C., & Reynolds, C. R. (1991). Reliability of the Kaufman assessment battery for children for black and white students. Journal of School Psychology, 29(1), 37-41.

Miller, T. L., & Reynolds, C. R. (1984). Special issue: The K-ABC. Journal of Special Education, whole issue.

Moon, S. B. (1988). A cross-cultural validity study of the Kaufman Assessment Battery for Children with Korean children. Doctoral thesis, University of Alabama. Disseration Abstracts International, 49, 2158.

Madge, E.M. (1981). Manual for the Junior South African Individual Scales (JSAIS). Pretoria:

HSRC.

Muter, V., Hulme, C., Snowling, M.J. & Stevenson, J. (2004). Phonemes, rimes, Vocabulary and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665-681.

Manly, J.J. (2005).  Advantages and disadvantages of separate norms for African Americans.  The Clinical Neuropsychologist, 19, 270-275.

Manly, J., Jacobs, D., Touradji, P., Small, S., & Stern, Y. (2002).  Reading level attenuates differences in neuropsychological test performance between African-American and White elders.  Journal of the International Neuropsychological Society, 8, 341-348.

Manly, J., Byrd, D., Touradji, P., Sanches, D., & Stern, Y. (2004).  Literacy and cognitive change among ethically diverse elders.  International Journal of Psychology, 39, 47–60.

Matomela, D. (2008a, January 14). Eastern Cape schools far from ready for 2008. The Herald, Port Elizabeth, South Africa: Times Media.

Matomela, D. (2008b, January 17). New year, same old story. The Herald, Port Elizabeth, South Africa: Times Media.

Mitrushina, M., Boone, K. B., Razani, J., & D’Elia, L. F. (2005). Handbook of normative data for neuropsychological assessment, (2nd ed.). New York: Oxford University Press.

Naglieri, J. A. (1986). WISC-R and K-ABC comparison for matched samples of black and white children. Journal of School Psychology, 24(1), 81-88.

Nell, V. (1994). Interpretation and misinterpretation of the South African Wechsler-Bellevue Adult Intelligence Scale: a history and a prospectus. South African Journal of Psychology, 24 (2), 100-109.

Nell, V. (1999).  Standardizing the WAIS-III and the WMS-III for South Africa: Legislative, psychometric, and policy issues.  South African Journal of Psychology, 29, 128-138.

Nell, V. (1997). Science and politics meet at last, the insurance industry and neuropsychological norms. South African Journal of  Psychology , 27, 43-49.

Owen K. (1991).Test bias, the validity of the Junior Aptitude Tests for various population groups in South Africa regarding constructs measured. South African Journal of  Psychology, 21(2), 113-118.

Ogden, J. A., & McFarlane-Nathan, G. (1997).  Cultural bias in the neuropsychological assessment of young Maori men.  New Zealand Journal of Psychology, 26, 2-12.

Ostrosky-Solis, F., Ramirez, M., & Ardila, A. (2004).  Effects of culture and education on neuropsychological testing: A preliminary study with indigenous and nonindigenous population.  Applied Neuropsychology, 11, 186-193.

Robinson, M. (1989). Bylae tot die handleiding vir die Junior Suid-Afrikaanse Individuele Skale

(JSAIS): Tegniese besonderhede en normtabelle vir 6-8 jarige leerlinge. Pretoria: HSRC.

Robinson, M., & Hanekom, J.M.D. (1989). Die JSAIS en ASB as hulpmiddels by die evaluering van skoolgereedheid. Pretoria: HSRC.

Rosselli, M., & Ardila, A. (2003).  The impact of culture and education on non-verbal neuropsychological measurements: A critical review.  Brain and Cognition, 52, 326-333.

Shuttleworth-Jordan, A. B. (1995).  Against mutton masquerading as lamb: additional commentary on the interpretation and misinterpretation of the SA-WAIS.  South African Journal of Psychology, 25,244–246.

Skuy, M., Taylor, M., O’Carroll, S., Fridjhon, P., & Rosenthal, L. (2000). Performance of black and white South African children on the Wechsler Intelligence scale for children-revised and the Kaufman assessment battery. Psychological Reports, 86, 727-737.

Sperry, R.W. (1968). Hemisphere deconnection and unity in conscious awareness. American Psychologist, 23, 723-733.

South African Wechsler Adult Intelligence Scale (SAWAIS) Manual  (1969). Johannesburg, South Africa:  National Institute for Personnel Research, Human Sciences Research Council (HSRC).

Sattler, J.M. & Dumont, R. (2004).Assessment of Children: WISC-IV and WPPSI-III Supplement. San Diego: Jerome M Sattler, Publisher.

Shuttleworth-Edwards, A.B., Kemp, R.D., Rust, A.L., Muirhead, J.G.L., Hartman, N.L. 7 Radloff, S.E. (2004). Cross-cultural effects on IQ test performance: A review and preliminary normative indications on WAIS-III test performance. Journal of Clinical and Experimental Neuropsychology, 26, 903-920.

Shuttleworth-Jordan, A.B. (1996). On not reinventing the wheel: A clinical perspective on culturally relevant test usage.  South African Journal of  Psychology, 26 (2), 96-102.

Strauss, E., Sherman, E.M.S. & Spreen, O. (2006). Compendium of Neuropsychological Tests. Oxford: Oxford University Press.

Van den Berg, R. (1985). Socio-economic Deprivation Questionnaire. Pretoria: Human Sciences Research Council.

Van Eeden, R. (1993). The validity of the Senior South African Individual Scale – Revised (SSAIS-R) for children whose mother tongue is an African language: Private schools. Pretoria: Human Sciences Research Council.

Van Eeden, R. (1997). The validity of the Senior South African Individual Scale – Revised (SSAIS-R) for children whose mother tongue is an African language: Model C schools. Pretoria: Human Sciences Research Council.

Van Eeden R. (1997). Manual for the Senior South African Individual Scale – Revised (SSAIS –R) SSAIS-R: Background and Standardisation. Pretoria: Human Sciences Research Council.

Van Eeden, R. & Visser, D. (1992). The validity of the Senior South African Individual Scale – Revised (SSAIS-R) for different population groups. South African Journal of Psychology, 22 (3), 163-171.

Van Der Berg, S. (2004, July 4).  Throwing money at education problem isn’t enough.  Sunday Times, p. 19.

Van de Vijver, F. J. R., & Phalet, K. (2004).  Assessment in multicultural groups:  The role of acculturation.  Applied Psychology:  An international review, 53, 215-236.

Verster, J. M., & Prinsloo, R. J. (1988).  The diminishing test performance gap between English speakers and Afrikaans speakers in South Africa.  In S. H. Irvine & J. W. Berry (Eds), Human abilities in cultural context (pp. 534-559).  USA: Cambridge University Press.

Wechsler, D. (1939).  The measurement of adult intelligence.  Baltimore, MD: Williams & Wilkins.

Wechsler, D. (1944).  The measurement of adult intelligence. Third Edition.  Baltimore, MD: Williams & Wilkins.

Wechsler, D. (1955).  The Wechsler Adult Intelligence Scale:  Manual.  New York: The Psychological Corporation.

Wechsler, D. (1981).  The Wechsler Adult Intelligence Scale – Revised (WAIS-R): Manual.  New York: The Psychological Corporation.

Wechsler, D. (1997).  The Wechsler Adult Intelligence Scale – Third Edition (WAIS-III): Manual. San Antonio:  The Psychological Corporation.

Wechsler, D. (2004). WISC-IV.  Wechsler Intelligence Scale for Children–Fourth UK Edition. London: Harcourt Assessment.

Wechsler, D. (2008). Wechsler Adult Intelligence Test – Fourth Edition (WAIS-IV): Manual.  Texas, USA: Pearson.

 

 

 

 

 

 

 

Overview of the Book

This book provides an overview of the research related to psychological assessment across a broad range of contexts in South Africa. Written by both academics and practitioners, the volume provides a combination of psychometric theory and practical assessment applications, and draws together the disparate threads of research including the most recent developments in the field.

Existing South African texts on psychological assessment are predominantly academic textbooks that explain psychometric theory and provide brief descriptions of a few testing instruments. Psychological Assessment in South Africa provides in-depth coverage of a range of areas within the broad field of psychological assessment, including research conducted with various psychological instruments, and critically interrogates the current Eurocentric and Western cultural hegemonic practices that dominate the field of psychological assessment. The book thus creates a base of current, localised research on which to build more egalitarian practices in the future. The 36 chapters are grouped in three sections: the first examines the conceptual and practical applications of cognitive testing, the second collates recent research on, and experiences with personality and projective tests and the final section explores assessment approaches and methodologies.

The book has the potential to function both as an academic text for graduate students, and as a specialist resource for professionals, including psychologists, psychometrists, remedial teachers and human resource practitioners. As a comprehensive collation of recent research on psychological assessment in South Africa, the book will be of interest to a broad audience, locally and internationally.

Additional Resources

Psychological assessment in organisational settings

Krause, D.E., Rossberger, R., Dowdeswell, K., Venter, N., & Joubert, T. (2011). Assessment centre practices in South Africa. International Journal of Selection and Assessment, 19(3), 262-275.

Kriek, H., & Dowdeswell, K. (2010). Adverse impact in South Africa. In J.L. Outzz (Ed.), Adverse Impact: Implications for organisational staffing and high stakes selection (pp. 375-399). New York: Routledge.

Sackett, P.R., Shen, W., & Myors, B. (2010). Perspectives from Twenty-Two Countries on the Legal Environment for Selection. In J.L. Farr & N.T. Tippins (Eds.), Handbook of Employee Selection. New York: Routledge.

Kanfer, R., Wolf, M.B., Kantrowitz, T.M., & Ackerman, P.L. (2009). Ability and Trait Complex Predictors of Academic and Job Performance: A Person–Situation Approach. Applied Psychology 59(1), 40-69.

Australian Psychological Society – Workplace Issues

Code of Practice for psychological and other similar assessment in the workplace (SIOPSA and PAI document, 2006) 

Lowman, R.L (2005). Importance of diagnosis in organisational assessment: Harry Levinson’s contributions

MacQueen, P. (Oct, 2012). The rapid rise of online psychological testing in selection

Pearce, R. (2009) Personality assessment in organisational settings

Pryor, R. (Oct, 2012). Contemporary issues in the use of psychological assessment for recruitment and selection

Potgieter, T. E. & van der Merwe, R.P. (2002). Assessment in the workplace: A competency-based approach.

Schreuder, D & Coetzee, M. (2010). An overview of industrial and organisational psychology research in South Africa: A preliminary study. South African Journal of Industrial Psychology, 36.

Richards, J.F. (Oct, 2012). Recruitment of police to specialist roles

Thomas, L.A. & Scroggins, W. A. (2006).Psychological Testing in Personnel Selection: Contemporary Issues in Cognitive Ability and Personality Testing. Journal of Business Enquiry  

Webster, V. & Davies, E. (2012). Valid selection: Changing recruitment practices in a private healthcare organisation

Bartram, D. (2008). Global norms: Towards some guidelines for aggregating personality norms across countries. International Journal of Testing, 8, 31-333.

Fleck, S., & Inceoglu, I. (2010). A comprehensive framework for understanding and predicting engagement. In S. Albrecht (Ed.), The Handbook of Employee Engagement: Models, Measures and Practice (pp. 31-42). Cheltenham: Edward-Elgar Publishing House.

Inceoglu, I., & Fleck, S. (2010). Engagement as a motivational construct. In S. Albrecht (Ed.), The Handbook of Employee Engagement: Models, Measures and Practice (pp. 74-86). Cheltenham: Edward-Elgar Publishing House.

Inceoglu, I., & Segers, J., Bartram, D. (2012). Age-related differences in work motivation. Journal of Occupational and Organizational Psychology, 85 (2), 300–329.

Inceoglu, I., & Warr, P. (2011). Personality and Job Engagement. Journal of Personnel Psychology, 10 (4), 177-181.

Kantrowitz, T.M., Grelle, D.M., Beaty, J.D., & Wolf, M.B. (2012). Time Is Money: Polychronicity as a Predictor of Performance Across Job Levels. Human Performance, 25(2), 114-137, DOI: 10.1080/08959285.2012.658926

Paediatric Cognitive Neuropsychology

Introduction to neurodevelopment

Black, J.E. (1998). How a child builds its brain: Some lessons from animal studies of neural plasticity. Preventive Medicine, 27, 168-171.

Assessment using the NEPSY-II

Stinnett, T.A., Oehler-Stinnett, J., Fuqua, D.R. & Palmer, L.S. (2002). Examination of the Underlying Structure of the Nepsy: A Developmental Neuropsychological Assessment.  Journal of Psychoeducational Assessment, 20, 66-82.

Attention/deficit Hyperactivity Disorder

Mahone, E.M., Crocetti, D., Ranta, M.E., Gaddis, A., Cataldo, M., Slifer, K.J., Denckla, M.B. & Mostofsky, S.H. (2011). A Preliminary Neuroimaging Study of Preschool Children with ADHD. The Clinical Neuropsychologist, 25 (6), 1009–1028.

Autism & Pervasive Developmental Disorders

The trouble with autism: Delays in early identification and diagnosis
Associate Professor Cheryl Dissanayake    

Saitoh, O., Karns, C.M. & Courchesne, E. (2001). Development of the hippocampal formation from 2 to 42 years old: MRI evidence of smaller area dentate in autism. Brain, 124, 1317-1324.

Learning Disorders

Widmann, A., Schröger, E., Tervaniemi, M., Pakarinen, S. & Kujala, T. (2012). Mapping symbols to sounds: electrophysiological correlates of the impaired reading process in dyslexia. Frontiers in Language Sciences, 3.

Oppositional Defiant & Conduct disorders

Dick,D.M., Viken, R.J., Kaprio, J., Pulkkinen, L. & Rose, R.J. (2005).Understanding the Covariation Among Childhood Externalizing Symptoms: Genetic and Environmental

Influences on Conduct Disorder, Attention Deficit Hyperactivity Disorder, and Oppositional Defiant Disorder Symptoms, Journal of Abnormal Child Psychology, 33,219-229.

Childhood Epilepsy

Ackermann, S.  & Van Toorn, R. (2011). Managing first-time seizures and epilepsy in

Children. CME, 29, 142-148.

Traumatic Brain Injury

Understanding and managing traumatic brain injury
Professor Jennie Ponsford

Resilience of people with traumatic brain injury and their carers Emeritus Professor Roger Rees   

Can psychological interventions be adapted for people with moderate to severe traumatic brain injury?
Dr Dana Wong. Dr Adam McKay and Dr Ming-Yun Hsieh

Ethical behaviour intervention for clients with a TBI: When is it OK to intervene?
Dr Brooke Froud-Cummins and Associate Professor Malcolm Hopwood

Savage, R.C. (2012). The Developing Brain after TBI: Predicting Long Term Deficits and Services for Children, Adolescents and Young Adults. North American Brain Injury Society. Retrieved 20 June 2012 from http://www.internationalbrain.org/?q=node/112

General texts

Anderson, V., Northam, E., Hendy, J. & Wrennall, J. (2001). Developmental neuropsychology: A Clinical Approach. Hove: Psychology Press.

Appleton, R. & Baldwin, T. (Eds.) (1998). Management of Brain-Injured Children. New York: Oxford University Press.

Baron, S. (2004). Neuropsychological Evaluation of the Child. New York: Oxford University Press.

Gillberg, C. (2003). Clinical Child Neuropsychiatry. Cambridge: Cambridge University press.

Johnson, M. H. (2005). Developmental cognitive neuroscience: An introduction, 2nd edition. Oxford: Blackwell.

Panteliadis, C.P. & Korinthenberg, R. (2005). Paediatric Neurology: Theory and Practice. New York: Thieme Verlag.

Helping troubled children: Seven things you should know about the origins of mental health disorders
Professor Mark Dadds  

The care team approach to helping troubled children
Christine Miller

Using play to help troubled children in the school setting
Dr Deborah Truneckova and Professor Linda L. Viney

Body image: Is it just for girls?
Assistant Professor Vivienne Lewis

Research on Weird samples

The Weirdest People in the World?

Joseph Henrich, Steven J. Heine, Ara Norenzayan

To be published in “Behavioral and Brain Sciences” together with “Open Peer Commentaries”

Behavioral scientists routinely publish broad claims about human psychology and behavior in the world’s top journals based on samples drawn entirely from Western, Educated,

Industrialized, Rich and Democratic (WEIRD) societies. Researchers—often implicitly—assume that either there is little variation across human populations, or that these “standard subjects”are as representative of the species as any other population. Are these assumptions justified?

 

Here, our review of the comparative database from across the behavioral sciences suggests both that there is substantial variability in experimental results across populations and that WEIRD subjects are particularly unusual compared with the rest of the species—frequent outliers. The domains reviewed include visual perception, fairness, cooperation, spatial reasoning, categorization and inferential induction, moral reasoning, reasoning styles, selfconcepts and related motivations, and the heritability of IQ. The findings suggest that members of WEIRD societies, including young children, are among the least representative populations one could find for generalizing about humans. Many of these findings involve domains that are associated with fundamental aspects of psychology, motivation, and behavior—hence, there are no obvious a priori grounds for claiming that a particular behavioral phenomenon is universal based on sampling from a single subpopulation. Overall, these empirical patterns suggests that we need to be less cavalier in addressing questions of human nature on the basis of data drawn from this particularly thin, and rather unusual, slice of humanity. We close by proposing ways to structurally re‐organize the behavioral sciences to best tackle these challenges.

Psychological Assessment Textbooks

Aiken, L.R.. Psychological testing and assessment. New York: Pearson

Anastasi, A. & Urbina, S. (1997 or later). Psychological testing. New   Jersey: Prentice Hall.

Cohen, R.J.&Swerdlik, M.E. (2005 or later). Psychological Testing and Assessment (6th ed or later). Boston: McGraw-Hill

Cronbach, L.J. (1984). Essentials of  Psychological Testing. New   York: Harper and Row.

Foxcroft, C. & Roodt, G. (2001 or later). An introduction to psychological assessment. Cape Town, SA: OxfordUniversity Press.

Goldman, B.A. & Mitchell, D.F. (1996). Directory of Unpublished Experimental Mental Measures.Washington: APA.

Goldstein, G. & Herson, M. (1990). Handbook of Psychological Assessment. New York: Pergamon.

Gregory, R.J. (2004 or later). Psychological testing: History, principles and applications. New York: Pearson

Groth-Marnat, G. (1990 or later). Handbook of Psychological Assessment. New York: Wiley.

Hanson, F.A. (1993). Testing, Testing: Social Consequences of the Examined Life. California: University of California Press.

Huysamen, G.K. (1996). Psychological measurement: An introduction with psychological examples. Pretoria: Van Schaiks.

Kaplan, R.M. & Saccuzzo, D.P. (1997 or later). Psychological testing: Principles, applications and issues. Pacific Grove, CA: Brooks/Cole.

Kaplan, H. & Sadock, B. (1991 or later). Synopsis of Psychiatry. Baltimore: Williams & Wilkins.

Kaliski, S. (2008). Psychological Assessment in South Africa. Oxford University Press.

Kline, P. (1993). Personality: The Psychometric View. New York: Routledge.

Kline, P. (1994). An easy guide to factor analysis. London: Routledge.

Lezak, M. (1995 or later). Neuropsychological Assessment. New York: OxfordUniversity Press.

Mauer, K.F. (2000). Psychological test and other similar assessment device classification and use in South Africa. Retrieved from www.pai.org.za/board.htm

Moerdyk, A. (2009). The principles and practice of psychological assessment. Pretoria: Van Schaiks

Murphy, K.R. & Davidshofer, C.O. (1998 or later). Psychological testing: Principles and applications. New Jersey: Prentice Hall.

Newmark, C.S. (Ed.) (1985). Major Psychological Assessment Instruments. Boston: Allyn & Bacon.

Owen, K. & Taljaard, J.J. (1996). Handbook for the use of psychological and scholastic tests of the HSRC. Pretoria: HSRC.

Rubin, R.B., Palmgreen, P. &  Sypher, H.E. (1994). Communication Research Methods: A Sourcebook. New York: The Guildford Press.

Rust, J. & Golombok, S. (1989). Modern Psychometrics: The Science of Psychological Measurement. London: Routledge.

Sattler, J. (1992). Assessment of Children. Sandiego: Jerome M. Sattler Publisher Inc.

Tallent, N. (1992). The practice of psychological assessment. Prentice Hall: Englewood Cliffs, NJ.

Terre Blanche, M., & Durrheim, K. (1999 or later). Research in Practice.UCT Press: Cape Town.

Mental measurements yearbook.Lincoln, NE: Buros Institute of Mental Measurements