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Contemporary Intellectual Assessment : Theories, Tests, and Issues

Contemporary Intellectual Assessment : Theories, Tests, and Issues Hardcover - 2012

by Dawn P. Flanagan (Editor); Patti L. Harrison (Editor)

  • Used
  • very good
  • Hardcover

Description

Guilford Publications, 2012. Hardcover. Very Good. Disclaimer:A copy that has been read, but remains in excellent condition. Pages are intact and are not marred by notes or highlighting, but may contain a neat previous owner name. The spine remains undamaged. At ThriftBooks, our motto is: Read More, Spend Less.Dust jacket quality is not guaranteed.
Used - Very Good
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Details

  • Title Contemporary Intellectual Assessment : Theories, Tests, and Issues
  • Binding Hardcover
  • Edition 3rd
  • Condition Used - Very Good
  • Pages 926
  • Volumes 1
  • Language ENG
  • Publisher Guilford Publications
  • Date 2012
  • Illustrated Yes
  • Bookseller's Inventory # G1609189957I4N00
  • ISBN 9781609189952 / 1609189957
  • Weight 3.88 lbs (1.76 kg)
  • Dimensions 10 x 7.1 x 1.9 in (25.40 x 18.03 x 4.83 cm)
  • Library of Congress subjects Intelligence tests, Intelligence tests - History
  • Library of Congress Catalog Number 2011019751
  • Dewey Decimal Code 153.93

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About the author

Dawn P. Flanagan, PhD, is Professor of Psychology and Director of the School Psychology Training Programs at St. John's University in Queens, New York. She is also Assistant Clinical Professor at the Yale Child Study Center. Dr. Flanagan serves as an expert witness, learning disability consultant, and psychological test and measurement consultant and trainer, and has published widely on cognitive assessment, specific learning disabilities, and psychometric theories of the structure of cognitive abilities. Patti L. Harrison, PhD, is Professor in the Department of Educational Studies in Psychology, Research Methodology, and Counseling at the University of Alabama. She has conducted research on intelligence, adaptive behavior, and preschool assessment. Dr. Harrison has published and presented on assessment topics in school psychology, clinical psychology, and special education venues. She is a past editor of School Psychology Review.