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can be reorganized and translated into fundamental areas of strength and weakness within the cognitive profile. Generally, the input of WAIS-III Verbal subtests tends to be auditory, while that of the Performance subtests is visual. Although it is perhaps simplistic to reduce the input of WAIS-III subtests into a verbal visual dichotomy, in a rudimentary way, all subtests can be categorized as having one or the other types of input. For the KAIT and WJ III, there is no simple relationship between scales and modalities. For example, the KAIT Logical Steps subtest is on the Fluid Scale (akin to Performance Scale), but it requires good verbal comprehension for success.

Test score profiles are optimally meaningful when interpreted in the context of known background information, observed behaviors, and approach to each problem-solving task. Virtually any examiner can deduce that WAIS-III Verbal IQ, KAIT Crystallized IQ, or WJ III ComprehensionKnowledge standard score is not a very good measure of the crystallized intelligence of a person raised in a foreign culture, a person who understands Spanish or Vietnamese far better than English, or a person with a hearing impairment, and that Wechsler s Performance IQ or KAIT Memory for Block Designs does not measure nonverbal intelligence very well for a person with crippling arthritis or a visual handicap. The goal of the intelligent tester is to deduce when one or more subtests may be an invalid measure of a person s intellectual functioning for more subtle reasons: distractibility, poor arithmetic achievement in school, subcultural differences in language or custom, emotional content of the items, suspected or known lesions in specific regions of the brain, fatigue, boredom, extreme shyness, bizarre thought processes, inconsistent effort, and the like.

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Being a great detective, able to follow up leads and hunches about peaks and valleys in a profile, is the hallmark of an intelligent tester. Such a tester will integrate IQ test profiles with background information, clinical observations of behaviors, and other tests administered in order to more fully understand the examinee s profile.

The principles discussed in the preceding sections direct our attention to one important point: the focus of any assessment is the person being assessed, not the test. Many psychological reports stress what the scales or subtests measure instead of what aspects of the person are particularly well developed or in need of improvement; many reports are so number-oriented that the reader loses sight of the person s uniqueness. Current IQ tests for adolescents and adults enable psychologists to better understand a person s cognitive functioning, but other facets of an individual are also revealed during an assessment and should be fully integrated to represent that person as a whole. Although the section of an assessment report that systematically reports and interprets the IQs, cluster scores, and subtest scores is valuable, the behavioral observations section of a case report is often more revealing, and ultimately of more value, if it helps to explain how or why examinees arrived at the scores that they did. The content of the responses and the person s style of responding to various types of tasks can be more important as a determiner of developmental level and intellectual maturity than the scores assigned to the items or tasks. When several tests are administered to a person (intelligence, language, achievement, personality, visual motor), the results must be integrated from one test battery to the other. Intelligent testing does not apply only to the interpretation of intelligence tests. The examiner s main role is to generate hypotheses that pertain mostly to assets and deficits within the informa-

tion-processing model, and then confirm or deny these hypotheses by exploring multiple sources of evidence. This integrative, flexible, clinical empirical methodology and philosophy, as outlined in the preceding tenets, represents the approach taken in this book for the interpretation of the WAIS-III, KAIT, WJ III, and other tests for adolescents and adults. The guidelines for interpreting IQ test profiles and the illustrative case reports throughout this book rest solidly on the intelligent testing framework.

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vulnerability, can be interpreted jointly As noted, Gc and semantic memory tasks display maintained aging patterns across most of the life span (with both declining in old age), while Gf, Gv, and episodic memory tasks are extremely vulnerable to the normal aging process There are interesting parallels with regard to the cognitive processes involved during task performance, with semantic memory and crystallized intelligence drawing largely on prior knowledge and episodic memory and fluid intelligence requiring new learning and flexible adjustments to new situational demands (Backman, Small, Wahlin, & Larsson, 2000, p 503) In addition, tasks akin to episodic memory are included along with tests of fluid reasoning, processing speed, and visualization as measures of mechanics from Baltes s pragmatics mechanics dichotomy (Lindenberger & Baltes, 1997).

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