Description This week you examine a number of theories of intelligence on which current measures of intelligence are based. The importance of theory is not always obvious, but knowledge and understanding of theory will help you make effective use of information garnered from assessments. This, in turn, will help you make sound decisions for the people with whom you are working. As you explore this week’s Learning Resources, you will see that many theories address the concept of intelligence as an overall cognitive ability, while others represent it as multiple abilities. For this Discussion, choose one theoretical perspective on cognition, intelligence, or personal competence and consider its advantages over other theoretical perspectives. Post by Day 4 a description of the theoretical perspective you chose, and then discuss its advantages over other theoretical perspectives. Include a rationale for why this perspective would be relevant to your potential future area of psychological practice Readings for This WeekFlanagan, D. P., & Harrison, P. L. (2012). Contemporary intellectual assessment: Theories, tests, and issues (3rd ed.). New York, NY: Guilford Press.Appendix, “The Three-Stratum Theory of Cognitive Abilities” (pp. 883–890)Sattler, J. M. (2018). Assessment of children: Cognitive foundations and applications (6th ed.). La Mesa, CA: Jerome M. Sattler, Publisher, Inc..Chapter 7, “Historical Survey and Theories of Intelligence” (pp. 223-252)Greathouse, D., & Shaughnessy, M. F. (2010). An interview with Jerome Sattler. North American Journal of Psychology, 12(2), 335–340.Retrieved from the Walden Library databases.Readings for In-Residence PrepReview the following resources in preparation for the in-residence portion of the course beginning in Week 10.Dana, J., & Dawes, R. (2007). Comment on Fiorello et al. “Interpreting intelligence test results for children with disabilities: Is global intelligence relevant?” Applied Neuropsychology, 14(1), 21–25.Retrieved from the Walden Library databases.Faust, D. (2007) Some global and specific thoughts about some global and specific issues. Applied Neuropsychology, 14(1), 26–36.Retrieved from the Walden Library databases.Optional ResourcesGardner, H. (2003). Three distinct meanings of intelligence. In R. J. Sternberg, J. Lautrey, & T. I. Lubart (Eds.), Models of intelligence: International perspectives (pp. 43–54). Washington, DC: American Psychological Association.Kaufman, A. S., & Lichtenberger, E. O. (2006). Individual differences for adolescents and adults on gender, ethnicity, urban–rural residence, and socioeconomic status. In Assessing adolescent and adult intelligence (3rd ed., pp. 96–126). Hoboken, NJ: Wiley.
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