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Essay / Research Paper Abstract
This 17 page paper includes several sections that coincide with weeks in the course. The paper discusses how intelligence affects cognitive assessments, standard scores and what they mean, ethical and legal considerations for psychological testing, multicultural considerations, presentation of a mock Mental Status Exam interview, and observations about that interview. Bibliography lists 18 sources.
Page Count:
17 pages (~225 words per page)
File: ME12_PG690388.doc
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Unformatted sample text from the term paper:
reasoning, the ability to learn and apply knowledge, memory, and linguistic ability. Cognitions are mental processes that are developed over time. The processes include reasoning, memory and perception and it
is through these mental processes that humans are able to solve problems, acquire knowledge, and engage in problem solving. Theories about intelligence have been debated since the 1700s. David Wechsler
designed an intelligence assessment instrument in 1939 (Sattler, 2008). Wechsler based most of his subtests on the 1919 Army Alpha and Beta tests. He based the Block Design subtest on
Kohs 1923 Block Design (Sattler, 2008). The assessment has been revised and renormed several times. The Wechsler was introduced as an adult scale but there are several versions today, including
one for children and preschool. There is also a Spanish version today (Sattler, 2008). There are several subtests divided into two major parts, verbal and nonverbal. One of the
most recent theories is Gardners multiple intelligence theory. Gardner proposes that there are eight intelligences that include but are not limited to: logical-mathematics, spatial, linguistic, interpersonal, and naturalist (Sattler, 2008).
Gardner argued that anyone can learn to become intelligent. More specifically, Gardner argued that any child could develop high intelligence in one or more domains that he identified (Yesil &
Korkmaz, 2010). Gardners theory has gained a great deal of support but there is one major problem-there is no way to assess it. If we accept the concept of intelligence
in and of itself, we must be able to define it and we must also be able to assess what the definition includes. There are no assessments that relate to
this theory of intelligence. Even so, there are ways to assess some of the intelligences Gardner names. For instance, there are numerous assessments for an individuals ability and knowledge in
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