Psychological assessment
Cognitive, intellectual and neuropsychological assessment
Theories of intelligence, how intelligence is measured, neuropsychological approaches, and the controversies around cognitive testing.
What this module draws on:
- Textbook concept Theories of intelligence, Wechsler and Stanford-Binet scales, neuropsychological testing and controversies (Ch. 8).
- Contemporary update Current editions and norms; cultural fairness.
- Original elaboration Interpretation exercise using fictional index scores.
Learning objectives
After this module you should be able to:
- Compare major theories of intelligence.
- Describe how individually administered intelligence tests are structured and interpreted.
- Explain the goals and approaches of neuropsychological assessment.
- Evaluate controversies about bias, stability and the meaning of IQ.
Introduction
Cognitive assessment examines how people think, learn, remember and solve problems. It informs questions about learning difficulties, intellectual disability, brain injury, dementia and educational planning. It is also one of the most ethically sensitive areas of practice, because scores can shape opportunities.
What is intelligence? Textbook concept
Experts still disagree on a definition. Modern test batteries are commonly organised around hierarchical models in which a general factor sits above broad abilities.
- Spearman — a general factor (g) plus specific abilities.
- Thurstone — several primary mental abilities.
- Cattell — fluid and crystallised intelligence.
- Guilford — many distinct intellectual operations.
- Piaget — stages of cognitive development.
- Sternberg — analytical, creative and practical intelligence.
- Gardner — multiple intelligences.
Measuring intelligence Textbook concept
The textbook describes the Wechsler scales (for preschool children, school-age children and adults) and the Stanford-Binet as the most widely used individual intelligence tests. They combine verbal and non-verbal subtests into index scores and a full-scale IQ with a population mean of 100 and standard deviation of 15. Scores are interpreted against normative samples.
Neuropsychological assessment Textbook concept
Neuropsychological assessment examines brain–behaviour relationships: attention, memory, language, visuospatial skills, executive function and motor skills. The textbook contrasts fixed batteries (such as the Halstead-Reitan and Luria-Nebraska) with flexible, process-oriented approaches (the Boston Process Approach), which examine how a person reaches an answer as well as the score.
Controversies Textbook concept
- Bias and fairness — tests developed and normed in one culture may disadvantage others; language, schooling and familiarity with testing affect scores.
- Stability — IQ is fairly stable in adulthood but can change, especially in childhood and after illness or injury.
- Nature and nurture — genes and environment both matter and interact; scores are not fixed measures of worth.
- Misuse — labels can follow people; decisions should never rest on a single score.
Worked example: Reading a profile, not a number Original, fictional
A fictional 10-year-old's assessment shows average verbal comprehension and reasoning, but a significantly lower working-memory index. Rather than summarising this as 'IQ in the low-average range', a good report describes the pattern, places scores within confidence intervals, links them to classroom observations (he loses track of multi-step instructions) and recommends supports such as chunked instructions — while considering alternative explanations like anxiety, hearing difficulties or limited instruction in the test language.
Interactive activity
Interpretation practice
Answer each fictional question, then compare with the model answer.
1 A test normed in another country is the only one available. What should a report say?
Compare with a model answer
That the norms may not represent the examinee's population, that scores should be interpreted cautiously, and that conclusions rely on converging evidence from history, observation and other measures.
2 Why report confidence intervals for index scores?
Compare with a model answer
Because every score contains measurement error; intervals communicate uncertainty and discourage over-interpretation of small differences.
3 A parent asks for the child's 'exact IQ' to share with the school. How do you respond?
Compare with a model answer
Explain what the scores mean and their limits, emphasise the pattern of strengths and needs, and share information with the school only with appropriate consent and in a form that supports the child.
Knowledge check
5 questions. Every option has an explanation. Your answers are not sent anywhere when JavaScript is available; without it, they are checked by the server and immediately discarded.
Summary
- Intelligence has been theorised in many ways; modern tests are hierarchical.
- Individual tests yield index scores and a full-scale IQ interpreted against norms.
- Neuropsychology studies brain–behaviour relationships with fixed or flexible approaches.
- Bias, stability and misuse are important concerns; interpret patterns and uncertainty, not single numbers.
Questions for reflection
- What responsibilities does a psychologist have when a test score could affect a child's school placement?
Key terms
Further reading
- Textbook Plante, T. G. (2005). Contemporary clinical psychology (2nd ed.). John Wiley & Sons.
- Further reading Lezak, M. D., and colleagues. Neuropsychological assessment (latest edition). Oxford University Press.
- Further reading Groth-Marnat, G., & Wright, A. J. Handbook of psychological assessment (latest edition). Wiley.
- Official Pearson. Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-5). Official link (opens in a new tab)
Practise in the case lab: Rohan: a nine-year-old whose teacher says he 'never listens' · Mr. Farooq: forgetfulness and withdrawal after a bereavement