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The psychoeducational use and interpretation of the wechsler adult intelligence scale-revised (2nd ed.)
Book Reviews
415
anisms have little empirical research to back them. In this light, Schlinger's text also suggests how far behavior analysis must travel before a unitary natural science approach to child development could be realized.
REFERENCES Baer, D. M. (1970). An age-irrelevantconcept of development. Merrill-PalmerQuarterly, 16, 238-245. Bijou, S. W. (1993). Behavioranalysis of child development. Reno, NV: ContextPress. Bijou, S. W., & Baer, D. M. (1978). Behavior analysis of child development. Englewood Cliffs, NJ: Prentice-Hall. Chomsky,N. (1959). Reviewof Skinner's verbalbehavior.Language, 35, 26-58. Gewirtz, J. L. (1972). Attachment, dependence, and a distinction in terms of stimulus control. In J. L. Gewirtz(Ed.), Attachmentand dependency(pp. 139-177). Washington, DC: Winston. Mahoney, M. J. (1989). Scientific psychology and radical behaviorism: Important distinctions between scientismand objectivism.AmericanPsychologist, 44, 1372-1377. Santrock, J. W. (1994). Child development (6th ed.). Madison, WI: Wm. C. Brown.
PII S0891-4222(96)00020-0
David Reitman Louisiana State University
The Psychoeducational Use and Interpretation of the Wechsler Adult Intelligence Scale-Revised (2nd ed.) By Hazel Z. Sprandel. Springfield: Charles C. Thomas, 1994. In this second edition of Sprandel's The Psychoeducational Use and Interpretation of the Wechsler Adult Intelligence Scale-Revised, she educates the reader in the history of the intelligence testing and goes into great detail about the WAIS-R. She covers training, ethics, administration, scoring, analysis of IQ scores and individual subtests, subtest profiles, and combining the WAIS-R with other tests. She also addresses the role of computers during assessment, testing of special populations, and more. While it is apparent that Sprandel has put tremendous effort and time into this second edition, there are still some limitations. First, her writing style could have been enhanced through the use of more tables and figures. The visual aids that were included presented her points clearly and were a helpful addition to the text, and more of them would have been welcome. Furthermore, much of the information Sprandel presents repeats material already presented in the WAIS-R manual. Sprandel was diligent in her research of intelligence and presented the pitfalls, administration, scoring, etc. of the WAIS-R in a logical and easy-tounderstand manner. Specifically, she thoroughly addressed the 11 subtests of the WAIS-R, covering what each subtest measures, information processing aspects, psychometric considerations, subjects' handling of the subtest, the meaning of high and low scores, factors that may influence performance on the
416
Book Reviews
subtest, and qualitative aspects of the subtest. Additionally, the case presentations and model reports will likely be helpful for the novice. In conclusion, Sprandel has written a complete and easy-to-understand book about intelligence, specifically, measuring it using the WAIS-R. It should be useful for psychometrists and entry-level graduate students and may perhaps serve as one of several texts for an entry level assessment class. PII S0891-4222(96)00019-4
Jill S. Hayes Louisiana State University
415
anisms have little empirical research to back them. In this light, Schlinger's text also suggests how far behavior analysis must travel before a unitary natural science approach to child development could be realized.
REFERENCES Baer, D. M. (1970). An age-irrelevantconcept of development. Merrill-PalmerQuarterly, 16, 238-245. Bijou, S. W. (1993). Behavioranalysis of child development. Reno, NV: ContextPress. Bijou, S. W., & Baer, D. M. (1978). Behavior analysis of child development. Englewood Cliffs, NJ: Prentice-Hall. Chomsky,N. (1959). Reviewof Skinner's verbalbehavior.Language, 35, 26-58. Gewirtz, J. L. (1972). Attachment, dependence, and a distinction in terms of stimulus control. In J. L. Gewirtz(Ed.), Attachmentand dependency(pp. 139-177). Washington, DC: Winston. Mahoney, M. J. (1989). Scientific psychology and radical behaviorism: Important distinctions between scientismand objectivism.AmericanPsychologist, 44, 1372-1377. Santrock, J. W. (1994). Child development (6th ed.). Madison, WI: Wm. C. Brown.
PII S0891-4222(96)00020-0
David Reitman Louisiana State University
The Psychoeducational Use and Interpretation of the Wechsler Adult Intelligence Scale-Revised (2nd ed.) By Hazel Z. Sprandel. Springfield: Charles C. Thomas, 1994. In this second edition of Sprandel's The Psychoeducational Use and Interpretation of the Wechsler Adult Intelligence Scale-Revised, she educates the reader in the history of the intelligence testing and goes into great detail about the WAIS-R. She covers training, ethics, administration, scoring, analysis of IQ scores and individual subtests, subtest profiles, and combining the WAIS-R with other tests. She also addresses the role of computers during assessment, testing of special populations, and more. While it is apparent that Sprandel has put tremendous effort and time into this second edition, there are still some limitations. First, her writing style could have been enhanced through the use of more tables and figures. The visual aids that were included presented her points clearly and were a helpful addition to the text, and more of them would have been welcome. Furthermore, much of the information Sprandel presents repeats material already presented in the WAIS-R manual. Sprandel was diligent in her research of intelligence and presented the pitfalls, administration, scoring, etc. of the WAIS-R in a logical and easy-tounderstand manner. Specifically, she thoroughly addressed the 11 subtests of the WAIS-R, covering what each subtest measures, information processing aspects, psychometric considerations, subjects' handling of the subtest, the meaning of high and low scores, factors that may influence performance on the
416
Book Reviews
subtest, and qualitative aspects of the subtest. Additionally, the case presentations and model reports will likely be helpful for the novice. In conclusion, Sprandel has written a complete and easy-to-understand book about intelligence, specifically, measuring it using the WAIS-R. It should be useful for psychometrists and entry-level graduate students and may perhaps serve as one of several texts for an entry level assessment class. PII S0891-4222(96)00019-4
Jill S. Hayes Louisiana State University