Abstract
IQ testing is very much alive. Old tests are revised (e.g., WISC-R, Wechsler, 1974), and new tests (K-ABC, Kaufman & Kaufman, 1983) and books about testing (Sattler, 1982) continue to appear. Much of this activity centers around the testing of children, probably because questions about current and future developmental status arise most commonly in childhood. Insofar as the IQ is a good index of both—and there are sufficient grounds for asserting that (within limits) it is (Madge & Tizard, 1980)—the continued use of IQ tests is comprehensible.
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Berger, M. (1986). Toward an Educated Use of IQ Tests. In: Lahey, B.B., Kazdin, A.E. (eds) Advances in Clinical Child Psychology. Advances in Clinical Child Psychology, vol 9. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-9823-3_1
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