By Dawn P. Flanagan, Patti L. Harrison
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Extra info for Contemporary Intellectual Assessment: Theories, Tests, and Issues
Von Mayrhauser (1987), Yerkes would use the military crisis to assert “near-dictatorial power within the profession” of psychology (p. 135). The meeting at the Hotel Walton was misguided from the start because it involved a discussion among academic psychologists about what the military needed, rather than a request to the military as to how psychology might serve military needs. Moreover, a heavy-handed Yerkes sought to impose his narrow vision of mental testing on psychology, while suppressing input from another council member, Walter Dill Scott, who had more applied experience in personnel selection than anyone else at the meeting.
S. Army (Baker, 1918). Under General John J. Pershing, troops of the American Expeditionary Forces (AEF) began arriving in Europe in June 1917. The draft, however, had no established procedures to identify and exclude men who were unﬁt for service. S. Military Academy at West Point and fell far short of needs. Secretary of War Newton Baker (1918, p. , assigning a practicing accountant to military requisitions tracking or record keeping). The massive draft provided an opportunity for the young scientiﬁc discipline of psychology to demonstrate the value of its stillnew technologies—the intelligence test and personnel selection procedures—to efﬁciently screen large numbers of enlisted men.
It was norm-referenced, permitting an individual’s performance to be compared with that of his or her age peers. It was reliable, yielding consistent scores from one occasion to another. It was developmentally sensitive, recognizing that mental abilities in children develop in a meaningful progression and that the abilities of children differ substantially from that of adults. It was efﬁcient and engaging, administered in an adaptive format in which content changed frequently. It offered clinical assessment, aimed at diagnosing intellectual disabilities, identifying cognitively advanced students, and describing the characteristics of both “normal” and “abnormal” individuals.
Contemporary Intellectual Assessment: Theories, Tests, and Issues by Dawn P. Flanagan, Patti L. Harrison