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British Ability Scales

By:

National Foundation for Educational Research

Publication details: NFER Publishing, 1979

Contents:

Contents not checked by librarians.

Summary: An intelligence test, first published in 1979, designed for use with children and adolescents up to 17 or 18 years of age, comprising a set of 23 subtests designed to measure a wide diversity of mental abilities and yielding three scores: visual IQ, verbal IQ, and general IQ. Its subtests are designed to measure the following six mental processes: speed of information-processing, reasoning, spatial imagery, perceptual matching, short-term memory, and retrieval and application of knowledge. The correlations between the subtests are all moderate or high, and general IQ scores derived from the test correlate well with independent measures of scholastic and academic attainment. (Oxford Dictionary of Psychology).

List(s) this item appears in: SLaM Library Psychological Tests

Holdings
Item type	Home library	Class number	Status	Date due	Barcode
Psychological tests	South London and Maudsley Trust Library Librarians Office		Available		024904

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	WISC-IV : Wechsler Intelligence Scale for Children	British Ability Scales	PI-ED : the Paediatric Index of Emotional Distress /	MCMI-III : Millon Clinical Multiaxial Inventory-III	LIBRARYOFFICECUPBOARD The Adult Memory and Information Processing Battery (AMIPB) : test manual	Next

Contents not checked by librarians.

An intelligence test, first published in 1979, designed for use with children and adolescents up to 17 or 18 years of age, comprising a set of 23 subtests designed to measure a wide diversity of mental abilities and yielding three scores: visual IQ, verbal IQ, and general IQ. Its subtests are designed to measure the following six mental processes: speed of information-processing, reasoning, spatial imagery, perceptual matching, short-term memory, and retrieval and application of knowledge. The correlations between the subtests are all moderate or high, and general IQ scores derived from the test correlate well with independent measures of scholastic and academic attainment. (Oxford Dictionary of Psychology).

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