Abstract
In this article, the author reviews three traditions of cognitive assessment: the structural approach (based on factor analytic research), the information-processing approach, and the dynamic approach (based on learning theory). The theoretical background of each assessment approach is sketched and the advantages and disadvantages of each discussed. The author then proposes an integrated two-factor cognitive theory which accommodates all three traditions. Using this theory as a basis, he proposes a design for a test battery which would be appropriate for use in a multicultural context and would identify individuals likely to benefit from developmental opportunities.
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