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somebody must have turned it
upside down . . . to twist that which was straight, to befoul that which was clean” (Levi, 1985, p.
99).
Edith took her mother’s last words to heart. No one can take away what she has put in her brain.
No one can take away what you have put in your brain. By becoming a psychotherapist, Dr. Eger
chose a career in which she helps others cope with personal realities that defy rational explanation.
Noting that today’s college students have little knowledge of the Holocaust, she hopes “that some
day, when they are ready, my grandchildren will have the curiosity to ask their grandmother
questions about the time when the world was turned upside down. So that if it starts tilting again,
they and million of others can redress it before it is too late” (p. 9).
163
CHAPTER 10
Intelligence and Intelligence Assessment
LEARNING OBJECTIVES
On completion of this chapter, students should be able to:
1. Describe both the original purposes of psychological assessment and the purposes for
which it is commonly used today
2. Identify the methods used to assess individual differences in practice
3. Define reliability and validity
4. Compare and contrast the major theories of individual differences
5. Define the construct of intelligence
6. Describe Binet’s approach to intelligence testing
7. Communicate what is meant by the “politics of intelligence”
8. Identify objective and projective intelligence tests
9. Explain the differences between intelligence tests that are theory based and those that are
empirically based
CHAPTER OUTLINE
I. What Is Assessment?