1. How do you conceptualize intelligence? Is intelligence comprised of a single component or a conglomeration of multiple factors?

2. Intelligence tests such as the Wechsler Intelligence Tests and the Stanford-Binet Intelligence Scales should only be administered, scored, and interpreted by trained and qualified psychologists. Why do you think such stringent restrictions are placed on these assessment instruments? What potential consequences, if any, could result from their misuse?

3. How might cultural variables affect intelligence and achievement testing? Think of some examples in which culture might influence performance on such assessment instruments.

4. What is your impression of neuropsychological testing? Are you interested in this particular specialty? Should psychologists receive more biology-based training throughout their undergraduate and graduate careers?

5. Imagine a patient admitted to the hospital following a car accident in which he sustained a head trauma. The morning after the crash, a neuropsychologist enters the patient’s hospital room and attempts to administer a brief neuropsychological test battery. How might this patient—who only yesterday was in a car accident—respond to being asked to remember words and short phrases, draw pictures from memory, and other such similar tasks? How might you deal with any resistance the patient might mount to completing the assessment?

6. Numerous “psychological assessments” are available for free on the Internet. What cautions should you take when completing these measures and reading the results or feedback they provide?

7. Can you think of any reasons why a clinical psychologist would use a longer neuropsychological method instead of a shorter one? What about the other way around?