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Abstract
The past 30 years have produced major changes in the measurement of cognitive ability and the interpretation of assessment results. Theory describing the factorial structure of cognitive ability has blossomed, and the results are visible in several recently published batteries of intellectual ability. The application of better theory to new assessment instruments has been facilitated by advances in the psychometric and statistical tools available to test developers. Attention is drawn to a concern about the capability of many clinicians to appreciate the importance of these changes and to apply them in practice without adequate continuing education.
