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Behavioral assessment --- Threats --- Terrorism --- Bioterrorism --- Risk management --- Evaluation. --- Prevention. --- Psychology --- Political science --- Business & economics

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Behavioral assessment of children. --- Developmental disabilities --- Developmentally disabled children --- Psychodiagnostiek --- Diagnosis. --- Psychological testing. --- klinische psychodiagnostiek --- klinische psychodiagnostiek.

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Dynamic/interactive assessment has been a long time coming! It has been almost a century since Alfred Binet suggested that assessment of the processes of learn­ ing should constitute a priority in the mental testing movement, and over 60 years since Andre Rey made the same suggestion. An important model that supports many contemporary approaches to "flexible" or "process" assessment was offered by Vygotsky in the 1920s. The ground breaking work by Reuven Feuerstein and his Swiss colleagues on process assessment of North African Jewish children was done in the early 1950s. In the intervening years almost every serious psy­ chometrist has, at one time or another, called for emphasis on assessment of the of learning, rather than an exclusive emphasis on assessment of the processes products of prior opportunities to learn. One has to wonder why we have had to wait so long for formalization and instrumentation of the methods for doing just that! Of course, we psychologists like to do what we do well, and we have learned to do static, normative assessment, especially of "intelligence," very well indeed. Unfortunately, it is also true that dynamic/interactive assessment has not attracted or fueled the volume of high-quality research that is still going to be necessary if it is to survive as a widely used supplement to static, normative testing. This volume, incorporating a strong research base, goes a long way toward remedia­ tion of that situation.

Cognitive psychology --- Educational psychology --- Personality development --- Behavioral assessment --- Psychological tests --- #PBIB:2001.4 --- Mental tests --- Psychological assessment --- Tests, Psychological --- Psychology --- Testing --- Clinical psychology --- Educational tests and measurements --- Assessment of behavior --- Behavior assessment --- Behavioral analysis --- Behavioral evaluation --- Psychodiagnostics --- Methodology --- Behavioral assessment. --- Psychological tests. --- Psychodiagnostiek --- handboeken en inleidingen --- handboeken en inleidingen. --- Child psychology. --- School psychology. --- Clinical psychology. --- Cognitive psychology. --- Education. --- Child and School Psychology. --- Clinical Psychology. --- Cognitive Psychology. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Psychology, Cognitive --- Cognitive science --- Psychiatry --- Psychology, Applied --- Psychology, School --- Behavior, Child --- Child behavior --- Child study --- Pediatric psychology --- Child development --- Developmental psychology --- Education

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Behavior, Animal --- Neurosciences --- Animals, Laboratory --- Animal behavior --- Laboratory animals --- Behavioral assessment --- Animaux --- Animaux de laboratoire --- Analyse comportementale --- methods --- psychology --- Handbooks, manuals, etc. --- Psychology --- Guides, manuels, etc. --- Moeurs et comportement --- Guides, manuels, etc --- Psychologie --- Physiology of nerves and sense organs --- Behavior, Animal. --- methods. --- psychology.

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Human language and our use of it to communicate or to understand the world requires deriving relations among events: for example, if A=B and A=C, then B=C. Relational frame theory argues that such performances are at the heart of any meaningful psychology of language and cognition. From a very early age, human beings learn relations of similarity, difference, comparison, time, and so on, and modify what they do in a given situation based on its derived relation to others situations and what is known about them. This volume goes beyond theory and gives the empirical and conceptual tools to conduct an experimental analysis of virtually every substantive topic in human language and cognition, both basic and applied. As the term `post-Skinnerian' suggests, this volume challenges behavioral psychology to abandon many of the specific theoretical formulations of its most prominent historical leader in the domain of complex human behavior, especially in human language and cognition, and approach the field from a new direction. The need for a pragmatically useful analysis of language and cognition is as enormous and varied as its extensions and applications. This volume will be of interest not only to behavior theorists but also to cognitive psychologists, therapists, educators, and anyone studying the human condition.

Psycholinguistics. --- Cognition. --- Behavioral assessment. --- Psycholinguistique --- Cognition --- Analyse comportementale --- Experimentele psychologie --- psycholinguistiek --- Artificial intelligence. --- Consciousness. --- Languages. --- Philosophy (General). --- Psychology, clinical. --- Psycholinguistics --- Behavioral assessment --- Clinical Psychology --- Psychology --- Social Sciences --- Psychiatry --- Health & Biological Sciences --- psycholinguistiek. --- Psychology. --- Clinical psychology. --- Cognitive psychology. --- Clinical Psychology. --- Cognitive Psychology. --- Artificial Intelligence (incl. Robotics). --- Artificial Intelligence. --- Psychology, Clinical. --- AI (Artificial intelligence) --- Artificial thinking --- Electronic brains --- Intellectronics --- Intelligence, Artificial --- Intelligent machines --- Machine intelligence --- Thinking, Artificial --- Bionics --- Cognitive science --- Digital computer simulation --- Electronic data processing --- Logic machines --- Machine theory --- Self-organizing systems --- Simulation methods --- Fifth generation computers --- Neural computers --- Psychology, Cognitive --- Psychology, Applied --- Psychological tests --- Language, Psychology of --- Language and languages --- Psychology of language --- Speech --- Linguistics --- Thought and thinking --- Assessment of behavior --- Behavior assessment --- Behavioral analysis --- Behavioral evaluation --- Psychodiagnostics --- Psychological aspects --- Methodology