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Poor little snail trait cards

the history of psychology” (p. 37). As a regular user of the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV UK), I was delighted by the chapter outlining its history and underpinning theory, succinctly describing subtests and indices and reviewing reliability and validity. The section ends with a brief “illustrative case study”, including interpretation of test results and contextualised recommendations. A further 14 contemporary intelligence tests receive similarly thorough treatment. I was also attracted to a later chapter exploring links between neuropsychology and cognition. The authors (Miller and Maricle) analyse standardised IQ subtests according to their identified neurocognitive (rather than hypothesised cognitive) demands and conclude that “the assessment of cognition needs to be a brain-based endeavour.” Our profession can no longer afford to dismiss findings from neuroscience, such as the reality of neuroplasticity. Using “static” cognitive assessments to judge future competence is starting to go out of fashion. I would raise three issues with this book. Firstly, it is very North America focussed. It would have been interesting to read contrasting perspectives from contributors outside that continent. Secondly, minimal attention is paid to relating the various theoretical perspectives (and associated assessment tools) to everyday psychological practice in school or clinic. Thirdly, there is no “tying up” chapter at the end of the book. For example, the comparative effectiveness of the tools associated with different theoretical models of intelligence is not evaluated, so practitioners are not given a steer towards any given model/test. This is unsurprising, given that there is still no agreement about what intelligence actually means. I would suggest this incoherence is a major problem. Nonetheless, Contemporary Intellectual Assessment is a serious book comprehensively addressing a serious and highly complex subject. Highly recommended.