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Traditionally, recording from and stimulating the brain with high spatial and temporal resolution required invasive means. However, recently, the technical capabilities of less invasive and non-invasive neuro-interfacing technology have been dramatically improving, and laboratories and funders aim to further improve these capabilities. These technologies can facilitate functions such as multi-person communication, mood regulation and memory recall. We consider a potential future where the less invasive technology is in high demand. Will this demand match that the current-day demand for a smartphone? Here, we draw upon existing research to project which particular neuroethics issues may arise in this potential future and what preparatory steps may be taken to address these issues.

Scatter analysis of IQ profiles has a long and controversial history. We conducted this study to determine whether the validity of scatter information is any greater for 2 new IQ batteries, the Kaufman Assessment Battery for Children (K-ABC) and the Fourth Edition Stanford-Binet (SB4), than for the Wechsler Intelligence Scale for Children-Revised (WISC-R). Within a sample of referred children, we computed numerical indexes of profile elevation, shape, and variability for all IQ tests. Using hierarchical multiple regression with achievement scores as dependent variables, we found shape information had marginal incremental validity over elevation as a predictor for the WISC-R, even less for the SB4, and virtually none for the K-ABC. We discuss implications of these results.

When the Kaufman Assessment Battery for Children (K-ABC; A. S. Kaufman & N. L. Kaufman, 1983a, 1983b) was published just over 10 years ago, it had many unique features, including its information processing model and specific recommendations for educational remediation. Although the test has received much attention because of these characteristics, the K-ABC has also been the subject of much controversy. Through consideration of some of these arguments, lessons that researchers in the field of child assessment may learn from the K-ABC and their implications for future directions are identified. Based in part on lessons learned from the K-ABC, an alternative assessment model for the evaluation of children with reading problems is proposed at the end of this article. The state of child cognitive assessment just over a decade ago was one of both stagnation and altercation. From a scientific perspective, there had been few fundamental changes in either theory or tests since the turn of the century. For instance, thencontemporary IQ tests such as the Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) and Form L-M of the Stanford-Binet (SB-LM; Terman & Merrill, 1973) had basically the same formats and subtests as their respective progenitors, Binet's original 1905 scale and the 1939 Wechsler-Bellevue (e.g., Sternberg, 1992). From a social perspective, the use of IQ tests for the special education placement of minority children was the subject of many court cases (e.g., Reschley, 1990). It was against this troubled background that the Kaufman Assessment Battery for Children (K-ABC; ages 2 '/,-12 '/ 2 years; Kaufman & Kaufman, 1983a, 1983b) was published. At the time, many of the K-ABC's features seemed to be direct rejoinders to some of these controversies. For instance, some K-ABC subtests were quite novel compared to those that make up the WISC-R or the SB-LM. Also, the K-ABC is based on specific theoretical models, the application of which are intended to provide more pure estimates of ability versus achievement, identify children who have particular types of information processing deficits, and help psychologists make specific recommendations for educational remediation. None of the aforementioned characteristics were unique in the early 1980s. Other tests were organized according to specific conceptual models (e.g., Illinois Test of Psycholinguistic Ability; Kirk, McCarthy, & Kirk, 1968) or were intended to assess reasoning rather than acquired knowledge (e.g., Raven's Stan

We evaluated whether abilities measured by the Kaufman Assessment Battery for Children (K-ABC)are as complex as those measured by the Wechsler Intelligence Scale for Children-Revised (WISC-R)within a sample of referred children. Results of factor and multidimensional scaling analyses indicated that abilities tapped by the K-ABC Mental Processing scale are not as complex as those assessed by the WISC-R. K-ABC Achievement scale subtests, however, seemed to assess skills as complex as those measured by many WISC-R subtests. The relative cognitive complexity of the K-ABC and the WISC-R seem comparable, but only when all the K-ABC subtests are administered.

R. W. Kamphaus and C. R. Reynolds developed a scoring system for the Kaufman Assessment Battery for Children (K-ABC) in which test users derive alternative summary scores, including General Intelligence, Verbal Intelligence, and Reading composites. In this study, we evaluated the construct validity of this supplementary scoring model with data from a sample of referred school-age children and from the K-ABC normative sample. Within the referred sample, we conducted a factor analysis to determine the joint factor structure of subtests from the K-ABC and other IQ and achievement measures. We evaluated within the normative sample the relative fits of the factor models implied by the original and Kamphaus-Reynolds scoring models to subtest inter-correlations. Our results supported the construct validity of only part of the Kamphaus-Reynolds scoring model.

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