D'apres ce que je comprends, Terman et Merrill sont les auteurs de la "form L-M" qui est utilisee pour palier au plafonnage du WISCIII.
Lorsqu'un enfant a un tres haut QI et plafonne, les psy peuvent passer a ce test pour continuer plus loin. Cela se fait couramment ici aux US, le Qi peut aller jusqu'a 190  .
La page se trouve ici sur Hoagies 
http://www.hoagiesgifted.org/current_use.htm
Un petit extrait:
Clinicians working with extremely gifted children need a test with a higher ceiling in order to make appropriate educational recommendations. Whereas, previously, a score of 145 on an L-M would have resulted in different recommendations from a score of 160 or 190, the highest scoring children on current tests frequently score in the 140s, with a large range of abilities receiving approximately the same score. Administering an L-M along with a current test raises the ceiling and adds the benefit of many decades of score interpretation. Some children score similarly on a Wechsler test and an L-M, while others have dramatically different scores. For example, the child who scores 145 on both a WISC-III and an L-M would flourish in a school for the gifted, but might also be successful taking honors classes, extra enrichment courses, and, perhaps, skipping a grade. However, the child who scores 145 on a WISC-III and 195 on an L-M may have serious difficulty adjusting to school and will likely have different peer needs. Radical acceleration may be needed to accommodate fast-paced learning and support the child's motivation to learn. Even when placed in a school for the gifted, such a child may not be a "good fit" with the school's planned curriculum. The high L-M score can help teachers and parents anticipate such needs and support their observations when a child's program appears to need modifications.
Si tu ne comprends pas, je peux essayer de traduire (mais seuleument si on me demande treeeees gentillement  . c'est une blague, je ne suis pas debordee en ce moment  )
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