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Individually-administered intelligence examination that was revised from the original Binet–Simon Scale

Stanford–Binet Intelligence scales
ICD-nine-CM	94.01

The Stanford–Binet Intelligence Scales (or more unremarkably the Stanford–Binet) is an individually administered intelligence test that was revised from the original Binet–Simon Scale by Lewis Terman, a psychologist at Stanford Academy. The Stanford–Binet Intelligence Scale is now in its fifth edition (SB5) and was released in 2003. It is a cerebral ability and intelligence test that is used to diagnose developmental or intellectual deficiencies in young children. The test measures five weighted factors and consists of both verbal and nonverbal subtests. The five factors being tested are noesis, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning.

The development of the Stanford–Binet initiated the modern field of intelligence testing and was one of the first examples of an adaptive examination. The test originated in France, and then was revised in the The states. It was initially created by the French psychologist Alfred Binet, who, following the introduction of a police mandating universal teaching by the French government, began developing a method of identifying "slow" children, so that they could be placed in special education programs, instead of labelled sick and sent to the asylum.^[i] Every bit Binet indicated, case studies might be more detailed and helpful, only the time required to test many people would be excessive. In 1916, at Stanford University, the psychologist Lewis Terman released a revised exam that became known every bit the Stanford–Binet test.

Development [edit]

As discussed by Fancher & Rutherford in 2012, the Stanford–Binet is a modified version of the Binet-Simon Intelligence scale. The Binet-Simon scale was created by the French psychologist Alfred Binet and his student Theodore Simon. Due to changing teaching laws of the time, Binet had been requested by a regime commission to come up up with a way to detect children who were falling behind developmentally and in need of help.^[two] Binet believed that intelligence is malleable and that intelligence tests would help target children in need of extra attending to accelerate their intelligence.^[3]

To create their test, Binet and Simon first created a baseline of intelligence. A wide range of children were tested on a broad spectrum of measures in an effort to discover a clear indicator of intelligence. Failing to discover a single identifier of intelligence, Binet and Simon instead compared children in each category by age. The children's highest levels of achievement were sorted by age and common levels of accomplishment considered the normal level for that age. Because this testing method merely compares a person'southward ability to the mutual ability level of others their age, the general practices of the exam can hands exist transferred to test unlike populations, fifty-fifty if the measures used are inverse.

Reproduction of an item from the 1908 Binet–Simon intelligence calibration, that shows three pairs of pictures, and asks the tested child, "Which of these two faces is the prettier?" Reproduced from the commodity "A Practical Guide for Administering the Binet-Simon Scale for Measuring Intelligence" by J. W. Wallace Wallin in the December 1911 issue of the journal The Psychological Dispensary (book 5 number 7), public domain^{[4] [ unreliable source ]}

1 of the first intelligence tests, the Binet-Simon test quickly gained back up in the psychological community, many of whom further spread it to the public. Lewis Thousand. Terman, a psychologist at Stanford University, was one of the beginning to create a version of the test for people in the United States, naming the localized version the Stanford–Binet Intelligence Scale. Terman used the test not only to assist identify children with learning difficulties but besides to find children and adults who had above average levels of intelligence. In creating his version, Terman besides tested additional methods for his Stanford revision, publishing his first official version as The Measurement of Intelligence: An Caption of and a Consummate Guide for the Utilize of the Stanford Revision and Extension of the Binet-Simon Intelligence Calibration (Fancher & Rutherford, 2012) (Becker, 2003).

The original tests in the 1905 form include:

1. "Le Regard"
2. Prehension Provoked by a Tactile Stimulus
3. Prehension Provoked by a Visual Perception
4. Recognition of Food
5. Quest of Food Complicated past a Slight Mechanical Difficulty
6. Execution of Simple Commands and Imitation of Simple Gestures
7. Verbal Knowledge of Objects
8. Verbal Knowledge of Pictures
9. Naming of Designated Objects
10. Immediate Comparison of Two Lines of Unequal Lengths
11. Repetition of Three Figures
12. Comparing of Two Weights
13. Suggestibility
14. Verbal Definition of Known Objects
15. Repetition of Sentences of Fifteen Words
16. Comparison of Known Objects from Memory
17. Practise of Retentivity on Pictures
18. Cartoon a Design from Memory
19. Firsthand Repetition of Figures
20. Resemblances of Several Known Objects Given from Memory
21. Comparison of Lengths
22. V Weights to be Placed in Order
23. Gap in Weights
24. Do upon Rhymes
25. Exact Gaps to be Filled
26. Synthesis of Three Words in One Sentence
27. Reply to an Abstract Question
28. Reversal of the Hands of a Clock
29. Paper Cut
30. Definitions of Abstract Terms

Historical use [edit]

One hindrance to widespread understanding of the test is its use of a variety of different measures. In an endeavour to simplify the information gained from the Binet-Simon exam into a more comprehensible and easier to understand class, German psychologist William Stern created the at present well known Intelligence Quotient (IQ). By comparison the mental age a kid scored at to their biological age, a ratio is created to testify the rate of their mental progress as IQ. Terman quickly grasped the idea for his Stanford revision with the aligning of multiplying the ratios past 100 to make them easier to read.

As as well discussed past Leslie, in 2000, Terman was another of the main forces in spreading intelligence testing in the United States (Becker, 2003). Terman quickly promoted the use of the Stanford–Binet for schools beyond the U.s. where it saw a high rate of acceptance. Terman'southward work too had the attention of the U.S. government, who recruited him to apply the ideas from his Stanford–Binet test for war machine recruitment well-nigh the start of World War I. With over ane.7 million military recruits taking a version of the test and the credence of the test past the government, the Stanford–Binet saw an increment in awareness and acceptance (Fancher & Rutherford, 2012).

Given the perceived importance of intelligence and with new ways to measure intelligence, many influential individuals, including Terman, began promoting controversial ideas to increase the nation's overall intelligence. These ideas included things such every bit discouraging individuals with low IQ from having children and granting important positions based on loftier IQ scores. While there was significant opposition, many institutions proceeded to conform students' education based on their IQ scores, often with a heavy influence on time to come career possibilities (Leslie, 2000).

Revisions of the Stanford–Binet Intelligence Calibration [edit]

Since the beginning publication in 1916, at that place have been 4 additional revised editions of the Stanford–Binet Intelligence Scales, the first of which was developed past Lewis Terman. Over twenty years subsequently, Maud Merrill was accepted into Stanford's education program shortly earlier Terman became the caput of the psychology department. She completed both her Masters Degree and Ph.D. under Terman and quickly became a colleague of his as they started the revisions of the second edition together. At that place were 3,200 examinees, aged ane and a half to eighteen years, ranging in unlike geographic regions as well as socioeconomic levels in attempts to comprise a broader normative sample (Roid & Barram, 2004). This edition incorporated more objectified scoring methods, while placing less emphasis on call back memory and including a greater range of nonverbal abilities (Roid & Barram, 2004) compared to the 1916 edition.

When Terman died in 1956, the revisions for the third edition were well underway, and Merrill was able to publish the final revision in 1960 (Roid & Barram, 2004). The use of divergence IQ made its first appearance in 3rd edition, however the use of the mental age calibration and ratio IQ were not eliminated. Terman and Merrill attempted to calculate IQs with a uniform standard deviation while still maintaining the use of the mental age calibration by including a formula in the manual to convert the ratio IQs with means varying betwixt historic period ranges and nonuniform standard deviations to IQs with a mean of 100 and a uniform standard deviation of 16. However, it was subsequently demonstrated that very loftier scores occurred with much greater frequency than what would be predicted by the normal bend with a standard deviation of xvi, and scores in the gifted range were much higher than those yielded past essentially every other major test, and so it was deemed that the ratio IQs modified to have a uniform mean and standard deviation, referred to as "deviation IQs" in the transmission of the third edition of the Stanford–Binet (Terman & Merrill, 1960), could not be straight compared to scores on "true" divergence IQ tests, such as the Wechsler Intelligence Scales, and the later versions of the Stanford–Binet, equally those tests compare the performance of examinees to their ain age group on a normal distribution (Ruf, 2003). While new features were added, at that place were no newly created items included in this revision. Instead, whatsoever items from the 1937 form that showed no substantial change in difficulty from the 1930s to the 1950s were either eliminated or adjusted (Roid & Barram, 2004).

Robert Thorndike was asked to take over later Merrill's retirement. With the aid of Elizabeth Hagen and Jerome Sattler, Thorndike produced the quaternary edition of the Stanford–Binet Intelligence Scale in 1986. This edition covers the ages two through 20-iii and has some considerable changes compared to its predecessors (Graham & Naglieri, 2003). This edition was the kickoff to use the 15 subtests with bespeak scales in place of using the previous historic period scale format. In an attempt to augment cognitive ability, the subtests were grouped and resulted in four surface area scores, which improved flexibility for administration and interpretation (Youngstrom, Glutting, & Watkins, 2003). The 4th edition is known for assessing children that may be referred for gifted programs. This edition includes a broad range of abilities, which provides more challenging items for those in their early on adolescent years, whereas other intelligence tests of the time did not provide difficult enough items for the older children (Laurent, Swerdlik, & Ryburn, 1992).

Gale Roid published the nearly recent edition of the Stanford–Binet Intelligence Scale. Roid attended Harvard Academy where he was a research assistant to David McClelland. McClelland is well known for his studies on the demand for achievement. While the fifth edition incorporates some of the classical traditions of these scales, in that location were several meaning changes made.

Timeline [edit]

• Apr 1905: Development of Binet-Simon Test announced at a briefing in Rome
• June 1905: Binet-Simon Intelligence Exam introduced
• 1908 and 1911: New Versions of Binet-Simon Intelligence Test
• 1916: Stanford–Binet First Edition by Terman
• 1937: Second Edition by Terman and Merrill
• 1960: 50-Thou modified second edition by Merrill
• 1973: Third Edition by Merrill (1937 re-normed)
• 1986: Quaternary Edition by Thorndike, Hagen, and Sattler
• 2003: Fifth Edition past Roid

Stanford–Binet Intelligence Scale: Fifth Edition [edit]

Just equally it was used when Binet first developed the IQ examination, the Stanford–Binet Intelligence Scale: Fifth Edition (SB5) is based in the schooling procedure to appraise intelligence. It continuously and efficiently assesses all levels of ability in individuals with a broader range in age. It is too capable of measuring multiple dimensions of abilities (Ruf, 2003).

The SB5 tin can exist administered to individuals as early as two years of age. At that place are ten subsets included in this revision including both verbal and nonverbal domains. 5 factors are also incorporated in this scale, which are straight related to Cattell-Horn-Carroll (CHC) hierarchical model of cognitive abilities. These factors include fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working retention (Bain & Allin, 2005). Many of the familiar picture absurdities, vocabulary, memory for sentences, and verbal absurdities all the same remain from the previous editions (Janzen, Obrzut, & Marusiak, 2003), however with more than modern artwork and detail content for the revised fifth edition.

For every verbal subtest that is used, there is a nonverbal counterpart across all factors. These nonverbal tasks consist of making movement responses such as pointing or assembling manipulatives (Bain & Allin, 2005). These counterparts have been included to address language-reduced assessments in multicultural societies. Depending on age and power, administration can range from fifteen minutes to an hr and 15 minutes.

The fifth edition incorporated a new scoring system, which tin provide a wide range of information such as iv intelligence score composites, five cistron indices, and x subtest scores. Additional scoring information includes percentile ranks, age equivalents, and a change-sensitive score (Janzen, Obrzut, & Marusiak, 2003). Extended IQ scores and gifted composite scores are bachelor with the SB5 in order to optimize the assessment for gifted programs (Ruf, 2003). To reduce errors and increase diagnostic precision, scores are obtained electronically through the use of computers now.

The standardization sample for the SB5 included iv,800 participants varying in historic period, sex, race/ethnicity, geographic region, and socioeconomic level (Bain & Allin, 2005).

Reliability [edit]

Several reliability tests take been performed on the SB5 including split-half reliability, standard error of measurement, plotting of test information curves, test-retest stability, and inter-scorer agreement. On average, IQ scores for this scale have been found quite stable across time (Janzen, Obrzut, & Marusiak, 2003). Internal consistency was tested by split-half reliability and was reported to exist substantial and comparable to other cognitive batteries (Bain & Allin, 2005). The median interscorer correlation was .90 on average (Janzen, Obrzut, & Marusiak, 2003). The SB5 has also been found to take great precision at advanced levels of functioning meaning that the test is especially useful in testing children for giftedness (Bain & Allin, 2005). There have but been a pocket-sized amount of practice effects and familiarity of testing procedures with retest reliability; however, these accept proven to exist insignificant. Readministration of the SB5 can occur in a vi-month interval rather than ane yr due to the pocket-size hateful differences in reliability (Bain & Allin, 2005).

Validity [edit]

Content validity has been constitute based on the professional judgments Roid received concerning fairness of items and item content as well as items concerning the assessment of giftedness (Bain & Allin, 2005). With an exam of age trends, construct validity was supported along with empirical justification of a more substantial g loading for the SB5 compared to previous editions. The potential for a variety of comparisons, especially for within or beyond factors and verbal/nonverbal domains, has been appreciated with the scores received from the SB5 (Bain & Allin, 2005).

Score nomenclature [edit]

The test publisher includes suggested score classifications in the test manual.

Stanford–Binet Fifth Edition (SB5) classification^[v]

IQ Range ("deviation IQ")	IQ Classification
145–160	Very gifted or highly advanced
130–144	Gifted or very advanced
120–129	Superior
110–119	High average
xc–109	Average
80–89	Low average
70–79	Borderline impaired or delayed
55–69	Mildly impaired or delayed
40–54	Moderately impaired or delayed

The classifications of scores used in the Fifth Edition differ from those used in earlier versions of the exam.

Subtests and factors [edit]

Fluid reasoning	Knowledge	Quantitative reasoning	Visual-spatial processing	Working retention
Early reasoning	Vocabulary	Non-verbal quantitative reasoning (not-verbal)	Form lath and form patterns (not-verbal)	Delayed response (non-verbal)
Exact absurdities	Procedural knowledge (not-verbal)	Exact quantitative reasoning	Position and management	Block span (non-exact)
Verbal analogies	Film absurdities (non-verbal)			Retention for sentences
Object series matrices (non-verbal)				Last give-and-take

Source:^[6]

Nowadays use [edit]

Since its inception, the Stanford–Binet has been revised several times. Currently, the exam is in its 5th edition, which is called the Stanford–Binet Intelligence Scales, Fifth Edition, or SB5. According to the publisher's website, "The SB5 was normed on a stratified random sample of iv,800 individuals that matches the 2000 U.Southward. Census". By administering the Stanford–Binet test to large numbers of individuals selected at random from different parts of the United states of america, information technology has been constitute that the scores approximate a normal distribution. The revised edition of the Stanford–Binet over time has devised substantial changes in the way the tests are presented. The test has improved when looking at the introduction of a more parallel form and more demonstrative standards. For one, a non-verbal IQ component is included in the nowadays day tests whereas in the past, there was only a verbal component. In fact, it now has equal balance of verbal and not-verbal content in the tests. Information technology is also more animated than the other tests, providing the test-takers with more colourful artwork, toys and manipulatives. This allows the test to have a college range in the historic period of the test takers. This examination is purportedly useful in assessing the intellectual capabilities of people ranging from young children all the style to young adults. All the same, the test has come under criticism for not existence able to compare people of different age categories, since each category gets a unlike gear up of tests. Furthermore, very young children tend to do poorly on the examination due to the fact that they lack the ability to concentrate long enough to cease it.

Current uses for the test include clinical and neuropsychological cess, educational placement, compensation evaluations, career cess, adult neuropsychological treatment, forensics, and research on aptitude. Diverse loftier-IQ societies also accept this exam for access into their ranks; for example, the Triple 9 Society accepts a minimum qualifying score of 151 for Course L or Yard, 149 for Form 50-Yard if taken in 1986 or earlier, 149 for SB-Iv, and 146 for SB-5; in all cases the applicant must have been at least xvi years old at the date of the test. Intertel accepts a score of 135 on SB5 and 137 on Form L-Yard.^[7]

See also [edit]

• Cattell Baby Intelligence Scale
• The Flynn effect
• Military psychology
• Intelligence quotient
• IQ classification

References [edit]

1. ^ Nicolas, Serge; Andrieu, Bernard; Croizet, Jean-Claude; Sanitioso, Rasyid B.; Burman, Jeremy Trevelyan (2013). "Sick? Or slow? On the origins of intelligence as a psychological object". Intelligence. 41 (five): 699–711. doi:10.1016/j.intell.2013.08.006.
2. ^ "Binet, Alfred (1857-1911) French Psychologist (Scientist)".
3. ^ "Is Intelligence Fixed or Malleable? | Poet; Don't Know It".
4. ^ "Psychol Clin Volume 5(7); 1911 Dec 15". world wide web.ncbi.nlm.nih.gov . Retrieved 2020-07-03 .
5. ^ Kaufman, Alan S. (2009). IQ Testing 101 . New York: Springer Publishing. p. 112. ISBN978-0-8261-0629-2. Sattler, Jerome Chiliad. (2008). Assessment of Children: Cognitive Foundations. La Mesa, CA: Jerome K. Sattler, Publisher. inside back comprehend. ISBN978-0-9702671-4-6.
6. ^ Chase, Danielle (2005). "Underlying Cistron Structures of the Stanford-Binet Intelligence Scales – Fifth Edition". Drexel University.
7. ^ "Intertel - Join us". www.intertel-iq.org . Retrieved 2021-03-15 .

• Bain, S. Yard., & Allin, J. D. (2005). Book review: Stanford–Binet intelligence scales, fifth edition. Journal of Psychoeducational Assessment, 23, 87–95.
• Becker, K. A. (2003). History of the Stanford–Binet intelligence scales: Content and psychometrics.
• Fancher, Raymond East., & Rutherford, Alexandra. (2012). Pioneers of psychology. New York, NY: Due west. W. Norton & Company, Inc.
• Graham, J. & Naglieri, J. (2003). Handbook of Psychology. Hoboken, New Jersey: John Wiley & Sons, Inc.
• Janzen, H., Obrzut, J., & Marusiak, C. (2004). Test review: Roid, One thousand. H. (2003). Stanford–binet intelligence scales, fifth edition (sb:v). Canadian Journal of Schoolhouse Psychology, xix, 235–244.
• Laurent, J., Swerdlik, M., & Ryburn, M. (1992). Review of validity enquiry on the stanford–Binet intelligence scale: Fourth edition. Psychological Assessment, 4, 102–112.
• Leslie, Yard. (2000). The vexing legacy of Lewis Terman. Retrieved from http://alumni.stanford.edu/get/page/magazine/article/?article_id=40678
• Roid, Chiliad. (n.d.). Stanford–Binet Intelligence Scales, Fifth Edition
• Roid, K. & Barram, R. (2004). Essentials of Stanford–Binet Intelligence Scales (SB5) Assessment. Hoboken, New Jersey: John Wiley & Sons, Inc.
• Roid, Kamphaus, Randy West., Martha D. Petoskey, and ANNA WALTERS Morgan. "A history of intelligence test interpretation." Contemporary intellectual assessment: Theories, tests, and issues (1997): three–xvi.
• Ruf, D. 50. (2003). Utilize of the SB5 in the Assessment of High Abilities. Itasca, IL: Riverside Publishing Company.
• Stanovich, Chiliad. Eastward. (2009). What intelligence tests miss: The psychology of rational thought. Yale Academy Press.
• Terman, Lewis Madison, & Merrill, Maude A. (1960). Stanford-Binet Intelligence Scale: Transmission for the third revision, Form Fifty-Thousand. Boston (MA): Houghton Mifflin.
• Youngstrom, Due east., Glutting, J., & Watkins, M. (2003). Stanford–Binet Intelligence Scale: 4th edition (SB4): Evaluating the Empirical Bases for Interpretations. Handbook of Psychological and Educational Assessment: Intelligence, Aptitude, and Achievement, 2, 217–242.

Further reading [edit]

• Becker, K.A (2003). "History of the Stanford–Binet Intelligence scales: Content and psychometrics". Stanford–Binet Intelligence Scales, Fifth Edition Assessment Service Bulletin No. ane.
• Binet, Alfred; Simon, Th. (1916). The development of intelligence in children: The Binet–Simon Scale. Publications of the Training Schoolhouse at Vineland New Jersey Section of Inquiry No. xi. Due east. Southward. Kite (Trans.). Baltimore: Williams & Wilkins. Retrieved eighteen July 2010.
• Brown, A. Fifty.; French, 50. A. (1979). "The Zone of Potential Development: Implications for Intelligence Testing in the Twelvemonth 2000". Intelligence. iii (three): 255–273. doi:ten.1016/0160-2896(79)90021-7.
• Fancher, Raymond E. (1985). The Intelligence Men: Makers of the IQ Controversy . New York (NY): W. W. Norton. ISBN978-0-393-95525-5.
• Freides, D. (1972). "Review of Stanford–Binet Intelligence Calibration, Third Revision". In Oscar Buros (ed.). 7th Mental Measurements Yearbook . Highland Park, NJ: Gryphon Press. pp. 772–773.
• Gould, Stephen Jay (1981). The Mismeasure of Man . New York: W. W. Norton. ISBN978-0-393-31425-0.
  • Christopher Lehmann-Haupt (Oct 21, 1981). "Books Of The Times: The Mismeasure of Man". The New York Times (Review).
• McNemar, Quinn (1942). The revision of the Stanford–Binet Scale. Boston: Houghton Mifflin.
• Pinneau, Samuel R. (1961). Changes in Intelligence Quotient Infancy to Maturity: New Insights from the Berkeley Growth Study with Implications for the Stanford–Binet Scales and Applications to Professional Practice. Boston: Houghton Mifflin.
• Terman, Lewis Madison; Merrill, Maude A. (1937). Measuring intelligence: A guide to the administration of the new revised Stanford–Binet tests of intelligence. Riverside textbooks in education. Boston: Houghton Mifflin.
• Terman, Lewis Madison; Merrill, Maude A. (1960). Stanford–Binet Intelligence Scale: Manual for the Third Revision Grade L–M with Revised IQ Tables by Samuel R. Pinneau. Boston: Houghton Mifflin.
• Richardson, Nancy (1992). "Stanford–Binet IV, of Course!: Time Marches On! (originally published equally Which Stanford–Binet for the Brightest?)". Roeper Review. 15 (one): 32–34. doi:10.1080/02783199209553453.
• Waddell, Deborah D. (1980). "The Stanford–Binet: An Evaluation of the Technical Data Bachelor since the 1972 Restandardization". Journal of School Psychology. 18 (3): 203–209. doi:10.1016/0022-4405(lxxx)90060-6. Retrieved 29 June 2010.

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Source: https://en.wikipedia.org/wiki/Stanford%E2%80%93Binet_Intelligence_Scales

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