Psychological - Chapters 9 and 10 Tests of Intelligence Part 2
It provides a comprehensive assessment of cognitive abilities across ages.
Stanford-Binet 5
| 2003
SB-5
Five main factors largely based on the CHC model:
1. Fluid reasoning
2. Knowledge
3. Quantitative reasoning
4. Visual-spatial reasoning
5. Working memory
Key Terms
Stanford-Binet 5
| 2003
SB-5
Five main factors largely based on the CHC model:
1. Fluid reasoning
2. Knowledge
3. Quantitative reasoning
4. V...
Parallel Test forms
Make sure that 2 or more versions of the same test preoduced- where or each form the means and variances of observed test scores are equal.
THE EMERGENCE OF IQ
| SB-1916
William Stern produced IQ
Mental age divided by chronological age X100
Developed the MEASURE of intelligence quotient, not just intelli...
Stanford -Binet Became known as the
Stanford-Binet Test. 1916 edition.
Have a look at the progression. :)
1908- first developed (Binet-Simon)
1916- SB-1 (first Stanford-Binet test) Targeted for chn to 19yrs.
1937- SB-2 extended to 22years, 1...
Stanford-Binet 5
| Test Composition
Book 1 - routing...which finds out the level of where to strt the child.
Books 2 & 3
Non-verbal measure
Verbal measure
...
Stanford-Binet 5
| Interpretation Scale of Intelligence
Interpretation
145-160 Very Gifted
130-144 Gifted
120-129 Superior
110-119 High Average
90-109 Average
80-89 Lo...
Related Flashcard Decks
Study Tips
- Press F to enter focus mode for distraction-free studying
- Review cards regularly to improve retention
- Try to recall the answer before flipping the card
- Share this deck with friends to study together
| Term | Definition |
|---|---|
Stanford-Binet 5 | 2003 | SB-5 Five main factors largely based on the CHC model: 1. Fluid reasoning 2. Knowledge 3. Quantitative reasoning 4. Visual-spatial reasoning 5. Working memory |
Parallel Test forms | Make sure that 2 or more versions of the same test preoduced- where or each form the means and variances of observed test scores are equal. |
THE EMERGENCE OF IQ | SB-1916 | William Stern produced IQ Mental age divided by chronological age X100 Developed the MEASURE of intelligence quotient, not just intelligence. IQ Problem: 28 year-old compared to a 30 year-old? |
Stanford -Binet Became known as the Stanford-Binet Test. 1916 edition. Have a look at the progression. :) | 1908- first developed (Binet-Simon) 1916- SB-1 (first Stanford-Binet test) Targeted for chn to 19yrs. 1937- SB-2 extended to 22years, 10months. Standardization and scoring improved. 1960- SB-3 Deviation IQ introduced .. normal distribution. Largely verbal abilities. 1986- SB-4 Incorporated Gf, Gc, STM 2003- SB-5 Verbal resoning + others Standard deviation 1 point is 15 IQ points. CHC model-based. |
Stanford-Binet 5 | Test Composition | Book 1 - routing...which finds out the level of where to strt the child. Books 2 & 3 Non-verbal measure Verbal measure Subtests - fluid reasoning (e.g. how are summer and winter alike) - knowledge - quantitative reasoning - visual processing pattens and shapes - working memory e.g. sentences |
Stanford-Binet 5 | Interpretation Scale of Intelligence | Interpretation 145-160 Very Gifted 130-144 Gifted 120-129 Superior 110-119 High Average 90-109 Average 80-89 Low Average 70-79 Borederline Impaired 55-69 Mildly Impaired 40-54 Moderately Impaired |
WECHSLER ADULT INTELLIGENCE SCALE WAIS-IV David Wechsler | *based on a points scale NOT age scale operates on deviation IQ WAIS, WAIR-R, & WAIS-III Verbal & performance scale organised with ascending difficulty WASI-IV (2003) changed all this. Current edition!! |
WAIS-IV Current Has 10 main score subsets & 5 supplemental | The full scale IQ composite scores 10 core subsets: ( plus 5 supplemental) 1. Block design 2. Similarities 3. Digit span 4. Matrix resonng 5. Vocabulary 6. Arithmentic 7. Symbol search 8. Visual puzzles 9. Information 10. Coding |
WAISIV | 5 supplemental sets | WAISIV Supplemental sets: Used in case need clinical follow-up to provide urther profile/picture. Set verbal instructions given. 1. Letter-number sequencing 2. Figure Weights 3. Comprehension 4. Cancellation 5. Picture Completion |
WAIS Block design | | What sort of task? Block design is a perceptual reasoning task. | PR |
WAIS Similarities | e.g. If a is similar to b | Verbal skills |
WAIS Digit Span | e.g. 6 letters to read back to you. | Working memory |
WAIS Matrix Reasoning | Matrix of figures and fill in missing block | Perceptual reasoning |
WAIS Vocabulary | Verbal |
WAIS Arithematic | Arithematic - Working Memory |
WAIS Symbol Search | Symbol search - processing speed & bit of working memory |
WAIS Visual Puzzles | Puzzles Perceptual reasoning |
WAIS Information | Verbal |
WAIS Coding | Coding Processing speed |
What happened in regard to the floor and ceiling effects with WAIS-IV? | WAIS IV increased the floor and ceiling effects so the range of scores is better. Was 45 - NOW 40 Was 155- NOW 160. |
WECHSLER INTELLIGENCE SCALE FOR CHILDREN (WICS-IV) | What are the 3 main characteristics? | More focus on the CHC model of intelligence Outcomes same as WAIS (FSIQ;4 subscores) Standardisation based on 2,200 6-16year-olds - Stratified for gender and race. |
Which test for childen? | Year of development - WISC-IV & SB-5 2003 Norming - WISC-IV included parent education SB5 included socioeconomic status Short forms SB5 has short forms Both based on CHC model Comparability of scores- 0.9 plus both |
The WPPSI III (2002) | Wechsler Preschool and Primary Scale of Intelligence | Extended the range: 2 years 6 months - 7 years 3 months. 3 Composite Scores Obtained: 1. Verbal IQ 2. Performance IQ 3. Full Scale IQ |
WPPSI III | Test developers interested in enhancing 2 further measures: | Fluid reasoning- Matrix reasoning, picture concepts & word reasoning. Processing speed - coding and symbol search. |
Issues with the validity of short forms include: | Reducing the number of items in a test typically reduces the test's reliability and validity. Therefore, decisions mde on the basis of data derived from administrations of a test's short form must, in general, be made with caution. Watkins (1986) concluded that short forms may only be used for screening purposes, and not to make placement or educational decisions. |