Introduction: In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics. General Information: The test under analysis is the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) which is thoroughly explained through the technical manual of the intelligence assessment (Roid, 2003). The Stanford-Binet Intelligence Scales, Fifth Edition, Technical Manual and the SB5 test in general was authored by Gale H. Roid (Roid, 2003). The manual was published by Riverside Publishing in the year 2003 after enduring many years of development (Roid, 2003). The SB5 is an assessment of both cognitive abilities and intelligence (Roid, 2003). The SB5 complete kit is provided via the publisher for the total price of $1... ... middle of paper ... ...osh, D.E., Dixon, F. Newton, J.H., & Youman, E. (2010). A Confirmatory Factor Analysis of The Stanford-Binet Intelligence Scales, Fifth Edition, With A High-Achieving Sample. Psychology in Schools, 47(10), 1071-1083. Wilson, K. & Gilmore, L. (2012). Assessing Intellectual Functioning in Young Adolescents: How do the WISC-IV and the SB5 Compare? Australian Journal of Guidance and Counseling, 22(1), 1-41. Riverside Publishing. (2003). Stanford-Binet Intelligence Scales (SB5), Fifth Edition. Retrieved from http://www.riverpoub.com/productssb5. Roid, G.H. (2003). Stanford-Binet Intelligence Scales, Fifth Edition, Technical Manual. Itasca, IL: Riverside Publishing. Roid, G.H. (2005). Interpretation of SB5/Early SB5 Factor Index Scores: Contrasting Each Factor Index Score with the Mean of an Individuals Profile of Factor Index Scores. Itasca, IL: Riverside Publishing.
The study required that participants must be given IQ tests, and also that they be observed in a classroom setting while interventions were put in place. Thus the adminsitratiors were able to draw results both from IQ scores and actual classroom preformance.
Not only does the KBIT-2 lack in accommodating for cultural and language barriers, but it is also deficient towards those with mild to moderate motor difficulties due to the fact that the test requires minimal motor skills (Bain & Jaspers, 2010). However, since the test does not require time limits individuals with mild motor difficulties could be assessed. Overall, the Kaufman Brief Intelligence Test, Second Edition appears to be psychometrically strong and feasible assessment to administer (Bain & Jaspers, 2010).
Woodcock, R. W., & Johnson, M. B. (1989). WJ-R Tests of Cognitive Ability. Itasca, IL:
The Bell Curve is a book originally published in 1994. It was written by Richard Herrnstein and Charles Murray to explain the variations of intelligence in American Society. They accomplished this by using statistical analysis, for the purpose of raising warnings regarding the consequences of the intelligence gap. This was also made to propose a national social policy with the goal of mitigating bad consequences that have been attributed to this intelligence gap. Much of the information is widely considered controversial. An example of this is the low African-American scores compared to whites and Asians, and genetic factors in intelligence abilities. The introduction of the book starts with a brief history of intelligence theory and recent developments in intelligence thought and testing. The author creates six assumptions that has to do with the validity of the “classical” cognitive testing techniques.
Construct validity is the degree to which scores measure an intended construct. Construct validity is demonstrated by the correlation with other established intelligence and school achievement tests, and item performance. Developers computed correlation coefficients between scores on the TONI-4 and scores on two nonverbal intelligence tests, the Comprehensive Test of Nonverbal Intelligence–Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) and the TONI-3 (Brown, Sherbenou, & Johnsen, 1997). For the CTONI-2 study, there were 72 participants 6 to 17 years old. Form A scores were correlated with scores on the CTONI-2 Pictorial Scale, CTONI-2 Geometric Scale, and CTONI-2 Full Scale. The corresponding corrected coefficients between the TONI-4 and these scales were .74, .73, and .79, respectively. In the TONI-3 study, 56 participants were randomly sampled from the standardization sample. Participants’ item-level data were rescored to obtain TONI-3 scores. The corrected correlation coefficient between the TONI-4 and TONI-3 was .74. Developers also calculated average correlation coefficients between TONI-4 scores and scores on three school achievement tests ranging from .55 to .78. The resulting correlations confirm construct validity. These results show the TONI-4 scores are generally more correlated with other intelligence test scores than with achievement test scores. Item
Maltby, J., Day, L., & Macaskill, A. (2010). Personality, individual differences and intelligence. Pearson Education.
General intelligence tends to relate to various degrees with each other (Cohen 2012). An example of this is that if an individual is good in math, they may also be good in spelling. In this weeks reading we reviewed several different models of measurement of intelligence. In regard to these theories and general intelligence (g), the theories are various but have commonality and overlap. The Spearman's two-factor theory is if a test has high correlation with other test than the measurement of g is highly saturated (Cohen, 2012). The greater the importance of g on a test, the better the test is believed to predict intelligence
Similar to Sternberg, Binet came to the conclusion that intelligence is the sum of mental processes (Flangan, Harrison, 2005). He developed the first intelligence test in order to categorize how much children benefitted from school education. The Binet-Simon scale, keeping in mind that Binet believed in intelligence consisting of different components, thus included language component, auditory processing, learning and memory, as well as judgement and problem solving (Kamin, 1974). The results were supposed to identify the student’s mental age. Lewis Terman introduced the Binet-Simon test to America and adapted it to sort army recruits in World War I (Comer et al., 2013). The Stanford-Binet test, developed by Terman in 1916, aimed to be an improved version that was able to measure mental age more appropriately (Kamin, 1974). He was convinced that intelligence is the ability to form concepts and to think abstract (Comer et al., 2013). The Stanford-Binet test has been described by Maud Minton to be superior to other intelligence tests of that time because it was very precise, it had detailed guidelines, it measured the IQ which became the standard marking system (Flangan, Harrison,
Much of psychology concerns latent constructs, theories of intelligence, personality or emotion, which because of their hidden nature, cannot be measured directly. Because these constructs have no clear observable tendencies, many researchers have theories how these latent constructs are structured, and how they interact. Psychology research has seen many variations and alternate models presented and in order for theorist to accurately understand these constructs, researchers must provide empirical evidence. Psychometric assessment allows theorists and researchers in objectively identify and deconstruct latent constructs, therefor enabling better understanding of their structures and interactions
Wechsler Adult Intelligence Scale (WAIS-IV) On the WAIS-IV, a test of overall intellectual ability, Xxx’s estimated Full Scale IQ was within the High Average range at the 79th percentile (FSIQ=112) when compared to other individuals his age. While the FSIQ provides a broad representation of cognitive ability, describing Xxx’s domain-specific performance allows for a more thorough understanding of his functioning in distinct areas. Some individuals perform at approximately the same level in all of these areas, but most individuals display areas of cognitive strength and weakness. On the Perceptual Reasoning Index, a measure of non-verbal, visual-spatial reasoning abilities, he obtained a score of 117 (87th percentile) within the High Average
The Wechsler Intelligence Scale for Children-IV (WISC-IV) was administered to Jasmine to assess her cognitive ability. The Full Scale score IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimates of global intellectual functioning. Jasmine demonstrated significant variabilities in her performance, which may have affected the validity of her Full Scale IQ. Therefore, it is not reported at this time. Based on her performance on the Perceptual Reasoning subtests, her PRI score seems to be a better indicator of her cognitive ability.
Alfred Binet: Intelligence Theory As an educator one will have to determine the intelligence of his or her own students. This process can be quite difficult because it may be tough to decipher which students will struggle and which ones will excel. Teachers used to only be able to rely on their observations and interpretations of their students to help determine a student's scholastic aptitude. It was not until a theory was developed in 1908 and 1911 to assist teachers in these troublesome situations.
Furnham, A. 2001. Self-estimates of intelligence: culture and gender difference in self and other estimates of both general (g) and multiple intelligences. Personality and Individual Differences, 31, pp. 1381-1405.
The demographic used for the study is described as “highly advantaged children (middle-class whites with IQs of at least 135)…” (Gallagher). An IQ of 135 or higher is a very selective group and less than 1% of the entire world fits that criteria (“What Goes Into the Making of a Genius?”). With an IQ at or over 135, these children are more susceptible to anxiety, stress, and relationship issues among peers (“Social and Emotional Issues”). These troubles could directly impact their happiness and have a large effect on their lives if the issues persist. The results are even more limiting when the other factors such as race and financial background are taken into account. The lives led by these children are by no means typical and having access to certain advantages and a greater susceptibility to certain conditions can have an impact on the results. When 99% of the world is exempt from this study and the results are being applied to such a broad spectrum, it is not an acceptable application of the provided
The study of IQ and how it operates in the education field has been argued through various theories. Theorist such as Howard Garner, R...