Binet-Simon test - a tool for diagnosing the development of intelligence, proposed in 1905 A. Binet and T.Simon.
At first, the test consisted of 30 verbal, perceptual and manipulative tasks, which were arranged according to the criterion of increasing difficulty in the appropriate age cohorts: each task of a certain age cohort had to be solved by 75% of children of this age with normal intellectual development. By the number of correctly solved tasks by the child, his mental age was determined. The concept of " mental age " was used by A. Binet and T. Simon in 1908 as a quantitative indicator of the development of intelligence. This is a characteristic of the intellectual development of an individual based on its comparison with the level of intelligence of other people of the same age. Quantitatively expressed as the age at which - according to average statistics - those test tasks that are available to a given individual are solved. According to Binet, this level does not depend on training, but is determined only by genetic factors.
The second version of the scale, 1908, was correlated with ages from 3 years to adulthood, and the third, 1911, was somewhat edited and supplemented.
Wexler test. The most popular test for diagnosing intelligence in our country was D. Wexler's test (1939). Wexler abandoned the concept of intelligence as "mental age", which was introduced by A. Binet, the creator of the first test of mental abilities. Wexler himself defined intelligence as a complex global ability of an individual to purposefully behave, think rationally and successfully interact with the external environment.
Veksler singled out two components in the intellect, as well as two spheres of its manifestation: verbal intelligence and action intelligence . Wexler suggested that in addition to general intelligence, there are verbal and non-verbal intelligences that should also be measured.
Veksler introduced the concept of "age norm". The subject received a test score based on a comparison of his results with the average results of the age group to which he belonged. The intelligence quotient was expressed in standard deviation units.
The test was intended for a comprehensive examination of patients in a psychiatric clinic. The main purpose of the test is to diagnose mental disorders in various diseases (psychosis, neuroses, etc.), as well as to determine the level of an intellectual defect in people with congenital intellectual underdevelopment and senile dementia.
Immediately after its appearance, the Wexler test began to be widely used outside the clinic: in professional selection, to assess the level of intelligence of "normal", that is, mentally healthy adults and children, and even to assess the level of intellectual giftedness.
Versions of the D. Wexler test for adults consist of 11 subtests, the version for children consists of 12. All versions have two scales: action scale and verbal scale. Veksler believed that the sum of points obtained for all test items characterizes general intelligence, and the sum for each of the scales - non-verbal and verbal intellects.
Subtests: 1) Awareness, 2) Comprehension, 3) Arithmetic, 4) Similarity, 5) Dictionary, 6) Remembering numbers, 7) Missing details, 8) Sequential pictures, 9) Koos Cubes, 10) Addition of figures, 11) Encryption 12) Labyrinths.
Thus, the test had to measure three abilities. However, factor analysis of the results of the application of the "adult" version of the test showed that the test actually measures four abilities: 1) general intelligence, 2) verbal comprehension, 3) perceptual organization, 4) the ability that affects the performance of subtests "Remembering Numbers", "Arithmetic", "Encryption".
The Sequential Pictures test, in which the subject must arrange the "comic story", is considered difficult: the success of its performance depends on both perceptual organization and verbal understanding.
The performance of each subtest requires a set of abilities. Therefore, the process of performing individual subtests should be analyzed in detail. The analysis of the profile is of paramount importance, in particular, the ratio of the success of the subtests, the assessment of the degree of dispersion of the results relative to the individual average level (the degree of "sawtooth" of the profile), etc. Each of the additional indexes has an important diagnostic value.
Raven's Progressive Matrices - a battery of tests developed by the English psychologist J. Raven in 1938 to diagnose the level of intelligence, based on the work of visual thinking by analogy. It has 2 options: 1) for adults and adolescents from 12 years old and 2) for children 5 - 11 years of age.
Each task of the test consists in inserting one of the 6 or 8 fragments under the main pattern into the place of the gap in the lower right corner of the main picture (“matrix”), which is a geometric pattern, in the time limited for the entire test. The test has 5 series, 12 matrices in each, with an increase in the serial number, the complexity of the task increases.
Raven's method is one of the most powerful methods for the study of human non-verbal intelligence. It is intended to determine the level of development of the logical thinking of a person, the development of abilities to identify patterns and build new objects in accordance with them.
Amthauer Intelligence Structure Test . The intelligence structure test was developed by R. Amthauer in 1953 to differentiate candidates for various types of training and activities in the practice of professional selection.
The growing interest of domestic psychologists in this test is explained by a number of advantages that distinguish it from the well-known methods for studying the intelligence of Veksler, Raven and others.
First of all, the Amthauer intelligence structure test is suitable not only for individual, but also for mass research, which is especially important when examining large contingents by a limited number of psychodiagnostics.
At the same time, this test has a scale for recalculating assessments into the usual IQ units of the Wechsler test, which makes it possible to compare the results obtained on similar samples using the Wechsler test.
The intelligence structure test was compiled by R. Amthauer in three options, two of which are equivalent and applicable to samples of individuals with different professional and life experiences. The test is composed of 9 groups of tasks (subtests) focused on the study of such components of verbal and non-verbal intelligence, which are: vocabulary, ability to abstract, ability to generalize, mathematical abilities, combinatorial thinking, spatial imagination, ability to short-term memorization of visual-figurative information.
When normalizing standard indicators, he adhered to the age criterion.
Subtests:
1 - includes tasks focused on the study of the subject's vocabulary ("sense of language" according to Amthauer),
2 - ability to abstract,
3 - the ability to make judgments and conclusions,
4 - ability to generalize,
5 - mathematical ability,
6 - mathematical abilities ("series of numbers"),
7 - combinatorial thinking ("geometric figures"),
8 - spatial imagination ("Koos cubes"),
9 - the ability to memorize and reproduce visual information.
Wexler: The scale for measuring the level of intellectual development (children's version of WISC, adult version of WAIS) consists of 11 subtests, which make up the verbal (1-6) and non-verbal (7-11) scales:
1) general awareness– the level of simple knowledge;
2) understanding the meaning of expressions- ability to judge
3) arithmetic- ease of handling numerical material
4) finding similarities- conceptual thinking
5) remembering numbers- memory
6) vocabulary- verbal experience, the ability to define concepts
7) encryption / numeric characters– hand-eye speed
8) missing parts/completion pictures- visual observation, the ability to identify significant signs
9) block construction– motor coordination, visual synthesis
10) consecutive pictures- the ability to organize a whole from parts, understanding the situation, extrapolation
11) folding figures- the ability to synthesize the whole
Determined by IQ-verbal, IQ-non-verbal, IQ-general.
Norms: 130 and above - very high intelligence, 120-129 - high intelligence, 110-119 - good norm, 90-109 - average level, 80-89 - reduced norm, 70-79 - borderline level, 69 and below - mental defect .
Equals: progressive matrices, measuring intelligence through identifying relationships between abstract figures. There are two options: color (more simple, for children 5-11 years old and adults over 65 years old) - 12 matrices, 3 series and black and white - 60 matrices (compositions) for 5 series; The standard IQ shows the ratio of a given person's performance to the size of the distribution of performance for that person's age.
Amthauer: Measures intelligence in people aged 13-61. Developed as a test for the diagnosis of general abilities in the field of professional suitability, consists of 9 subtests:
1) logical selection- inductive thinking, sense of language
2) definition of common features- the ability to abstract, operate with verbal concepts
3) analogies- combinatorial abilities
4) classification- ability to make judgments
5) check– level of practical mathematical thinking
6) rows of numbers- inductive thinking, the ability to operate with mathematical patterns
7) choice of figures– spatial imagination, combinatorial abilities
8) cubes- spatial thinking
9) memorization of words- ability to focus, memory
Scores are calculated for each of the subtests, the scores are converted into scale scores, and a profile is drawn that determines the ability for practical or theoretical activities.
Binet-Simon: scale of mental development. Originally (1905) contained 30 tests arranged in ascending order of difficulty so that the probability of success increased with chronological age. The level of difficulty was determined empirically on the basis of data from a sample of 50 normal children aged 3-11 years and a small number of feeble-minded children. The next edition (1908) made it possible to single out different levels of intellectual development in normal children (level = "mental age"). The third edition (1911) extended the scale to the level of adults, but still did not provide for the definition of IQ. Then converted to the Stanford-Binet scale, where IQ is introduced:
mental age
Among the numerous translations and adaptations of Binet's tests, the Stanford Binet's test (restandardized in 1972) proved to be the most viable. It is designed to measure IQ from 3 years to adulthood. However, according to Western psychologists, the Stanford Binet scale is not suitable for testing adults, and especially those whose intellectual development is within and above the norm.
Based on our own experience, we can say that this scale is most applicable to examining children from 3 to 5 years old, so only subtests for these ages are given here, and the examination of children from 4 years old and older is best done using Wechsler tests. WPPSI and WISC.
The battery of tests for each age level consists of six tests.
The tests within each age level are approximately the same in terms of difficulty and are arranged without taking into account the complexity of the tasks. For each age level, a reserve test of the same degree of difficulty is provided, which is used as necessary instead of any of the tests of this level, for example, when one of the main tests cannot be used because it does not suit this individual or something prevents him from presenting it.
Four tests from each level, according to their validity and representativeness, are selected for the reduced scale, which is used when time does not allow the full scale to be presented. Comparisons IQ, obtained on the full and reduced scales on different groups of subjects, conducted by Western psychologists, have established a fairly complete correspondence between them, the correlation is approximately as high as the full scale reliability coefficient. Mean IQ, however, it decreases slightly on the short scale. This discrepancy also manifests itself when comparing the number of subjects who showed higher results in each version of the scale. Over 50% of them receive lower values in the short version compared to the full version IQ and only 30% have a value IQ higher.
Like most intelligence tests, the Stanford Binet test requires well-trained experimenters, since the presentation and processing of many tests is quite complex. Therefore, a clear test is impossible without sufficient familiarity and experience with the scale. Indecision and ineptitude can have a detrimental effect on mutual understanding with the child. Minor changes in verbal formulations can change the difficulty of tasks. the need to process it immediately after presentation, since the subsequent test depends on how the child completed the tasks of the previous levels.
Many clinicians refer to the Stanford Binet test not only as a standardized test, but also as a diagnostic interview. The Stanford Binet test allows you to observe the methods of intellectual work of the subject, his approach to the problem, and other qualitative aspects of completing tasks. The experimenter can also judge some personality traits such as activity level, self-confidence, perseverance, ability to focus. Of course, any qualitative observations during the Stanford Binet test must be recorded as observations, but not interpreted in the same way as objective test indicators. The value of qualitative observations depends on the skill, experience and psychological intuition of the psychologist.
In the Stanford Binet test, no subject is tested for completing all tasks. The individual is presented with only those tasks that correspond to his intellectual level. It usually takes 30-40 minutes to test young children.
If the examined child copes with all the proposed tasks for children of three years of age, then this level of development is called the basic age.
Testing continues in ascending order (for four years, five years) until, at some level, the subject begins to fail in all tests. This level is called the ceiling age. Upon reaching this level, testing ends.
Jobs are processed on an all-or-nothing basis. The instructions for each test set the minimum execution level from which the test is considered to be completed. Certain tests are given at different age levels, but the criteria for their performance for each level are different. Such a test is presented only once, and its performance is determined by the age level to which the child is assigned. Tasks solved or not solved by the subjects give a certain spread to neighboring age levels. It is not the case that subjects pass all tests of their own or lower mental age and fail all tests above their level. In addition, successfully solved tests are distributed over several levels from the basic to the ceiling age of the subject. The mental age of an individual in the Stanford Binet scales is determined by taking the base age and adding two additional months to it for each correctly solved test that is above this level.
For example, a child of 3 years and 2 months is examined (38 months is a calendar age). The child coped with all tasks for three years; so his base age is 36 months. And then he coped with two tasks for the age of four. Therefore, four more months are added to it (two months for each task). Since he did not cope with any task for children of five years old, his mental age is 40 months. IQ is calculated according to the formula:
i.e. (40:34) × 100 = 110.
1. Specify: nose, eyes, mouth, hair (normal - 3 answers out of 4).
2. Name: key, cup, penknife, watch, pencil (3 out of 5).
3. Name three objects in each picture (1 of 3; Figures 1-3):
a) "Mother and daughter";
b) "On the river";
c) At the post office.
4. Name your gender ("Tell me, are you a boy or a girl?").
6. Repeat the phrase in 6-7 syllables (1 of 3):
a) "We have a kitten";
b) "Petya gave me a toy";
Additional test. Repeat 3 rows of numbers (1 of 3): 6 4 1; 3 5 2; 8 3 7.
Additional tests are offered only as an exception in cases where, for some reason, one or another main test cannot be used. Replacing an incorrectly solved main test with an additional one is not allowed.
For age 4 (6 tests, one every 2 months)
1. Comparison of lines. There are 3 options (3 out of 3): Which line is longer and which is shorter?
___________________________________________________________
_________________________________________
2. Shape difference: circle_______ square_________ triangle_________
4. Draw a square (1 of 3): 1 2 3.
5. Questions of the first degree of difficulty "What should be done?" (2 of 3):
a) When do you want to sleep ____________________________;
b) When you are cold ____________________________;
c) When you want to eat ____________________________.
6. Repeat 4 numbers (1 of 3): 4 7 3 9; 2 8 5 4; 7 2 6 1.
Additional test. Repeat the phrase in 12-13 syllables (1 of 3 without mistakes or 2 times with one mistake in each phrase):
a) His name is Maxim. He goes to school";
b) "Sasha heard the whistle and saw the train";
c) "There were a lot of mushrooms and berries in the forest in summer."
For age 5 years (6 tests, one every 2 months)
1. Comparison of weights (2 of 3): 3 15 g _________ 15 3 g _______ 3 15 g _________.
2. Name 4 colors on the cubes (no mistakes): red ________ yellow _______ blue _________ green _______.
3. Aesthetic comparison. "Which people do you like best in each pair?" (no mistakes):
Top pair ________ Middle pair ___________ Bottom pair _______.
4. What are the following items used for (4 out of 6)?
Chair______________? Doll______________?
Automobile______________? Pencil______________?
Fork______________? Table______________?
5. Folding a rectangle of two triangles (2 out of 3; 1 minute for each execution):
6. "Remember and complete the three orders" (no mistakes): Put the key on the table.
Close the door ______________. Give a box
Additional test. State your age.
The Stanford-Binet intelligence scale (the famous IQ test) is widely used in Europe and the USA. It is used to assess the preparation of a child for school, including with a profile bias, and the readiness of an applicant to enter a university. The level of development of intellectual abilities in quantitative terms is most often measured by the Stanford-Binet method.
The Stanford-Binet test is used in the following cases:
- Evaluation of the abilities of normally developing subjects and with special needs.
- Diagnosis of autism.
- Recognition of children gifted with abilities.
- Diagnostics of professional suitability.
- Research of the level of creativity.
- Drawing up an IQ-independent portrait of the child's personality: indicators of activity, concentration, effort, confidence.
Brief historical background
The primary test was developed in 1905 by Alfred Binet and Théodore Simon on the orders of the French Ministry of Education in order to weed out underdeveloped children before entering school. The Binet-Simon test revealed the correspondence of intellectual abilities to the physical development of the child, and the number of tasks solved determined his mental age.
In 1916, the test was modified by Lewis Terman from Stanford University (USA). That is why the test became known as the "Stanford-Binet" and is widely used to this day. At the center of the methodology is the IQ coefficient (Intelligence quotient) - a quantitative assessment of intelligence in a numerical indicator. In the fifth version of the test, created in 2003, the scoring method and their interpretation have been changed, and all processes have been fully automated. Can be used for children from 2 years old.
Structure and application of the test
The 2003 edition of the Stanford-Binet test includes five parts:
- Definition of mobile (free) intelligence dependent on biological factors.
- Verbal research (knowledge test).
- Computing tasks (quantitative intelligence).
- Visual perception and spatial thinking.
- The study of working short-term memory.
These 5 factors of intellectual ability are taken from the Cattell-Horn-Carroll theory.
Time limits - 15-75 minutes (depending on the age and intellectual abilities of the subject).
Interpretation of the results: IQ coefficient 70-79 - borderline, 80-89 - below average, 90-109 - average, 110-119 - above average, above 130 - an indicator of a gifted person.
The Stanford-Binet test cannot be used in diagnosing psychological disorders and predicting the development of intellectual abilities, since it does not reveal the nature of the data, but only states their presence.
At the beginning of the 20th century, in the system of special schools for children with mental retardation and mental retardation, a diagnostic system was needed to separate normal children.
Simon and Binet - did a series of experiments on the study of thinking, memory, perception in children from 3 years old.
In 1905 he created a system intelligence tests, then the tasks improved, and in 1908 the second edition of the tests came out Binet-Simon, in 1911 year the last edition was published.
The most significant changes took place in 1908. The range of subjects by age was expanded (from 3 to 13 years old), the number of tasks was increased, the concept "mental age". Intellectual development was assessed with its help.
These tests are individual intelligence tests(only with one child).
Each age group has its own tasks.
Of all the tasks developed, the test system included those that were completed by 80-90% of children of this age.
Children under 6 years old - 4 tasks, older - 6 tasks each.
3 years - show your nose, ear, perform a simple task (give the key), the ability to repeat the word.
6 years - distinction right, left; task of several links, repeat the phrase.
8 years - repeat all the months of the year, retelling a simple text.
13 years - the ability to operate with abstract concepts (the difference between happiness and pleasure).
Diagnosis by Binet-Simon tests.
The presentation of all tasks corresponds to the chronological age. If he fulfilled his own, then they gave tasks of an older age.
Determine the maximum age base mental age(when all tasks are completed)
mental months were charged for those that were solved for the next age.
If the mental age is below the chronological age, then it was considered that the child was mentally retarded or mentally retarded. Or vice versa, then it was believed that the child was gifted to some extent.
Binet saw the disadvantage that his tasks were not solved by children who developed in an unfavorable environment. They could not know the names of some items.
The attention of a psychologist is necessary: replace an unfamiliar word, use the method of observation.
In general, this technique is very effective, it has been beneficial in the separation of children who are unable to study in a regular school.
Gained popularity all over the world. Translation and adaptation of this methodology at Stanford University.
Stanford-Binet test (American method)
1. For the first time, they began to use IQ - intelligence quotient.
2. Concept introduced "statistical norm".
Instead of mental age, Americans began to use the concept of IQ, since mental age had a significant drawback (Stern pointed out in 1912): the same difference between the mental age of two people at different age levels had unequal significance. For example, at 3 and 4 years old, at 13 and 14 years old.
Relative indicator: mental age divided by chronological age and multiplied by 100:
IQ = (mental age: chronological age) x 100
1916 - the first edition of Stanford-Binet.
The statistical norm is a criterion used in psychodiagnostic methods to compare individual indicators and evaluate them.
In 1937 - the second edition Stanford Binet.
Age from 2 to 18 years, is a scale of 17 tests. One test each from 2 to 14 years old and 4 more tests for middle adult age (16-18 years old).
The technique is very high quality, it is still used and is considered a model of an intellectual test..
According to the Stanford-Binet test, all new tests are validated.
The Binet-Simon and Stanford-Binet tests are individual.
Then they began to appear group intelligence tests. This is due to the limited use of individual tests.
During the First World War, it was necessary to evaluate the intellectual development of recruits for their distribution among various branches of the military and institutions.
Arthur Otis- developed the first system of group intelligence tests - army. First published in 1917-1919.
Two forms: form Alpha - for those who know English (tasks, words); form Beta - for illiterates and foreigners (graphic images).
Army tests exist even now for the purpose of professional selection, updated.
Group tests- mass testing tools (dramatic reduction of time). We simplified the instructions, the procedure for conducting and processing the results.
Not psychologists were involved in testing, but specially trained people.
They are used in the education system, industry and the army.
Limitation of intellectual testing - it is impossible to predict the success of performing narrow types of activities.
It is impossible to select a narrow focus, it is necessary to evaluate other psychological features as well.
There was a direction diagnostics of special abilities. The impetus was the powerful development of professional advice.
Tests of special abilities - musical, artistic.
The theoretical basis was factor analysis- highlighting the general, which was required in narrowly focused activities.
Especially developed psychotechnics- the use of psychology data in industry and economics.
The impetus for its development was the system of labor intensification (Taylor).
We need accurate knowledge about the psychological characteristics of workers.
Munstenberg proposed 2 methods for testing special abilities:
analytical direction- methods for diagnosing each mental function using separate techniques.
synthetic modeling- the most critical moments of professional work, the most essential was modeled.
Separate tests of special abilities were combined and batteries of special abilities tests were created for a limited number of professional activities.
Batteries are used to select people for relevant professional activities.
An individual profile of the candidate is drawn, which correlates with the normative profile.
Achievement tests (learning success). Special group. Instead of teacher assessments, it is assessed how successfully the program is learned.
Replacement of oral examinations with written ones in 1845.
They are now used to assess student achievement, instead of regular exams.
Stanford Achievement Test(since 1923) - a combined test used in schools to assess the level of learning in various subjects (comprehension of oral speech, written text).
