Attempts to express human intelligence with a numerical value have been known since the beginning of the 20th century. In 1912, the German scientist William Stern first introduced such a thing as the IQ. This idea turned out to be very timely and already in 1916 it was used in an earlier system of intellectual calculus, known as the Stanford-Binet scale.

These days, IQ tests have become very popular and relevant. The abbreviation IQ itself correctly stands for intelligence quotient, which in English means intelligence quotient. Accordingly, the IQ test determines the level of intelligence of a person, based on the obtained coefficient, the calculation of which also takes into account his age. The most popular is the test of Hans Jurgen Eysenck.

The mathematical formula for IQ is a fraction multiplied by 100, in the numerator of which is the mental age of a person, and in the denominator is his chronological age. Currently, the fourth edition of the IQ measurement scale is used in psychodiagnostics.

Today, many companies are engaged in IQ testing, checking employees applying for a particular vacancy. Even children can pass the intelligence test. Thus, the IQ test helps to determine the ability of people who have been tested to perform certain tasks.

An interesting fact is that this test is not an erudition exam and does not require special knowledge, but rather reveals the ingenuity and ingenuity of a person, which is intelligence in essence.

The proposed test consists of forty questions that must be answered in exactly thirty minutes. There are no pauses, time-outs and breaks. Since the IQ test is an important indicator, for its purity the conditions for all subjects are exactly the same. At the same time, more inattentive people will have less chance of high IQs, which, in fact, is quite fair.

Passing testing, it is best to skip questions that are not solved immediately. It is not difficult to calculate that, on average, the program allocates 45 seconds for each question. This time is, of course, conditional, since rarely anyone manages to solve all forty problems correctly, however, if you linger too long on difficult questions, then the chance of not having time to reach the tasks potentially solved by the test subjects increases.

It happens that a simpler task takes longer to solve a complex one. This may occur as a result of the individual characteristics of the person being tested, and will subsequently be reflected in his IQ. Skipping intractable tasks, the test-taker returns to them again, but having already answered all the "easy" questions. This approach is more rational and therefore effective.

It is interesting! It turns out that intelligence and intelligence tests were first developed ... in the 7th century by Chinese employers. At that time, based on the results, officials were divided into three classes: a public service official (one out of a hundred contestants), a mandarin - (one out of a hundred public service officials) and, finally, an inspector (one out of a hundred mandarins).

Initially, conventional experimental psychological tests were used as tests. In form, they resembled methods of laboratory research, but the meaning of their application was fundamentally different, because the task of a psychological experiment is to clarify the dependence of a mental act on external and internal factors, for example, the nature of perception - on external stimuli, memorization - on the frequency and distribution of repetitions in time and etc.

When testing, the psychologist registers individual differences in mental acts, evaluating the results obtained with the help of some criterion and in no case changing the conditions for the implementation of these mental acts.

The test method has become widespread. A new step in its development was taken by a French doctor and psychologist A. Binet(1857–1911) , creator of the most popular series of tests.

Before Binet, as a rule, differences in sensorimotor qualities were determined - sensitivity, speed of reaction, etc. But practice required information about higher mental functions, usually denoted by the concepts of "mind", "intelligence". It is these functions that ensure the acquisition of knowledge and the successful implementation of complex adaptive activities.

In 1904, Binet was commissioned by the Ministry of Education to develop methods by which it would be possible to separate children who were able to learn, but were lazy and unwilling to learn, from those suffering from congenital defects and not able to study in a normal school. The need for this arose in connection with the introduction of universal education. At the same time, it was necessary to create special schools for mentally handicapped children. Binet in collaboration with Henri Simon conducted a series of experiments to study attention, memory, thinking in children of different ages (starting from 3 years old). The experimental tasks carried out on many subjects were tested according to statistical criteria and began to be considered as a means of determining the intellectual level.

2. Binet-Simon scale. The concept of "mental age". Stanford–Binet scale

The first scale (a series of tests) Binet-Simon appeared in 1905. Then it was revised several times by the authors, who sought to remove from it all tasks that required special training. Binet proceeded from the idea that the development of intelligence occurs independently of learning, as a result of biological maturation.

A. Binet scale in subsequent editions (1908 and 1911) was translated into German and English. The second edition of the scale (1908) was different in that it expanded the age range of children up to 13 years old, increased the number of tasks, and introduced the concept of mental age. The most widely used is the second edition of the Binet scale. The last (third) edition of the scale, published in the year of Binet's death, did not introduce significant changes.

The tasks in the Binet scales were grouped by age (from 3 to 13 years). Specific tests were selected for each age. They were considered appropriate for a given age level if they were solved by the majority of children of a given age (80–90%). Children under 6 years old were offered four tasks, and children over 6 years old were offered six tasks. Tasks were selected by examining a large group of children (300 people).

The indicator of intelligence in Binet's scales was mental age, which could differ from chronological age. Mental age was determined by the success of the test tasks. The test began with the presentation of test tasks corresponding to the chronological age of the child. If he coped with all the tasks, he was offered tasks of an older age group. If he solved not all, but some of them, the test was terminated. If the child did not cope with all the tasks of his age group, he was given tasks intended for a younger age group. The tests were carried out until the age was revealed, all the tasks of which were solved by the subjects. The maximum age, all tasks of which are solved by the subjects, is called the basic mental age. If, in addition, the child also performed a certain number of tasks intended for older age groups, then each task was evaluated by the number of “mental” months. Then, a certain number of months was added to the number of years determined by the basic mental age. Example: a child solved all the tasks intended for seven-year-olds and two tasks designed for eight-year-olds. The number of months is calculated as follows: 12 months: 6 (number of tasks for eight-year-olds) = 2 months. (“price” of one task); 2 months × 2 = = 4 months So, the mental age of the child is 7 years and 4 months.

The discrepancy between mental and chronological age was considered an indicator of either mental retardation (if the mental age is below the chronological age) or giftedness (if the mental age is above the chronological age).

The second edition of the Binet scale served as the basis for the verification and standardization work carried out at Stanford University (USA) by a team of employees led by L. M. Termena . This version of the Binet test scale was proposed in 1916 and had so many major changes compared to the main one that it was called the Stanford-Binet scale. There were two main differences from Binet's tests: the introduction of an intelligence quotient (IQ) as an indicator for the test, which is determined by the relationship between mental and chronological age, and the use of a test evaluation criterion, for which the concept of a statistical norm was introduced.

3. The concept of intellectual coefficient (IQ). Works by V. Stern

IQ score was offered V. Stern , who considered a significant drawback of the indicator of mental age that the same difference between mental and chronological age for different age levels has an unequal value. To eliminate this shortcoming, Stern proposed to determine the quotient obtained by dividing mental age by chronological age. This figure, multiplied by 100, he called the coefficient of intelligence. Using this indicator, it is possible to classify normal children according to the degree of mental development.

Another innovation of the Stanford psychologists was the use of the concept of a statistical norm. The norm became the criterion with which it was possible to compare individual test indicators and thereby evaluate them, give them a psychological interpretation.

The Stanford-Binet scale was designed for children aged 2.5 to 18 years. It consisted of tasks of varying difficulty, grouped according to age criteria. For each age, the most typical, average performance indicator (x) was 100, and the statistical measure of dispersion, the deviation of individual values ​​from this average (a), was 16. All individual test scores that fell into the interval x ± a, i.e. limited to the numbers 84 and 116, were considered normal, corresponding to the age norm of performance. If the test score was above the test norm (more than 116), the child was considered gifted, and if it was below 84, mentally retarded.

The Stanford-Binet scale has become popular all over the world. It had several editions (1937, 1960, 1972, 1986). The latest version is still in use today. The Stanford-Binet IQ has become synonymous with intelligence for many years. Newly created intelligence tests began to be checked for validity by comparing them with the results of the Stanford-Binet scale.

LECTURE No. 3. The emergence of group testing

1. Requirements of practice (mass examination of large groups of subjects)

The next stage in the development of psychological testing is characterized by a change in the form of the test. All tests created in the first decade of the 20th century were individual and made it possible to conduct an experiment with only one subject. Only specially trained people who had a sufficiently high psychological qualification could use them.

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 (understanding of oral speech, written text).

The Binet-Simon test is the most common method for quantifying the level of ability development.

Appearance history

Developed in 1905 by A. Binet and T. Simon by order of the Ministry of Public Education of France in order to screen out children who are not sufficiently developed to study in a mass school. Initially, the test contained 30 tasks, which were selected according to the degree of difficulty so that they could be solved by 75% of children of a certain age, whose mental development could be considered normal. The number of correctly solved tasks characterizes the so-called mental age.

Test modifications

The most famous modification was developed by L. Theremin at Stanford University (USA); the so-called Stanford-Binet test he created is the most recognized method for diagnosing intelligence. Based on it, the IQ is calculated. However, the practical use of this test, like most

of such methods, allows us to quantify individual differences in mental abilities without revealing their nature and development prospects. This makes it difficult to use the test results in making a psychological diagnosis and predicting the development of intelligence.

A tool for diagnosing the development of intelligence, proposed in 1905 by A. Binet and T. Simon. At first, the test consisted of 30 verbal, perceptual, and manipulative tasks, grouped according to the criterion of increasing difficulty into the corresponding age cohorts: each task of this age cohort was to be solved by 75% of children of this age with normal intellectual development. By the number of tasks correctly solved by the child, his mental age was determined.

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• - The Binet-Simon test - a tool for diagnosing the development of intelligence - proposed in 1905 by A. Binet - and T. Simon -. At first, the test consisted of 30 ...

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• - One of the first tests to study the intellectual level of children. By comparing "intellectual" and actual ages, the so-called "intellectual coefficient" is derived ...

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• - Well, outdated. The same as Zetz-bine. - Ores on the sludge-graben are washed as follows: from 16 to eighteen boxes of crushed ore are poured onto the bin ...
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• - the level of mental development of the child, determined on the basis of the results of his experimental psychological examination using Binet-Simon tests, expressed as the age of that group of children ...

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• - tests used for experimental psychological examination of the mental development of children, which are special tasks, the solution of which is available to children of a certain age group with ...

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• - Alfred, French psychologist. After receiving a law degree, he then studied neurology, histology and pathopsychology. He headed the laboratory of physiological psychology at the Sorbonne ...
• Binet, Alfred, French psychologist. After receiving a law degree, he then studied neurology, histology and pathopsychology. He headed the laboratory of physiological psychology at the Sorbonne ...

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• - French psychologist. Proceedings on the experimental study of higher mental functions, diagnostics of the child's mental development. Developed a series of tests...

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A. Binet (1857–1911)

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