FAZAIA COLLEGE OF EDUCATION
FOR WOMEN
SUBMITTED TO: Mrs.Amarah
SUBMITTED BY: Wajeeha, Amna,Aisha
CLASS: B.Ed (Hons) -V
SUBJECT: Educational. Psychology
Topic: Intelligence Testing
Intelligence:
• The ability to learn or understand or to deal with new or trying situations.
• Intelligence is the ability to give responses to that are true. (Thorndike)
Intelligence Testing:
Definition
Intelligence tests are psychological tests that are designed to
measure a variety of mental functions, such as reasoning,
comprehension, and judgment.
Purpose
The goal of intelligence tests is to obtain an idea of the person's
intellectual potential. The tests center around a set of stimuli
designed to yield a score based on the test maker's model of what makes up intelligence.
Intelligence tests are often given as a part of a battery of tests.
Description
When taking an intelligence test, a person can expect to do a variety of tasks. These tasks may
include having to answer questions that are asked verbally, doing mathematical problems, and
doing a variety of tasks that require eye-hand coordination. Some tasks may be timed and
require the person to work as quickly as possible. Typically, most questions and tasks start out
easy and progressively get more difficult. It is unusual for anyone to know the answer to all of
the questions or be able to complete all of the tasks. If a person is unsure of an answer,
guessing is usually allowed.
The four most commonly used intelligence tests are:
Stanford-Binet Intelligence Scales
Wechsler-Adult Intelligence Scale
Wechsler Intelligence Scale for Children
Wechsler Primary & Preschool Scale of Intelligence
Stanford-Binet Intelligence Scales
Definition:
The Stanford-Binet Intelligence Scale: Fourth Edition (SB:
FE) is a standardized test that measures intelligence
and cognitive abilities in children and adults, from age
two through mature adulthood.
Purpose:
The Stanford-Binet Intelligence Scale was originally
developed to help place children in appropriate educational settings. It can help determine the
level of intellectual and cognitive functioning in preschoolers, children, adolescents and adults,
and assist in the diagnosis of a learning disability, developmental delay, mental retardation ,
or giftedness. It is used to provide educational planning and
placement, neuropsychological assessment, and research. The Stanford-Binet Intelligence
Scale is generally administered in a school or clinical setting.
Timings:
Administration of the Stanford-Binet Intelligence Scale typically takes between 45 to 90
minutes, but can take as long as two hours, 30 minutes. The older the child and the more
subtests administered, the longer the test generally takes to complete.
Comprised Area:
The Stanford-Binet Intelligence Scale is comprised of four cognitive area scores which
together determine the composite score and factor scores. These area scores include:
Verbal Reasoning, Abstract/Visual Reasoning, Quantitative Reasoning, and Short-Term
Memory.
Abstract and visual reasoning are analyzed in Stanford-Binet intelligence tests. This
blindfolded subject is matching shapes by touch.
(Richard Nowitz. Photo Researchers, Inc. Reproduced by permission.)
The following is a review of the specific cognitive abilities that the four area scores
measure.
The Verbal Reasoning area score measures verbal knowledge and understanding obtained
from the school and home learning environment and reflects the ability to apply verbal skills to
new situations. Examples of subtests comprising this factor measure skills which include: word
knowledge, social judgment and awareness, ability to isolate the inappropriate feature in visual
material and social intelligence, and the ability to differentiate essential from non-essential detail.
The Abstract/Visual Reasoning area score examines the ability to interpret and
perform mathematic operations, the ability to visualize patterns, visual/motor skills, and problem-
solving skills through the use of reasoning. An example of a subtest which determines the
Abstract/Visual Reasoning score is a timed test that involves tasks such as completing a basic
puzzle and replicating black and white cube designs.
The Quantitative Reasoning area score measures: numerical reasoning, concentration, and
knowledge and application of numerical concepts. The Quantitative Reasoning area is combined
with the Abstract/Visual Reasoning area score to create an Abstract/Visual Reasoning Factor
Score.
The Short-Term Memory score measures concentration skills, short-term memory,
and sequencing skills. Subtests comprising this area score measure visual short-term memory
and auditory short term memory involving both sentences and number sequences. In one
subtest that measures visual short-term memory, the participant is presented with pictures of a
bead design, and asked to replicate it from memory.
Binet-Simon scale
First test of intelligence, developed to identify children who might have difficulty in
school
Binet developed the concept of mental age in children
Stanford-Binet scale
L. M. Terman’s adaptation of the Binet-Simon scale
Terman introduced the I.Q. score
A score of 100 is considered average
Results
The Stanford-Binet Intelligence Scale is a standardized test, which means that a large
sample of children and adults were administered the exam as a means of developing test
norms. The population in the sample was representative of the population of the United
States based on age, gender, race or ethnic group, geographic region, community size,
parental education, educational placement (normal versus special classes), etc.
The Wechsler Intelligence Scales
Overview
The Wechsler intelligence scales were developed by Dr. David Wechsler, a clinical psychologist
with Bellevue Hospital. His initial test, the Wechsler-Bellevue Intelligence Scale, was
published in 1939 and was designed to measure intellectual performance by adults. Wechsler
constructed the WBIS based on his observation that, at the time, existing intelligence tests for
adults were merely adaptations of tests for children and had little face validity for older age
groups.
Since 1939, three scales have been developed and subsequently revised, to measure
intellectual functioning of children and adults. The Wechsler Adult Intelligence Scale-
III (WAIS-III) is intended for use with adults. The Wechsler Intelligence Scale for Children-
III (WISC-III) is designed for children ages 6 - 16, while the Wechsler Preschool and Primary
Scale of Intelligence-R (WPPSI-R) is designed for children age 4 - 6 1/2 years.
The Wechsler scales, like the Binet and other tests, measure intellectual performance as a
multidimensional construct. This means that, rather than conceptualizing intelligence as a single
characteristic, the tests contain numerous scales assessing qualitatively different types of
intellectual functioning.
The WAIS-III
The WAIS-III is the 1997 revision of the test originally published in 1955 and first revised in
1981. The WAIS-III contains the following scales:
Verbal Scales
1. Information: 28 items on a variety of information adults have presumably had opportunities to
acquire in our culture. No specialized or academic information included; however, some of the
items cover quite sophisticated information.
2. Comprehension: 18 items that require examinee to explain what should be done in certain
circumstances, the meaning of proverbs, why certain societal practices are followed, and so
forth. The test measures practical judgement, common sense, and the ability to understand and
adapt to social customs.
3. Arithmetic: 20 arithmetic problems similar to those encountered in elementary math courses.
Problems are administered orally and must be solved without paper and pencil. In addition to
math knowledge, test measures concentration and systematic problem-solving ability.
4. Similarities: 19 items requiring examinee to describe how two given things are alike. Score
on each item varies according to the degree to which the response describes a general property
primarily pertinent to both items in the pair. Measures concrete, functional, and abstract concept
formation.
5. Digit Span: Two parts, Digits forward and digits backwards. Examinee required to repeat 3 - 9
digits forward and 2 - 9 digits backwards. Measures short-term memory, attention, and
concentration..
6. Vocabulary: 66 words of increasing difficulty are presented orally and visually. Examinee
required to define the words. Score (0-2) based on sophistication of definition. Measures verbal
knowledge and concept formation.
7. Letter-Number Sequencing (Optional Test): Examiner presents combinations of letters and
numbers, from 2 to nine letter-number combinations.
Performance Scales
8. Coding-Digit Symbol: Numbers 1 - 7 are paired with symbols on a key presented to
examinee. Examinee has 120 seconds to go through a grid of 90 numbers and place the correct
symbol above each number. Measures visual-motor speed and complexity, motor coordination.
9. Picture Completion: 25 cards, each containing a picture having a part missing. Examinee
must identify the missing part. Measures ability to observe details and recognize specific
features of the environment.
Originally, the WISC (1950) was a downward extension of the Wechsler-Belleview test to
children. A revision, the WISC-R, was published in 1974. The WISC-III was published in 1992.
Most of the scales in the WISC-III are similar to those in the WAIS-R. Like the WAIS-III,
administration alternates a Verbal scale and a Performance scale.
. Order of administration of the tests is as follows:
1. Picture Completion; 6) Arithmetic;
2) Information 7) Block Design;
3) Coding; 8) Vocabulary;
(4) Similarities; 9) Object Assembly
5) Picture Arrangement; 10) Comprehension;
11) Symbol Search (Optional) 12) Digit Span (Optional
The WPPSI-R
The WPPSI was introduced in 1967 as an adaptation of the WISC to preschool children and an
alternative to the Stanford-Binet. Like the WISC-R, the WPPSI tests are administered in
alternating order (Verbal-Performance) and yield scale, Verbal, Performance, and Full Scale IQ
scores. Tests, in order of administration, are:
1. Information 2) Animal House
3) Vocabulary 4) Picture Completion
5) Arithmetic 6) Mazes
7) Similarities 8) Geometric Design
9) Comprehension 10) Block Design
Merits
1. The major advantage of this test is the separate verbal and performance IQs
2. It helps in both diagnosis of specific neuropsychological problems as well as measuring individual
strengths and weaknesses.
3. This test has high reliability and validity. 4. It allows the psychologists to find out or predict of future
performance in similar situation.
Demerits
1. The Wechsler intelligence scales are not considered adequate measures of extremely high and low
intelligence (IQ scores below 40 and above 160).
2. It has long testing session.
3. It has poor design of some scoring templates. The nature of the scoring process does not allow for
scores outside of this range for test takers at particular ages.
