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Bhatia’s Battery of Performance Tests of Intelligence

Chandana S -2337411 (2MPCLA)

Department of Psychology, CHRIST (Deemed-to-be University)

Psychodiagnostic Lab - I (MPS251)

Dr. Deepakkumar S

April 09, 2024

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Contents

Bhatia’s Battery of Performance Tests of Intelligence.................................................................... 1

Bhatia’s Battery of Performance Tests of Intelligence.................................................................... 3

Table 1........................................................................................................................................5

Diagnostic Report............................................................................................................................ 6

Proforma of the Client............................................................................................................... 6

Results..............................................................................................................................................6

Table 2........................................................................................................................................6

Discussion........................................................................................................................................ 7

Suggestions and Recommendations...........................................................................................8

Summary.................................................................................................................................... 8

References........................................................................................................................................9
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Bhatia’s Battery of Performance Tests of Intelligence

According to David Wechsler, Intelligence is defined as the global capacity of a person to

act purposefully, to think rationally, and to deal effectively with his environment.” Although

contemporary definitions of intelligence vary considerably, experts generally agree that

intelligence involves mental abilities such as logic, reasoning, problem-solving, and planning

(Wechsler & Kodama,1949).

When German psychologist William Stern developed the term "intelligence quotient"

(IQ) in the early twentieth century, efforts to measure intelligence made a big step forward.

Based on this, psychologist Alfred Binet created the first IQ tests to aid the French government

in identifying students who required further academic support. Binet was the first to coin the

term "mental age," which refers to a collection of talents that children of a specific age possess.

Since then, IQ testing has become a frequently utilised instrument that has spawned a slew of

additional skill and aptitude tests. IQ testing, on the other hand, continues to spark controversy

about its usage, cultural biases, impacts on intellect, and even the definition of intelligence itself.

Experts employ a range of standardised exams to assess intellect. The Scholastic Assessment

Test (SAT) and the American College Test are two examples of group-based aptitude

assessments (ACT). Individual IQ tests are among the others. The average IQ score is about 100.

The majority of children with intellectual disability (85%) had a score of 55 to 70. Severe

impairments are frequently associated with lower scores (Colom et al., 2002).

The Binet-Simon intelligence scale, designed by Alfred Binet and Theodore Simon in

1905, was the first IQ test ever administered. The exam was later developed for use in the United

States by Stanford University psychologist Lewis Terman. The Stanford-Binet IQ test calculated

a person's IQ by dividing their estimated mental age by their chronological age (mental
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age/chronological age x 100). The mental age is related to the age group whose mean score was

the same as the individual's (Boake, 2002).

In 1939, David Wechsler created the Wechsler Adult Intelligence Scale, the first

intelligence test for adults (WAIS). It was the first to score using a standardised normal

distribution, and it is still widely used today. It is broken down into verbal and performance

assessments, with verbal comprehension, perceptual reasoning, working memory, and processing

speed indices being the most common. It uses a bell curve for scoring, as do other recent tests

(Benson et al., 2010).

The Bhatia Battery of Performance Tests is a comprehensive neuropsychological

assessment tool extensively used in India to evaluate various cognitive abilities and functions. It

comprises several subtests designed to measure specific cognitive domains. The Block Design

(BD) by Koh's subtest assesses visual-spatial abilities, nonverbal reasoning, and problem-solving

skills. The Alexander's Pass-along (PA) subtest evaluates visual-motor coordination, attention,

and psychomotor skills. The Pattern Drawing by Alexander (PD) subtest measures

visual-constructional abilities and visual-motor integration. The Immediate Memory (IM) subtest

taps into short-term auditory memory and attention, while the Picture Construction (PC) subtest

assesses visual-perceptual abilities and visual-constructional skills. Although the exact number

of items and maximum scores for each subtest are not provided, the Bhatia Battery offers a

comprehensive evaluation of various cognitive domains, including visual-spatial abilities,

visual-motor skills, memory, attention, and problem-solving abilities. This neuropsychological

assessment tool is widely utilised in India for clinical evaluations, neuropsychological

assessments, and research purposes, providing valuable insights into an individual's cognitive

strengths and weaknesses (Roopesh, 2020).

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Table 1

The Subtests of Bhatia’s Battery of Performance Tests of Intelligence and its Domains

Subtest Domain

Koh’s Block Design Abstract reasoning, Motor skills and Problem

Solving

Alexander's Pass-along Practical ability

Pattern Drawing Spatial ability

Immediate Memory Short-term memory

Picture Construction Spatial ability

Despite limitations in research and normative data, Bhatia's Intelligence Battery (BIB)

holds promise for assessment in specific contexts. This performance-based test, designed for

individuals with language barriers or cultural differences, offers valuable possibilities when used

thoughtfully and with awareness of its constraints (Bhatia, 1976). BIB's strength lies in its ability

to assess cognitive abilities independent of language and cultural background. This makes it

potentially valuable for assessing individuals from diverse populations who might struggle with

traditional verbal intelligence tests (Bhatia, 1976). Beyond individual assessment, BIB's subtests

might be useful for screening for cognitive impairments. In situations where language-based tests

are unsuitable, BIB could help identify individuals with potential intellectual disabilities or

cognitive decline (Roopesh, 2020). However, applying BIB requires careful consideration of its

limitations. The available normative data is limited and specific to Indian populations, raising

concerns about generalizability and cross-cultural comparability (Roopesh, 2020). Cultural

adaptation and validation might be necessary before applying BIB to populations outside of its

original standardisation.
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Diagnostic Report

Proforma of the Client

Name: CS

Age: 23

D.O.B: 26th April 2000

Gender: Female

Education: Master’s Student

Test Administered: Bhatia Battery of Performance Tests

Purpose of Testing: To Assess the Intelligence

Behavioural Observations: The participant was initially interested and eager to do the test. But

eventually seemed to lose patience.

Results

Table 2

Scores on each subtest

Subtest Raw Score

Koh’s Block Design 20

Alexander's Pass-along 17

Pattern Drawing 13

Immediate Memory 11

Picture Construction 9

Total Raw score: 70

IQ: 121
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Koh's Block Design was the highest, with a raw score of 20, showing strong visual-spatial and

problem-solving skills. Alexander's Pass-along and Pattern Drawing, which measure visual

processing and reasoning abilities, scored 17 and 13, respectively. Immediate Memory and

Picture Construction had lower scores of 11 and 9, suggesting possible weaknesses in short-term

memory and visual construction skills. A Total Raw Score of 70 indicates an IQ score of 121.

This IQ score falls into the superior range of cognitive functioning.

Discussion

The main components of Koh's Block Design Test and the Pass-A-Long Test are tests of

problem-solving and visuospatial capabilities. Strong abilities are shown in various domains by

the participant, especially in more straightforward activities with fewer blocks. This ability

shows a solid grasp of form and space, which is essential for both everyday chores and some

professional assignments. A significant decline in performance with increasing complexity,

however, indicates that although the participant is competent at simple visuospatial tasks, more

difficult spatial difficulties may prove difficult for them. This could result from a heavier

cognitive load or problems with spatial thinking while managing multiple elements at once.

The Pattern Drawing Test highlights a person's skills in visual-motor integration even

more. It is comparable to the Pass-A-Long Test but requires drawing. Replicating patterns is a

powerful talent that combines visual perception and motor execution, as demonstrated by

consistent success in the first trials. The difficulties encountered in later, more complicated trials

may indicate limitations in this integration as complexity increases. This means that although the

participant is able to convert visual cues into motor actions successfully, they may encounter

difficulties when the job gets more complex or unfamiliar.

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The Direct and Reverse parts of the Immediate Memory Test provide insight into a

participant's memory abilities. The fact that the Direct section score was greater than the Reverse

section score indicates that the person has a strong instantaneous memory and can successfully

retain the material that has been provided to them. However, the reduced performance in the

Reverse segment suggests that working memory may be an issue, especially when doing tasks

that need information manipulation (such as reversing sequences). This distinction is significant

because it shows that although information retention is a strength, processing and cognitive

flexibility may need work.

In the Picture Completion Test, the individual's consistent performance across varying

complexities points towards a strong ability in visual analysis and attention to detail. This skill is

vital in tasks that require identifying errors, inconsistencies, or missing elements, suggesting that

the individual might excel in roles or tasks that require meticulous observation and thoroughness.

Suggestions and Recommendations

As CS has superior intelligence and strong problem-solving, spatial, practical, and

short-term memory skills, no recommendations are required.

Summary

23-year-old CS was administered Bhatia’s Battery of Performance Tests of Intelligence to

assess her intelligence. The participant was cooperative and remained patient throughout the test.

The results indicate superior intelligence with an IQ of 121. The participant also possesses strong

problem-solving, spatial, practical, and short-term memory skills.

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References

Benson, N., Hulac, D., & Kranzler, J. H. (2010). Independent examination of the Wechsler Adult

Intelligence Scale—Fourth Edition (WAIS-IV): What does the WAIS-IV measure?

Psychological Assessment, 22(1), 121–130. https://doi.org/10.1037/a0017767

Bhatia, T. K. (1976). Bhatia's battery of performance tests of intelligence. Manual. Agra:

Lakshmi Publications.

Boake, C. (2002). From the Binet–Simon to the Wechsler–Bellevue: Tracing the history of

intelligence testing. Neuropsychology, Development, and Cognition. Section a, Journal of

Clinical and Experimental Neuropsychology, 24(3), 383–405.

https://doi.org/10.1076/jcen.24.3.383.981

Colom, R., Abad, F., Garcı́A, L. F., & Juan-Espinosa, M. (2002). Education, Wechsler’s

Full Scale IQ, and g. Intelligence, 30(5), 449–462.

https://doi.org/10.1016/s0160-2896(02)00122-8

Roopesh, B. N. (2020). Review Article_Bhatia’s Battery of Performance Tests of Intelligence: A

Critical appraisal. Indian Journal of Mental Health, 7(4), 289.

https://doi.org/10.30877/ijmh.7.4.2020.289-306

Wechsler, D., & Kodama, H. (1949). Wechsler intelligence scale for children (Vol. 1). New York:

Psychological corporation.