Malin’s Intelligence Scale for Indian
Children (MISIC)
S R U T H I R A J M K
A S S I S T A N T P R O F E S S O R
S T . M A R Y ’ S C O L L E G E , M P M
U N I V E R S I T Y O F C A L I C U T
Introduction
• MISIC is the Indian adaptation of WISIC, given by Dr. Arthur J. Malin (1966).
• This test can be administered to children aged between 6 - 15 years.
• Total 11 subtests.
• 6 verbal tests &
• 5 performance tests
• Only 10 tests - 5 from each group - are required for completed scoring.
• (Digit span test can be omitted from verbal tests).
Verbal subtests:
1. Information Test
2. General Comprehension Test
3. Arithmetic Test
4. Analogies & Similarities
5. Vocabulary Test
6. Digit Span Test (DF &DB)
2. GENERAL
1 . I N F O R M AT I O N T E S T COMPREHENSION TEST
• Factual knowledge of persons, places, and • Practices and behavior under certain
common phenomena situations
• 30 questions (1-5 for < 8yr or mentally • 14 questions
subnormal)
• 0-2 point
• 0-1 point
• Discontinue, if fail in 3 consecutive
• Discontinue, if fail in 5 consecutive items items
Eg:- How many ears you have? Eg:- What should you do if you cut your
finger?
4. ANALOGIES &
3. ARITHMETIC TEST SIMILARITIES
• Simple mathematical calculation • Analogies - Incomplete sentences based on
analogies
• 1-3 ,< 8 yrs or mental subnormal
• 4 items, for <8 yrs of age
• 0-1 point Eg:- Lemon is sour, but sugar is……….
• Discontinue, if fail in 3 consecutive • Similarities - Similarity between the two
Items things
• 4 items >8 yrs of age
Eg:- if I break this pencil in half, how
Eg:- In what way are a mango and an orange alike?”
many pieces there will be?
• 0-2 point
• Discontinue, if fail in 3 consecutive Items
5 . VO C A B U L A RY T E S T 6 . D I G I T S PA N T E S T
• General intelligence • Digit span forward
• 40 items • Digit span backward
• 0-2 point • Score is the highest number of digits
repeated without error which
• Discontinue, if fail in 5 consecutive
combines forward plus backward
items
Eg:- Cycles, shoes etc
Performance tests:
1. Picture Completion Test
2. Block Design Test
3. Object Assembly
4. Coding
5. Mazes
• Missing part of picture to fill-15 sec to
examine each picture
• 20 pictures
Picture Completion
• 1 for each correct (except last 5) Extra bonus
Test if 3 of last 5 correct
• Discontinue, if fail in 4 items
• Concept formation
• 7 colored blocks and a booklet with pictures of
the block arranged according to specific
Block Design Test geometric designs
• 4 points plus bonus according to the table for
design 1 - 7
• Visual-motor coordination, plan fullness and
concept formation.
• Puzzles that the subject has to rearrange in
Object Assembly meaningful design
• 4 puzzles -manikin, horse, face and auto
Points are given depends on the completeness
of puzzle
• Concentration and speed of work
• Certain symbols that are paired with numbers
or shapes
Coding • Coding A < 8yrs/mentally subnormal,120 sec
score = no of designs completed
• Coding B > 8 yr,120 sec score = no of designs
completed
• Planning visual perceptual motor coordination
etc.
• Trace the maze and reach the end point
Mazes
• 5 mazes to be completed in given time Scoring
depend on no of error committed once
completed
Scoring
Convert the raw scores of each subtests into Test Quotients (TQs), Verbal Quotient (VQ), &
Performance Quotient (PQ) has to scored separately
VQ= sum of (TQs) verbal subtests/5
i.e., (1+2+3+4+5)/5.
PQ= Sum of (TQS) performance subtests/5
i.e., (1+2+3+4+5)/5
IQ=VQ+PQ/2
APPLICATION OF MISIC
1. Used as a tool in the educational setting as well as clinical setting.
2. Helps teachers and parents in guiding students for educational and vocational
3. planning.
4. Used to diagnose learning disabilities in students.
5. To identify children with ADHD problem
6. Used to identify talented and gifted students, and also mentally challenged
7. students.
8. Used in identifying student's cognitive strengths and weaknesses.
9. Used in tracking intellectual development
Limitations
• The practice of adding up 6% as proration to obtain the full-scale IQ is based on incorrect assumptions
and erroneous attempt to match the Indian norms with the American norms.
• It will be almost impossible to exactly know how much to add or subtract to obtain full-scale IQ if either verbal or performance
scales are not administered.
• Malin compares the American & Indian children using WISC & MISIC and reports that Indian children
(normative group) have performed better in verbal tests and poorer in performance tests compared to
American children.
• The 'performance/raw scores' can be compared across the cultures/countries, and the 'IQ norms' cannot be compared across the
cultures/cultures.
• Poor performance on a test may attach a stigma to children and thereby adversely affect their
performance and self-respect.
• The tests may invite discriminating practices from parents, teachers and elders in the society
