Abstract Discusses the origin and development of the test, its content, administration and scoring, practical utility, and statistical properties. Compares Stanford-Binet to Wechsler scales. Examines standardization and normative problems and the I.Q. score.
From the Paper "This paper will review the Stanford-Binet Intelligence Scale - IV. Content, administration and scoring, practical utility, and statistical properties will be presented. In addition, the test will be compared to a similar measure and ..."
This paper examines the beginning of intelligence testing in America and looks at the respective works of E.L.Thorndike, A. Binet, Henry Herbert Goddard and L.M.Terman.
Abstract This study traces the beginning of intelligence testing through the work of Thorndike, Binet, Goddard and Terman. The writer notes that Thorndike saw intelligence testing as a complex and barely quantifiable process, while Binet wanted to find out why so many children were failing in French schools. The writer discusses that Goddard had his own school population of "feeble-minded" adults, and Terman collaborated with Binet on one of his later revisions. The writer concludes that schools will undoubtedly continue to test children's intelligence, but there remains more to do if it is to effectively promote better learning.
From the Paper "In the late 19th century, schools in the United States evolved from educating students who were interested in education (or children from the elite and business families) to educating children whose parents were uneducated and did not speak English. This increase in school attendance was a result of compulsory education laws. Thomas Jefferson was instrumental in pushing for reform to require compulsory education on the premise that people must be educated in order to participate in decisions regarding how their government should be run. As a result, school enrollment swelled as people responded to Thomas Jefferson's reform. The increase brought on many challenges as educators raced to meet the demand. Within the school population, there were students with a wide range of intellectual abilities. In order to optimize teaching, educators tried to find a way of sorting students according to ability levels."
Abstract This paper traces the origins of intelligence testing from the days of French psychologist Alfred Binet to Terman's uses of intelligence testing to label people as inferior or superior to others. Military uses of intelligence testing under Carl C. Brigham are addressed as are the development and uses of the Stanford-Binet Scale while attending to various assumptions inherent in such a pervasive test.
From the Paper "In 1917, when America entered World War I, the U.S. Army was faced with the task of dividing huge numbers of draftees into various Army categories. In order to solve this problem, the Army put together a committee of seven leading psychologists to devise a massive application of standardized intelligence tests. One of the seven selected psychologists, Lewis Terman, had a pupil named Arthur Otis, who had already begun creating an intelligence test when the Army decided it needed one. Needless to say, the committee adopted the material Otis had prepared and a few weeks later there was a trial run with four thousand men."
Abstract Explains the difference between intelligence of humans and animals and what makes humans unique. Supplies definitions from various scholars like Howard Gardner and Alfred Binet. Shows the limitations of tests which try to measure intelligence.
From the Paper "The nature of intelligence came under intense scholastic scrutiny around the turn of the twentieth century. As the discipline of psychology flourished, notable pioneers like Alfred Binet attempted to quantify and qualify the nature of human intelligence. Human beings have always been aware of the differences between homo sapiens and the rest of the animal kingdom, but until recently have been unable to go beyond the domains of philosophy or religion to explain them. One of the most noticeable traits that distinguish the human from the animal is the nebulous notion of intelligence. But what is intelligence? This question has weighed on thinking minds since the dawn of civilization. With the advent of the scientific method and its application to the field of psychology, intelligence tests enabled scientists and laypeople to analyze intelligence with numbers, statistics, and hard facts. But these intelligence tests have obvious limitations and drawbacks. Not only are they naive and superficial, they fail to take into account the awesome diversity of human experience. Binet did not take into account the cultural factors that inform intelligence."
Abstract This paper examines how the Stanford-Binet test, Wechsler intelligence scales for children, and the Bayley scales of infant development can all be used to measure IQ in children. It provides an overview of all three tests and evaluates some of their limitations.
From the Paper "Individuals have always differed in intelligence, at least partly because of heredity, but these differences have come to matter more because social status now depends more on individual achievement. The consequence of this trend is the bipolarization of the population, with high-IQ types achieving positions of power and prestige, low-IQ types being consigned to the ranks of the impoverished and the impotent. As Stern wrote in 1914: "No series of tests, however skillfully selected it may be, does reach the innate intellectual endowment, stripped of all complications, but rather this endowment in conjunction with all influences to which the examinee has been subjected up to the moment of testing." IQ tests can be made to compare students to each other (norm-referenced tests) or to see whether students have mastered a body of knowledge (criterion or standards-referenced tests)."
Abstract This paper examines some of the major forms of standardized testing used in the United States today and assesses them for both fairness and validity.
Contents:
Introduction;
An Overview of Testing and Some Basic Definitions;
History of Standardized Psychological Testing;
Functions of Tests and Testing;
Typology of Current Tests;
The Key to Psychological and IQ Tests: Who Interprets Them;
Conclusion: Do Any of These Tests Do What They Promise
From the Paper "The usefulness of psychological tests depends on their accuracy in predicting behavior. By providing information about the probability of a person's responses or performance, tests aid in making a variety of decisions. One of the sustained criticisms of psychological tests is how well in fact they are able to do precisely this ? predict future behavior. Many tests have the word "aptitude" in their titles to reassure us that they are in fact not simply testing the subject on how much he or she knows, what his or her mental state is at present, or what his or her experiences have been to date. And it is certainly true that to some extent tests do have a predictive value ? although of course the validity of this predictive value varies widely from test to test. But it is also true that one of the most important aspects of human nature (or the human psyche or human intelligence) is that we are capable of learning and changing. How much each one of us is capable of changing has remained a difficult aspect of human behavior to assess. And whether the particular circumstances that might cause someone to change will come about remain in the realm of crystal ball gazing (Nash 119)."
Abstract This paper discusses IQ tests: their history, their significance and their conclusions. It discusses the first IQ tests in history and explains how the idea came about. It defines several relevant psychological terms such as cognition, intelligence, thinking, and more. It studies the environmental and genetic causes of low cognitive ability: Finally, it concludes that cognition and the study of the brain will develop greatly in the future using FMRI's and other new techniques.
From the Paper "Ever since Simon and Binet developed the first intelligence test in 1905, the field of psychology has maintained a strong interest in the nature of intelligence. How do we think? Why are some people better problem solvers than others? What is cognition, the ability to think about our environment? Why are some people consistently more able to use their brains to think, to remember, and to problem-solve than others?"
Abstract This paper discusses the branch of psychology known as psychometrics, the art of intelligence testing, personality testing and vocational testing. Psychometricians work with those in statistics and quantitative methods in order to organize and analyze data. It also examines the types of employment available to psychometricians and the salaries that go with it.
From the Paper "Francis Galton was one of the earliest psychometricians. Galton and most psychometricians believe that "the basic mental ability is a single genetically inherited, physical property of the brain" (Lemann 1998). However, they have been unable to prove this theory. "Even if you develop tests that claim to measure intelligence scientifically, you still haven"t established a firm link between the test score and the physiology of the cranial region? (Lemann 1998). Psychometricians have argued that this can be determined by testing. Many psychometricians have argued about the tests for learning styles. "The psychometric experts indeed had strong reservations about using many of the popular learning style inventories" (Stellwagen 2001)."
From the Paper "Very few Americans will make it through their lives in the 21st century without facing some form of standardized test, whether it be an IQ test, one of the many psychological profiling tests, or one of the aptitude tests that nearly every student has taken to get into a university to begin with. Most of us accept these tests as a stressful but necessary part of everyday life in our age. We like the idea that our surgeons have done well on the MCAT. We want to think that our president has a higher IQ than other world leaders. (At least some of us do.) Because standardized tests of various sorts are so common in our lives, we do not often take the time to examine them critically.
This paper takes a small step in that direction by examining the components of two of the most common form of intelligence test, the current versions of the Stanford-Binet Intelligence Test..."
From the Paper "THE VALIDITY OF IQ TESTING
Introduction
This research examines the issue of validity in IQ testing. For the purpose of this examination, IQ validity is considered in relation to measures of intelligence made through application of the Stanford-Binet Intelligence Test. The latest version of this testing instrument is the Fourth Edition authored by Robert L. Thorndike, Elizabeth P. Hagen, Jerome M. Stattler, Elizabeth A. Delany, and Thomas F. Hopkins. The instrument is published by the Riverside Publishing Company, Chicago.
Purpose of the Stanford-Binet Intelligence Test
The purpose of the test is to measure the cognitive abilities that provide a pattern and the overall level of cognitive development for individuals aged two years through early adulthood."
Describes the test and discusses its structural issues, developmental theory, standardization, variables and utility value in terms of gifted and retarded children.
3,375 words (approx. 13.5 pages), 19 sources, 1999, $ 119.95
From the Paper " STANFORD-BINET INTELLIGENCE SCALE - IV
General Introduction
The Fourth Edition of the Stanford-Binet Intelligence Scale marks the most extensive revision of the Binet-Simon Scale since its inception. The test now consists of 15 separate subtests yielding scores in four areas of cognitive ability. These areas are: (1) Verbal Reasoning; (2) Abstract/Visual Reasoning; (3) Quantitative Reasoning; and (4) Short-Term Memory (Sabatino, 1993).
Designed to reflect the theory of fluid and crystallized abilities, the fourth edition of the instrument blends theory with measurement practice. The test is based on a hierarchial model of intelligence which incorporates the g-factor and four cognitive areas with general intelligence at the top of the.."
From the Paper "Introduction
This research reviews and evaluates the Stanford.Binet Intelligence Test, Fourth Edition. The Fourth Edition of this instrument is authored by Robert L. Thorndike, Elizabeth P. Hagen, Jerome M. Stattler, Elizabeth A. Delany, and Thomas F. Hopkins. The Fourth Edition of the instrument is published by the Riverside Publishing Company, Chicago. This review and evaluation is presented in the contexts of test purpose, norming sample, reliability and validity, administration, interpretation guidelines, and evaluation."
Introduction
The Stanford-Binet Intelligence Test IV is reviewed in this research. The findings of the review are presented in relation to (1) a general introduction to the test, (2) developmental issues associated with the test, (3) structural issues associated with the test, (4) test utility, and (5) an analysis of the test."
Abstract This paper discusses what intelligence tests can tell us about a person's intellectual abilities and their limitations. The discussion also includes different approaches to measuring intelligence, such as those developed by Binet, Terman, and Wechsler.
Abstract The work of Carl Rogers has contributed in substantial ways to the development of psychotherapy. There exists an extraordinarily extensive amount of writing about the value of his research, his clinical work, his methods, his style, and his profound impact on therapy. This paper poses the question, "Could interpretation of projective testing aid the process of reflection and clarification of communication between client and therapist during client centered (Rogerian) therapy"?. The paper provides a critical analysis of Rogers's work and into "projective testing" itself. There are many forms of projective testing and diverse opinions with reference to projective testing. This paper critiques and analyzes several of them, using existing research in order to best formulate an informed answer for the central question being posed.
Table of Contents
Introduction
Carl Rogers's Life and the Seeds of his Interest in Psychology
Client-Centered Therapy and Listening to the Client
Professional Responses to and Critiques of Client-Centered Therapy
Process of Reflection and Clarification in Client-Centered Therapy
Projective Measures / Projective Testing: an Introduction
The History ? and Methods of ? Projective Testing
Six of the Best-Known Projective Tests
Zeroing in on Spurious Therapists and Rorschach Projective Testing
Rogerian Reflection and Projective Testing
Conclusion
References
From the Paper "Sir Francis Galton is generally given credit for devising the first projective test, which the British explorer and intellectual researcher developed in 1879. His test consisted of a word-association challenge; subjects were given a set of words and asked to produce a "first response" to each word. Following Galton's work, Carl Jung ? a Swiss psychiatrist and renowned prot?g? of Freud ? utilized a word-association test in combination with blood pressure measuring devices to detect what he called ?complexes.? Those complexes were "constellations of feelings and thoughts organized around an emotionally charged issue" (Lilienfeld). And Jung believed that a "delayed or physiologically pronounced response to a word" can indicate the existence of a complex."
