Paper Summary:

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)."

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