Relationships between scores on Stanford-Binet IV and Wechsler preschool and primary scale of intelligence

A kindergarten class of 9 boys and 11 girls took the 1986 Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Preschool and Primary Scale of Intelligence. Of 6 correlations of total scores and subtest pairs, only the correlation of total scores was statistically significant (p<.01).     

Prediction of five-year Stanford-Binet scores in preterm infants

The development of a group of 100 preterm infants, mean birth weight 1,877 grams, from a broad range of social class and ethnic backgrounds was followed from birth to age 5. Assessments in infancy were directed at medical problems and early perceptual, motor, social, and cognitive development. The child's performance on the Stanford-Binet test at age 5 could not be predicted from early hazardous events in the obstetrical or neonatal period. The results indicate that developmental outcome at age 5 could be predicted moderately from a single measure, infant visual attention, administered as early as term date. Prediction was improved by using a combination of assessments given during the first 9 months. Furthermore, prediction was significantly better for girls than for boys. Although moderate stability in performance was found for the group as a whole, prediction of an individual's performance resulted in a substantial number of children being misclassified. Social factors were more important than any other set of factors in relating to the child's mental performance at age 5.     

Consequences of using the 1972 Stanford-Binet intelligence scale norms

Comparison of Stanford-Binet IQ scores obtained with the 1972 and 1960 norms of 228 children indicated that use of the 1972 norms resulted in substantially lower scores except at the lowest levels of functioning. The hypothesis that the 1972 norms reflected accelerated performance at the preschool level and that intelligence scores based on these norms and obtained by evaluating a child during the preschool years might not be an accurate reflection of functioning at a later age was also supported. For a subsample of children whose functioning over time remained constant or increased, use of the 1960 norms during initial evaluation resulted in a more accurate reflection of subsequent scores than did use of the 1972 norms. The implications of these results were discussed in relation to the necessity of using both sets of norms with preschoolers and to reevaluating the decision to retain the old MAs in deriving the 1972 intelligence scores.     

A comparison of obtained and adjusted mental age scores on the Stanford-Binet

Twenty-five white children in the bright normal range of intelligence were administered both the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scale for Children-Revised (WISC-R). The mean values for the normally obtained mental age (MA) and adjusted MA were then compared to the mean WISC-R test age (TA). The normally obtained Stanford-Binet MA and the WISC-R TA values were nearly identical. However, the adjusted values for the Stanford-Binet MA were found to be significantly lower (p<.05) than the WISC-R TA. The findings failed to support the common practice of computing an adjusted MA score.     

Significant differences between individual subtest scaled scores and average scaled scores on the Wechsler Preschool and Primary Scale of Intelligence-Revised

This paper presents age-referenced tables that are used for determining significant differences between individual subtest scaled scores and average subtest scores on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R). The tables provide differences required at the .05 and .01 levels of significance between any Verbal scale subtest and the average of Verbal scale subtests, any Performance scale subtest and the average of Performance scale subtests, and any subtest with the average of all subtests administered. The information presented is useful for WPPSI-R profile analysis.     

Differential effects of candy,social, and token rewards on the IQ scores of children of above average intelligence

The present study investigated the effects of candy, social, and token rewards on the IQ scores of children of above average intelligence. The results showed that IQ scores increased considerably as a function of token rewards. Social rewards produced only minor changes, and candy rewards produced none.     

Relation between Kaufman Brief Intelligence Test and WISC-III scores of children with RD

Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was evaluated, as well as the K-BIT's accuracy as a predictor of WISC-III scores, in a sample of young children with reading disabilities. The two measures were administered to 65 children from Atlanta, Boston, and Toronto who ranged from 6-5 to 7-11 years of age at testing. Correlations between the verbal, nonverbal, and composite scales of the K-BIT and WISC-III were .60, .48, and .63, respectively. Mean K-BIT scores ranged from 1.2 to 5.0 points higher than the corresponding WISC-III scores. Standard errors of estimation ranged from 10.0 to 12.3 points. In individual cases, K-BIT scores can underestimate or overestimate WISC-III scores by as much as 25 points. Results suggest caution against using the K-BIT exclusively for placement and diagnostic purposes with young children with reading disabilities if IQ scores are required.     

Validation of Stanford-Binet intelligence scale: Fourth edition abbreviated batteries with college students

This study investigated the relationship between the Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV) abbreviated batteries and the complete battery among a group of college students to determine the suitability of SB:IV short forms in educational planning and counseling contexts when an ability estimate is needed. A sample of 38 college students was administered the full battery SB:1V, and scores for four abbreviated batteries were extracted from the complete battery according to instructions in the test manual. The four abbreviated batteries were SF2 (Vocabulary and Pattern Analysis), SF4 (SF2 plus Bead Memory and Quantitative), SF6a (SF4 plus Memory for Sentences and Comprehension), and SF6b (SF4 plus Memory for Digits and Comprehension). Analyses revealed that all short-form SASs were significantly lower than the Composite SAS derived from the complete battery. Correlations between the complete and short forms were all highly significant. Approximately one third of the sample showed discrepancies of at least three standard errors of measurement between the short-form and complete-battery Composite SAS. These findings suggest a lack of comparability between short-form and complete-battery SASs on the SB:IV. Further implications for the validity of these abbreviated batteries and future areas of research are discussed.     

Comparison of scores for intellectually gifted students on the WISC-R and the fourth edition of the Stanford-Binet

The WISC-R and the Fourth Edition of the Stanford-Binet (SB: FE) were compared in the identification and assessment of 48 intellectually gifted students in the primary and secondary grades. While only a 3.2-point difference between the mean SB: FE Composite score and the mean WISC-R Full Scale score was found, (r = .393, p. ⩽ .01), the t test between the two scores was significant (t = 2.30, p ⩽ .05). Correlations between the three scales of the WISC-R and the SB: FE four broad area and Composite scores ranged from −.219 (SB: FE Abstract/Visual Reasoning with WISC-R Verbal) to .599 (SB: FE Short-Term Memory with WISC-R Full Scale). Within the correlational matrix, only 5 of the 15 correlations were significant. Both the SB: FE Abstract/Visual Reasoning and Quantitative Reasoning Area scores had no significant correlations with any of the WISC-R scores.     

A comparison of the WPPSI and Stanford-Binet intelligence scale (1972) among lower SES black children

The study compared the performance of 35 lower SES black kindergarten children on the WPPSI and the 1972 Norm Edition of the Stanford-Binet, Contrary to the findings of previous investigations before the restandardization of the Binet, the WPPSI was found to yield a significantly higer mean IQ than the Binet. While there were no sex differences. significant age-related differences were found. Results were interpreted as suggesting that the WPPSI might be a more appropriate measure of cognitive ability for black children of lower socioeconomic status.     

Changes in student populations and average test scores of Dutch primary schools

This article focuses on the relation between student population characteristics and average test scores per school in the final grade of primary education from a dynamic perspective. Aggregated data of over 5,000 Dutch primary schools covering a 6-year period were used to study the relation between changes in school populations and shifts in mean test scores. Path analysis findings indicate that changes in student populations bring about instant changes in school averages. However, the impact of these changes is strongly mitigated by the effects of school results in the past. This reveals long-lasting effects of student population characteristics via past performance and explains the relative stability in raw output measures over time to a considerable extent.     

The significance of discrepancies between the verbal and non-verbal intelligence scores of a group of first year university students

The object of the study was to investigate the significance of the differences between verbal and non-verbal scores on the New South African Group Intelligence Test (NSAGT).The experimental subjects were first year university students. They were subdivided into three groups: one group whose non-verbal scores were higher than their verbal scores, a second group whose verbal scores were higher than their nonverbal scores and a third group, acting as a control group, whose verbal and nonverbal scores were approximately equal.The three groups were compared with regard to such features as visual and auditory acuity, personal adjustment and academic achievement. The raw data were arranged in three-dimensional contingency tables and interrelationships between variables were computed by means of the G² test.A positive correlation was found between temperamental personality features and high non-verbal scores on the NSAGT.This article is based on the MA dissertation of the second author under the supervision of the first author. The study was partly sponsored by a grant from the Human Sciences Research Council. Republic of South Africa, to which body grateful acknowledgement is made. However, the opinions expressed and the conclusions drawn are the absolute responsibility of the authors     

The influence of examiners' ethnic attributes on intelligence test scores

The study investigated the effect of examiners' ethnicity on the intelligence test performance of Anglo and Mexican-American subjects. Two verbal subtests of the WISC and the Raven Progressive Matrices, a nonverbal intelligence test, were administered by two Anglo and two Mexican-American examiners. All subjects (N=96) were given half the items of each test by an Anglo and half by a Mexican-American examiner. On two of the three tests, the subjects' performance was unaffected by examiner's ethnic attributes. On the WISC Vocabulary, however, Mexican-American subjects scored significantly higher when the test was administered by Mexican-American examiners. The generalizability of these results and their implications for learning in schools are discussed.     

Effects of examiners' prior knowledge of subjects' ethnicity and intelligence on the scoring of responses to the Stanford-Binet scale

The study examined the degree to which scoring of responses to the Stanford-Binet test items might be influenced by the examiner's prior knowledge of subjects' ethnicity and IQ. Thirty-six actual Stanford-Binet protocols of subjects ranging in age from 5 to 8 years were divided into four groups. The matched sets of protocols were then assigned to four groups of examiners for the purposes of scoring. The protocols, representing varying ability levels, were scored in a counterbalanced order. Each group of three examiners, varying in the amount of information about the subjects' ethnicity and IQ, scored the protocols. Results obtained from a 4 × 3 repeated measures analysis of variance suggested that obtained IQs by the four groups of scorers were found to be similar, indicating no bias in the process of scoring Stanford-Binet protocols.     

Achievement,underachievement and cortical activation: a comparative EEG study of adolescents of average and above‐average intelligence

In this study the neural efficiency phenomenon (more efficient brain function in brighter as compared to less intelligent individuals) was investigated regarding differences in intelligence (average vs. above‐average intelligence) and scholastic achievement (achievers vs. underachievers). The cortical activation (assessed by event‐related desynchronisation in the EEG) of 31 male adolescents was measured while performing a verbal and figural version of Posner's letter matching task and two creativity tasks. During the figural Posner task, average intelligent underachievers showed higher frontal activation than similarly intelligent achievers and brighter underachievers, whereas average intelligent achievers showed higher posterior activation. During one creativity task underachievers were frontally less activated than achievers. The results provide first evidence that different achievement levels are also reflected in different levels of cortical activation.     

Clinical applications of the Stanford-Binet intelligence scale: Fourth edition to reading instruction of children with learning disabilities

When children are referred to psychologists for evaluation, the most useful resulting information for the classroom teacher is not a label but suggestions regarding instruction. In its present format, the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE; Thorndike, Hagen, & Sattler, 1986) lends itself to the selection of instructional strategies in reading for children with learning problems. The data on cognitive skills obtained from the SB:FE provide important insights into cognitive strengths and weaknesses that may be related to academic functioning. Although there is no one-to-one correspondence between scores on a particular subtest and performance in a particular academic area, clinical interpretation of SB:FE test data can help psychologists answer the question, “How do I teach him to read?”