Analysis of functions of the 1960 Stanford-Binet Intelligence Scale, form L-M

Abstract

PROBLEMThe Stanford-Binet Intelligence Scale haa been found to possess one general factor with group factors accounting for a minor portion of the test variance@* ' 1 l i ) . These group factors, although not being equally distributed throughout all age levels, suggest that some meaningful grouping of tests can be made. Cronbech recognizes that the S B does not give a reliable measure of separate aspects of mentality, but does suggest that ". . . the psychologist ought to study the detailed pattern of testIn order to aeeist the test administrator in the process of interpretation, an analysis of the functions of the S-B is presented.The classification schema offered is based on somewhat arbitrary groupings according to item content. A factor analysis waa not performed or judges utilized for a reliability estimate of the categorizations since these methods do not appear to add support for the schema which basically is presented as e guide for interpretation. It is recognized that some i t e m could easily be classified in different categories but some case could easily be made for each placement on the basis of content or face validity. The classification schema is baaed on categories which will permit focusing of the individual test items into meaningful groups. In addition, the label of each category is sufficiently specific in aiding in the process of test interpretation.CLASSIFICATION SCHEMA Chart I presents the seven major categories and five subcategories of the classification schema. Each category represents a general area conveying the nature of the function measured. Subcategories delineate more specific functions. A short description of each major category follows. L a v e : This category includea items which deal with maturity of vocabulary in regard to the relundergrurten level, extent of vocabulary referring to the number of words the 8 can define, d t y of vocabula meaaured by such bate as abstract words, rhymes, word naming, and deLtions, and comprsension of verbal relations.M m y : This category is subclassified into meanin@ul, normeaningful, and visual memory. Other designations for this category inolude rote auhtory memory, ideational memory, and attention span. Conceptual ThinkiThis catapry while olosely aeeociated with language ability ia prim@y concerned with &mct tbinkq. Such functioru M generalization, muming an "aa if" attitude, conceptual thinking, and utilizmg a categorical attitude are subsumed.Reasoning: This catagory is subclassified into verbal and nonverbal reasoning. The verbal absurdity items are the p r o t o t T for the ca;tegory. The pictorial and orientation problems represent a model for the nonverba reasonin items. Reasoning includea the perception of logical plations, diacri+natiop ability, and anafysis and syntheab. A spatial reasoning faator is also included in the onentation items. Numerical ReoeoniThis ca ory includea items red to numericaleor arithmetical problems. ? h e content Z w l y related to s c i d e z i %merid mwning icludes such factors M concentration and the a...

Adults' estimates of pre‐school children's verbal and motor abilities compared with those children's scores on an individual developmental test

“…Moderate correlations are found between their estimates and independent measures of their children's specific abilities; and mothers' mean estimates of abilities are comparable to child performance means (e.g. Heriot and Schmickel, 1967;Sattler et al, 1985;Tew et al, 1974;Wolfensberger and Kurtz, 1971).…”

“…Finally, the current method can shed light on the relationship between mothers' inaccuracy and their children's performance. Some of the putative evidence of this relationship would seem to be artifactual, as suggested by Price and Gillingham's (1985) estimations of previous data and findings in a study by Sattler et al (1985). In most studies in this area (see studies cited by Miller, 1988), the high correlation coefficients are based on a difference between two variables, mothers' estimates and a criterion on one hand, and the criterion itself on the other.…”

The Subsequent Mental and Physical Development of Rehabilitated Marasmic Infants

“…The data for the sexes were therefore pooled for analysis. Table 1 shows the mean scores for IQ_ and five functions of the 1960 Stanford-Binet Intelligence Scale (Sattler, 1965). The five functions were Language, Memory, Reasoning, Visual-Motor, and Social Intelligence.…”

“…All of the children in each of the study groups and all of their sibs chosen to be included in the study were tested on one occasion by one of us (S.S.) using the Stanford-Binet Intelligence Test (Sattler, 1965).…”

Relationship between the expressive one-word picture vocabulary test and measures of intelligence, receptive vocabulary, and visual-motor coordination in borderline and mildly retarded children

“…Each child was given a Stanford-Binet Intelligence Scale (SBIS), a Peabody Picture Vocabulary Test (PPVT), a Developmental Test of Visual-Motor Integration (VMI), and an EOWPVT by one examiner on the same day as a part of an extensive multidisciplinary diagnostic evaluation. Partial correlation coefficients (effect of chronological age removed) were obtained for the relationships among the EOWPVT, SBIS, PPVT, VMI, and the language categories from Sattler's (1965) and Valett's (1 964) classifications of SBIS test items. Sattler's and Valett's categorizations of Binet items make it possible to obtain language category scores based on performance on Binet items designed to measure verbat intelligence (Sattler, 1974).…”