Evaluation of survey results. Stanford-Binet Intelligence Scale Revision of the Stanford-Binet Intelligence Scale

Stanford-Binet test (revised in 1972) The content of tasks changes over time. The test is designed to measure the intelligence of children from 2 to 18 years old. It is a set of tasks in the form of questions that need to be answered, or in the form of tasks. The tasks are grouped into blocks of 6 tasks, according to the chronological age of the children. Blocks of tasks are designed in such a way that most children of the same age are able to complete all the tasks descending into this block.

Test tasks (for a child of 9 years old):

1. specify today's date (day of the week, day, month, year). Correct answers assume that the child has an idea about the chronology, uses the calendar in his life.

2. allocate 5 items to certain classes. It assumes that the child has the ability to abstract and generalize.

4. repeat 4 digits in reverse order. The ability to keep numbers in memory, to combine mental operations to line up in the mind in order.

5. construct a meaningful sentence containing 3 words. (boy, river, ball). It assumes the child's ability to build sentences and establish semantic connections between words.

6. find a rhyme for 3 different words. (horse-cat, day-stump, sun-shovel). The child's vocabulary is tested. The ability to find the right words at the right time.

Successful completion of the test assumes that the child has certain knowledge and certain mental skills.

Thus, in the light of this test, INTELLIGENCE- a set of knowledge and mental skills that allow a person to solve certain problems.

Classifications of intelligence:

1. crystallized intelligence– (Grace Craig, author of "developmental psychology") - an area of ​​\u200b\u200bintellect, including the ability to formulate judgments, analyze problems, draw conclusions on based on accumulated knowledge and experience. This intelligence develops under the influence of accumulated experience, and can increase throughout a person's life.

2. current intelligence- the field of intelligence that encompasses the abilities used to learn something new. The experience itself is relegated to the background. Due to anatomical and physiological inclinations, reaches the peak of its development in youth, about 20 years old, begins to decline with age.

According to Hans Eysenck, all intelligence tests measure both crystallized and fluid intelligence, but to varying degrees. The tasks in the Stanford-Binet tests are clearly not new, and this test most likely diagnoses crystallized intelligence.

Raven test– measures current intelligence- a test of gradually becoming more complex matrices. (add a figurine by meaning to a matrix of 9 icons.)

General intelligence- general mental ability, on which the success of solving a variety of tasks depends. The existence of general intelligence was revealed and described by an English psychologist Charles Spearman. He gave his subjects several tests aimed at measuring various mental abilities. For example, the ability to understand relationships, operate with numbers, spatial orientation, memory properties. It turned out that for each person, the degree of success in performing one test positively correlates with the degree of success in all the others. If one test is performed on high level, then it is more likely that others also perform well. He concluded that intelligence is general ability, independent of the content of the test problems. Named it - G factor (General).

D. Gilford believes that intelligence is the sum of individual abilities. All tasks can be classified into 120 types and the success of their solution depends on specific, specific mental abilities.

By the way, Teplov also wrote about it. There are special and general gifts. Talented children have general giftedness.

G. Gardner believes that the intellect is not only logical, but any other. Gardner claims there is 6 types of special intelligence:

1. linguistic intelligence - the ability to master and understand the language.

2. spatial intelligence - for designers and architects

3. musical intelligence

4. mathematical intelligence

5. personal intelligence - occurs in the form of the ability to self-knowledge, the ability to achieve social success.

6. kinesthetic intelligence - the ability to move, expressed and dancers, athletes.

7. emotional intelligence - a new paradoxical category (what is it? -Kapustin himself does not know.)

Theory of intelligence F. Vernon.

Hierarchical theory of intelligence. A person has a general intelligence - factor G, a general ability to solve common problems, there is general group factors (GFR), that affect the solution of certain problems, further secondary group factors (VGF), affecting the success of solving smaller tasks, hereinafter - specific group factors (GFR).

The test subjects are offered blocks for solving by age, starting with tasks for more younger age(A 9-year-old is given a task for an 8-year-old). After that, a block for his age is presented, if he copes, then the age rises (for a 10-year-old). If he solves 3 tasks out of 6, then he is given the task of the next level. He solves 1 out of 6, at which point the test ends, because he solved less than half.

Computed child's mental age- Years and months are summed up: for a whole block of tasks - 1 year, for half a block - 6 months, for 1 task - 2 months each.

IQ = mental age / chronological age * 100%

CREATIVITY test - the ability to be creative. (Student! Look at the fig in the textbook!)

A new step in the development of the test method was made by the French physician and psychologist Alfred Binet (1857-1911), the creator of the most popular series of tests.

Before A. Binet, as a rule, differences in sensorimotor qualities were determined - sensitivity, speed of reaction, etc. But practice required information about higher mental functions, usually denoted by the terms "mind", "intellect". It is these functions that ensure the acquisition of knowledge and the successful implementation of complex adaptive activities.

In 1904, Binet was commissioned by the Ministry of Education to develop methods by which it would be possible to separate children who were able to learn, but were lazy and unwilling to learn, from those suffering from congenital defects and not able to study in a normal school. The need for this arose in connection with the introduction of universal education. At the same time, it was necessary to create special schools for mentally handicapped children. A. Binet, in collaboration with Henri Simon, conducted a series of experiments to study attention, memory, and thinking in children different ages(from the age of three). The experimental tasks carried out on many subjects were tested according to statistical criteria and began to be considered as a means of determining the intellectual level.

The first Binet-Simon scale (a series of tests) appeared in 1905. Then it was revised several times by the authors, who sought to remove from it all tasks that required special training. A. Binet proceeded from the idea that the development of intelligence occurs independently of learning, as a result of biological maturation.

The tasks in the Binet scales were grouped by age (from 3 to 13 years). The tasks were selected by examining a large group of children (300 people). Each age has its own specific tests. They were considered appropriate for a given age level if they were solved by the majority of children of a given age (80-90%). Children under 6 years old were offered 4 tasks each, and children over 6 years old - 6 tasks.

The indicator of intelligence in Binet's scales was mental age, which could differ from chronological age. Mental age was determined by the success of the test tasks. The test began with the presentation of test tasks corresponding to the chronological age of the child. If he coped with all the tasks, he was offered tasks of the older age group. If he solved not all, but some of them, the test was terminated. If the child did not cope with all the tasks of his age group, he was given tasks intended for younger children. The tests were carried out until the age was revealed, all the tasks of which were solved by the subjects. If, in addition, the child also completed a certain number of tasks intended for older age groups, then each task was evaluated by the number of "mental" months. Then a certain number of months was added to the number of years determined by the basic mental age.

The discrepancy between mental and chronological age was considered an indicator of either mental retardation (if the mental age is below the chronological age) or giftedness (if the mental age is above the chronological age).

The second edition of the Binet scale served as the basis for the work on verification and standardization carried out at Stanford University (USA) by a team of employees led by L. M. Theremin. This version of the Binet test scale was proposed in 1916. and had so many major changes from the main one that it was called the Stanford-Binet scale. There were two main differences from Binet's tests: the introduction of an intelligence quotient (IQ) as an indicator for the test and the use of a test evaluation criterion, for which the concept of a statistical norm was introduced.

The IQ coefficient was proposed by V. Stern, who considered a significant drawback of the mental age indicator that the same difference between mental and chronological age for different age levels has a different value. To eliminate this shortcoming, Stern proposed to determine the quotient obtained by dividing mental age by chronological age. This figure, multiplied by 100, he called the coefficient of intelligence. Using this indicator, it is possible to classify normal children according to the degree of mental development.

Another innovation of the Stanford psychologists was the use of the concept of a statistical norm. The norm became the criterion with which it was possible to compare individual test indicators and thereby evaluate them, give them a psychological interpretation.

The Stanford-Binet scale was designed for children aged 2.5 to 18 years. It consisted of tasks of varying difficulty, grouped according to age criteria. For each age, the most typical, average completion rate (X) was equal to 100, and the statistical measure of dispersion, the deviation of individual values ​​from this average (<т) равнялась 16. Все индивидуальные показатели по тесту, попадавшие в интервал X± <т, (limited to numbers 84 and 116) were considered normal, corresponding to the age norm of performance. If the test score was above the test norm (more than 116), the child was considered gifted, and if below 84, mentally retarded.

So, the children are offered the following tasks:

1. Show your eyes, nose, mouth.

2. Repeat a sentence up to six words long (“I love my kind mother very much”).

3. Repeat two numbers from memory.

4. Name the drawn objects.

5. Give your last name.

In the diagnostic journal, on the page reserved for the younger group, symbols are entered that allow you to quickly record the results of the tasks (Table 1):

Task completed - "+";

The task was not fully completed - “+?”;

The task was not completed - "-".

Table 1

Then diagnostics of cognitive processes is carried out: attention, perception, memory, thinking and speech. The psychologist can assess the level of development of attention and speech, using observations of the child during the examination, analyzing his activities and answers to the questions posed.

To study the attention of the baby is used a game "What changed?". Three colored plastic cups (molds) are put in a row in front of the child and asked to remember their location. Then the location of the cups is changed and the child is asked to determine what has changed. The results of this and subsequent tasks are recorded in the summary table (Table 2) using symbols.

Color perception is tested during games "Spread the circles into boxes" . A set of circles with a diameter of 3 cm, painted in primary colors (two for each color), and boxes of the corresponding color are laid out in front of the child. Then the baby is offered to arrange the circles in boxes according to their color. (During the game, the adult does not name the color of the circles).

The level of development of visual memory researched with subject pictures. Seven pictures depicting familiar objects are laid out in front of the child. Instructions are given without setting for memorization: "Look carefully at the pictures." Then the pictures are removed (turned over) and the child is asked to name those that he remembers.

Diagnosis of thinking is conveniently carried out using games "The Fourth Extra" , during which the ability to analyze, synthesize, and make generalizations is revealed. The child is alternately offered three tables, which depict four geometric shapes: on the first table, the figures differ in size, on the second - in color, on the third table, the figures differ in size and shape, it is necessary to highlight the shape.

table 2

Let us dwell on another type of individual tests designed for the same purposes as the Stanford-Binet scale. In 1939, the first form of David Wexler's scales, known as the Wechsler-Belleview Intelligence Scale, was published. The test is based on the hierarchical model of intelligence by D. Wexler and diagnoses general intelligence and its components - verbal and non-verbal intelligence.

The Wechsler test consists of 11 separate subtests, divided into 2 groups - 6 verbal and 5 non-verbal. Each test includes from 10 to 30 progressively more difficult questions and tasks. Verbal subtests include tasks that reveal general awareness, general comprehension, abilities, finding similarities, reproducing digital series, etc. Non-verbal subtests include the following: encryption, finding missing details in a picture, determining the sequence of pictures, adding figures.

A. Binet - T. Simone

Diagnosis of children 3-4 years old

To begin with, the child is asked to complete the tasks marked in columns 3-14. Using symbols in the table, the results are recorded: “+” - the task is completed, “+?” - the task was not completed completely, "-" - the task was not completed. Then diagnostics of cognitive processes is carried out: attention, perception, memory, thinking and speech, the results of which are also recorded in the table.

The educational psychologist evaluates the level of development of attention and speech by observing the child during the examination, analyzing his activities and answers to the questions posed.

For attention researchused game What changed? . Three colored plastic cups are placed in a row in front of the child and asked to remember their location. Then the location of the cups changes, and the child is asked to determine what has changed.

Also level development of attentiondiagnosed withtechniques "Finding similarities". A picture is laid out in front of the child with 4-6 almost identical images (for example, snowmen). The instruction is as follows: “Look at these snowmen: they are all at least somewhat different from each other, but still two of them are exactly the same, try to find them and show me. Be very careful, you need to work quickly." For the examination, it is necessary to prepare 2-3 forms with stimulus material. Forms are offered to the child in turn. It is necessary to measure the time for completing the task for each form separately and record the results at the end. Working time - no more than 5 minutes per incentive form. General indicator of the development of observation S o6 calculated by the formula:

S o6 \u003d ∑С / ∑t,

where C is the number of differences in the drawings indicated by the child;

t is the time taken to complete the task.

Color perceptionchecked duringgame "Spread the circles into boxes."The child is offered a set of circles with a diameter of approximately 3 cm of primary colors (two for each color) and boxes of the corresponding color. The task of the child is to sort the circles into boxes according to their color. It is important that during the game the adult does not name the color of the circles.

Level development of visual memoryresearched withsubject pictures.The teacher-psychologist lays out seven pictures of familiar objects in front of the child and invites him to look at them carefully. After some time, he removes the pictures and asks to name those that the child remembers.

Diagnostics of thinking (the ability to analyze, synthesize, make generalizations) is conveniently carried out usinggame "The Fourth Extra".As stimulus material, you can use pictures from the manual "Practical material for conducting a psychological and pedagogical examination of children" (authors S.D. Zabramnaya, O.V. Borovik) or the material of the didactic game "Find the fourth extra - 2. Educational game for preschoolers" (2012). The child is presented with a picture that depicts objects. Instruction next: “Look at the card. There are four items shown here. Three of them fit together, and the fourth is superfluous. What item is missing and why?

To assess the level of speech development can be usedtechnique "Seasons". The child is shown drawings and asked, after carefully looking, to say what season is depicted in each of them (from the manual by S.D. Zabramnaya and O.V. Borovik). The child must name the corresponding season and explain why he thinks so, indicate those signs that, in his opinion, indicate that this part of the drawing shows this, and not any other season.

If the child correctly named and associated all the pictures with the right seasons, while indicating 3-4 signs confirming his opinion, then this indicates high level speech development. If he correctly identified the seasons in all the pictures, while indicating 1-2 signs confirming his opinion, then this indicates middle level . Low level observed when the child correctly identified the seasons only in 1-2 pictures out of four and indicated only one sign to confirm his opinion. If the child could not correctly determine any season and did not name exactly a single sign, then we can conclude thatvery low speech development.

Diagnostic examination on a scale of mental development

A. Binet - T. Simone

Diagnosis of children 4-5 years old

To begin with, the child is asked to complete the tasks marked in columns 3-12. Also, with the help of symbols in the table, the results are recorded, after which the diagnostics of cognitive processes is carried out: attention, perception, memory, thinking and speech.

Features of attention explored through games"Find identical cups” and “What has changed?”For example, four colored plastic cups (or toys) are placed in front of a child, two of which match in color, size and shape, and they are asked to find identical objects. Then the same objects are put in a row and the child is asked to remember their location. After that, the location of the cups is changed and the question “What has changed?” is asked.

Can be usedmethods "Finding differences in paired pictures", "Correction tests"(Now you can find on the Internet many interesting options for proofreading tests for preschool children).

When studying the features perception game task is used"Fold the picture"using split pictures of three or four parts (material from the manual by S.D. Zabramnaya and O.V. Borovik).

Color perceptionresearched during the game "Spread the circles by boxes ". Instructions: the child is offered a set of circles with a diameter of about 3 cm of primary colors (two for each color) and boxes of the corresponding color. The task of the child is to sort the circles into boxes according to their color. It is important that during the game the adult does not name the color of the circles.

Form perceptionchecked with games -

Diagnostics perception of magnitudeconvenient to carry out during the game"Arrange nesting dolls by height"

Grade auditory perceptioncarried out using. text comprehension tests. The teacher-psychologist reads out to the child a sentence: "Vitya washed, did his exercises, had breakfast, took a toy car and went to kindergarten," and then asks about Vitya's procedure.

When researching auditory memory use the variant todiki "10 words", presenting the child with eight words.

State of the artvisual memorydetermined with the help of subject pictures (option with geometric shapes).

For the diagnosis of thinking variant is usedmethodology "Classification according to a given principle".The teacher-psychologist lays out a set of pictures, half of which depict several objects, the other - only one. The task of the child is to arrange the pictures in two piles, based on the number of objects depicted.

Estimate level of speech development and thinking processes allows Phrase Completion Method.The instruction of the teacher-psychologist is as follows: “Let's compose a story. I will begin, and you will finish my phrases. So, the girl took the cube and ... "Then other sentences are sequentially presented:

"The boy laughed merrily because...",

“If it rains, then ...”, etc.

Diagnostic examination on a scale of mental development

A. Binet - T. Simone

Diagnosis of children 5-6 years old

The child is asked to start with the tasks displayed in columns 3-8. In the comparison task, it is proposed to compare the children of the group from ethical and moral points of view (Who is the most accurate in the group? Why? Who is the kindest? Why? Etc.).

used to diagnose attention. game task "Compare pictures"Two pictures are placed in front of the child, differing in minor details, and they are given the instruction “Carefully look at the pictures, compare them and find the differences”

Features diagnostics perception begins with color perception, which is being explored duringgames "Spread the circles into boxes" (complicated version).Boxes are placed in front of the child, painted in primary and tint colors (red, blue, yellow, green, brown, black, white, gray, pink, blue, purple, orange, light green, beige), and a set of multi-colored circles corresponding to the boxes are laid out. The teacher-psychologist offers the child to arrange the circles into boxes according to their color.

Form perceptionchecked withclassification "Expand geometric shapes"The child is given a tablet, in the cells of which various geometric shapes of one specific color and the same size are depicted: a circle, a square, a triangle, a rectangle. Then a set of geometric shapes (of the same color and size as in the tablet) is laid out in front of the child and they are offered to decompose the figures into the cells of the tablet in accordance with their shape.

Diagnostics perception of magnitudecarried out with the helptasks "Spread the stripes". 5-7 strips of the same color are laid out in front of the child, but differing from each other in length by 2 cm. The teacher-psychologist suggests laying them out from left to right, first in descending order, and then in ascending order.

Grade auditory perceptioncarried out throughtext comprehension test.The child is offered to listen to a short text consisting of several sentences, for example: “Tanya got up in the morning, washed herself, brushed her teeth, did her exercises, got dressed, had breakfast, took an album and paints and went to kindergarten. During the day in kindergarten, Tanya played, drew, walked, dined. In the evening, Tanya's mother came for Tanya, and they went home. At home, Tanya had dinner and went to bed. After reading the text, the teacher-psychologist asks about what Tanya did at different times of the day.

For research auditory memory is used technique "Ten words"

The teacher-psychologist gives the following instruction: “I will say the words, and you listen to them carefully and try to remember. When I'm done, you'll repeat the words you memorized in any order. Listen: clock, iron, elephant, cat, stain, straw, apple, loto, sun, road. Upon repeated presentation, the following setting is given: “Now I will say the same words again. You will repeat them after me again, and you will say both the words that you called last time and the new ones that you will remember. At the third and fourth presentations, the instruction is: "Listen again." At the fifth, last presentation: "Now I will say the words for the last time, and you try to remember and repeat as many words as possible." The examination of auditory memory takes 5-7 minutes. A good result is that the child repeats 5-6 words after the first presentation and 8-10 words after the fifth presentation.

State of the artvisual memorydetermined using"Variable methodology" L.A. Yasyukova.The child is invited to look at the tablet with the image of various objects, numbers, letters, geometric shapes familiar to the subject. The teacher-psychologist gives instructions: “Pictures are drawn here. Look and remember. Then you will tell me everything that you remember, in any order. The presentation time is 20-30 seconds, then the plate is removed, and the child is asked to name the pictures that he remembered. When the child is silent, you need to tell him: “Try to mentally imagine a picture, maybe you will see something else.” For words that are identical in meaning in naming pictures, 1 point is given (for example, a ship or a yacht or a boat). For incomplete or erroneous answers - 0.5 points. A good result would be naming more than 7 pictures.

For researchmental performancechildren can be used test Toulouse - Pierona (modified by L.A. Yasyukova for preschool children).

Assess level speech development and thought processes allows methodology "Sequence of events" A.N. Bernstein. A series of 3-5 pictures is being prepared, reflecting ordinary situations in the life of children (you can take plot pictures from V. Suteev's children's books). All drawings for one plot, made on separate cards, are presented to the child at the same time. The teacher-psychologist explains that some event is depicted in the pictures, and offers to arrange the pictures in order so that it is clear where the beginning is, where the end is, and come up with a story based on them.

To get a holistic picture, you can use techniques that exploreemotional-volitional and personal spheres, for example: "Anxiety test" (authors - R. Tamml, M. Dorki, V. Amen), "Children's apperceptive test", the "Crocodiles" method by N. Akimova and L. Lebedeva, the "Drawing of a man" test (authors - K . Machover, F. Goodenough), the technique of "Non-existent animal" and others.

Secondary diagnosis of school readiness

The survey uses the following methods:

• a methodology for the psychological and pedagogical assessment of a child's readiness for the start of schooling, including the subtests "Continue the pattern", "Count and compare", "Words", "Cypher", "Drawing of a man" by N. and M. Semago;
• social awareness test;
• methodology "Isolation of the fourth superfluous", "Classification", "Sequence of events";
• diagnostics of visual and auditory memory (“Variable method” by L.A. Yasyukova and “10 words”);
• diagnostics of educational motivation "DUM-1" N.N. Melnikova and D.M. Polev.

After analyzing the results of the final diagnosis of children in preparatory groups for school, an analytical report is compiled. Educators and parents of children at risk get acquainted with the results, recommendations are given to overcome the existing difficulties.

Initially, conventional experimental psychological tests were used as tests. In form, they resembled methods of laboratory research, but the meaning of their application was fundamentally different, because the task of a psychological experiment is to clarify the dependence of a mental act on external and internal factors, for example, the nature of perception - on external stimuli, memorization - on the frequency and distribution of repetitions in time and etc.

When testing, the psychologist registers individual differences in mental acts, evaluating the results obtained with the help of some criterion and in no case changing the conditions for the implementation of these mental acts.

The test method has become widespread. A new step in its development was taken by a French doctor and psychologist A. Binet(1857–1911) , creator of the most popular series of tests.

Before Binet, as a rule, differences in sensorimotor qualities were determined - sensitivity, speed of reaction, etc. But practice required information about higher mental functions, usually denoted by the concepts of "mind", "intelligence". It is these functions that ensure the acquisition of knowledge and the successful implementation of complex adaptive activities.

In 1904, Binet was commissioned by the Ministry of Education to develop methods by which it would be possible to separate children who were able to learn, but were lazy and unwilling to learn, from those suffering from congenital defects and not able to study in a normal school. The need for this arose in connection with the introduction of universal education. At the same time, it was necessary to create special schools for mentally handicapped children. Binet in collaboration with Henri Simon conducted a series of experiments to study attention, memory, thinking in children of different ages (starting from 3 years old). The experimental tasks carried out on many subjects were tested according to statistical criteria and began to be considered as a means of determining the intellectual level.

The first scale (a series of tests) Binet-Simon appeared in 1905. Then it was revised several times by the authors, who sought to remove from it all tasks that required special training. Binet proceeded from the idea that the development of intelligence occurs independently of learning, as a result of biological maturation.

A. Binet scale in subsequent editions (1908 and 1911) was translated into German and English. The second edition of the scale (1908) was different in that it expanded the age range of children up to 13 years old, increased the number of tasks, and introduced the concept of mental age. The most widely used is the second edition of the Binet scale. The last (third) edition of the scale, published in the year of Binet's death, did not introduce significant changes.

The tasks in the Binet scales were grouped by age (from 3 to 13 years). Specific tests were selected for each age. They were considered appropriate for a given age level if they were solved by the majority of children of a given age (80–90%). Children under 6 years old were offered four tasks, and children over 6 years old were offered six tasks. Tasks were selected by examining a large group of children (300 people).

The indicator of intelligence in Binet's scales was mental age, which could differ from chronological age. Mental age was determined by the success of the test tasks. The test began with the presentation of test tasks corresponding to the chronological age of the child. If he coped with all the tasks, he was offered tasks of an older age group. If he solved not all, but some of them, the test was terminated. If the child did not cope with all the tasks of his age group, he was given tasks intended for a younger age group. The tests were carried out until the age was revealed, all the tasks of which were solved by the subjects. The maximum age, all tasks of which are solved by the subjects, is called the basic mental age. If, in addition, the child also performed a certain number of tasks intended for older age groups, then each task was evaluated by the number of “mental” months. Then, a certain number of months was added to the number of years determined by the basic mental age. Example: a child solved all the tasks intended for seven-year-olds and two tasks designed for eight-year-olds. The number of months is calculated as follows: 12 months: 6 (number of tasks for eight-year-olds) = 2 months. (“price” of one task); 2 months × 2 = = 4 months So, the mental age of the child is 7 years and 4 months.

The discrepancy between mental and chronological age was considered an indicator of either mental retardation (if the mental age is below the chronological age) or giftedness (if the mental age is above the chronological age).

The second edition of the Binet scale served as the basis for the verification and standardization work carried out at Stanford University (USA) by a team of employees led by L. M. Termena . This version of the Binet test scale was proposed in 1916 and had so many major changes compared to the main one that it was called the Stanford-Binet scale. There were two main differences from Binet's tests: the introduction of an intelligence quotient (IQ) as an indicator of the test, which is determined by the relationship between mental and chronological age, and the use of a test evaluation criterion, for which the concept of a statistical norm was introduced.

IQ score was offered V. Stern , who considered a significant drawback of the indicator of mental age that the same difference between mental and chronological age for different age levels has an unequal value. To eliminate this shortcoming, Stern proposed to determine the quotient obtained by dividing mental age by chronological age. This figure, multiplied by 100, he called the coefficient of intelligence. Using this indicator, it is possible to classify normal children according to the degree of mental development.

Another innovation of the Stanford psychologists was the use of the concept of a statistical norm. The norm became the criterion with which it was possible to compare individual test indicators and thereby evaluate them, give them a psychological interpretation.

The Stanford-Binet scale was designed for children aged 2.5 to 18 years. It consisted of tasks of varying difficulty, grouped according to age criteria. For each age, the most typical, average performance indicator (x) was 100, and the statistical measure of dispersion, the deviation of individual values ​​from this average (a), was 16. All individual test scores that fell into the interval x ± a, i.e. limited to the numbers 84 and 116, were considered normal, corresponding to the age norm of performance. If the test score was above the test norm (more than 116), the child was considered gifted, and if it was below 84, mentally retarded.

The Stanford-Binet scale has become popular all over the world. It had several editions (1937, 1960, 1972, 1986). The latest version is still in use today. The Stanford-Binet IQ has become synonymous with intelligence for many years. Newly created intelligence tests began to be checked for validity by comparing them with the results of the Stanford-Binet scale.

The next stage in the development of psychological testing is characterized by a change in the form of the test. All tests created in the first decade of the 20th century were individual and made it possible to conduct an experiment with only one subject. Only specially trained people who had a sufficiently high psychological qualification could use them.

• The Stanford-Binet Intelligence Scale is a scale for assessing intelligence, developed in 1916. The test uses a single indicator of the level of intelligence - IQ. The intelligence quotient is equal to the quotient of the mental age of the subject and his real age, multiplied by 100. Both ages are measured in months.

  Currently, the Stanford-Binet scale is used mainly in Western countries to assess readiness for school, the distribution of students to schools of different levels and when entering universities.

Related concepts

The account according to Kraepelin is a method of pathopsychological research. Used for qualitative and quantitative assessment of performance, exercise and fatigue. The method is used in clinical, school and professional psychodiagnostics, starting from adolescence. Proposed by the German psychiatrist Emil Kraepelin in 1895. Initially, the technique was a table, in a large column of which a long series of single-digit numbers was written, which had to be added up in the mind. In modification...