STANFORD-BINET INTELLIGENCE SCALE - IV General

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 hierarchy (Nagle & Bell, 1993).

At the first level of the structural model are information-processing abilities including planning and organizing abilities and reasoning and adaptation skills (Glutting, 1989). At the second level are crystallized abilities (also referred to as scholastic or academic abilities), fluid-analytic abilities (that is, non-language abilities that relate to variables such as spatial skills and originality in problem-solving), and short-term memory (Glutting, 1989).

At the third level of the model are verbal reasoning skills, abstract and visual reasoning skills, and quantitative reasoning skills. These three areas, along with short term memory at the second level of the hierarchy, make up what are call

. . .
. The revised fourth edition of the Stanford-Binet has addressed many of these concerns. First, the test is far less verbal and contains an equal balance of verbal, nonverbal, quantitative and memory items (Rogers, 1995). Also, the test now assesses patterns and levels of cognitive development rather than providing a single overall measure of intelligence (Glutting, 1989). Standardization and normative problems have also been addressed. The new standardization sample is geographically balanced over the United States; it is also ethnically in proportion to ethnic groups' representation in the population and both sexes are equally represented (Sabatino, 1993). Further, corrected norms offer a socioeconomic balance and include handicapped children (Rogers, 1995). Another developmental issue with respect to the Stanford-Binet concerns the opposite end of the age spectrum, namely the appropriateness of the test for older people. In this regard, the central question has been whether the characteristic decline in IQ scores observed among older people represents a true decline in intelligence, or whether it is an artifact of the test itself? According to Pinneau (1991), there have been several studies over the years which have
. . .

Some common words found in the essay are:
Stanford Binet, Nagle Bell, Kaplan Alfonso, Fourth Edition, Memory Objects, According Ackerman, Intelligence Scale, Composite Score, Papalia Olds, Intelligence Scale's, fourth edition, stanford binet, sabatino 1993, stanford-binet intelligence, intelligence scale, stanford-binet intelligence scale, mental retardation, intelligence scale fourth, glutting 1989, gifted children, scale fourth, scale fourth edition, iq scores, fourth edition stanford, edition stanford binet,
Approximate Word count = 3859
Approximate Pages = 15 (250 words per page)

More Essays on STANFORD-BINET INTELLIGENCE SCALE - IV General