Stanford-Binet test(Stanford-Binet intelligence scale)

자료: 네이트 용어사전(학지사 제공), http://terms.nate.com/dicsearch/view.html?i=5026587

스탠포드-비네 지능검사(Stanford-Binet Intelligence Scale): 

1916년 Terman이 Binet 지능검사를 수정, 확대하여 표준화한 개인용 일반지능검사이다. Terman과 그의 동료들은 지능검사의 점수를 산출하는데 Stern이 고안해 낸 정신지수(mental quotient)의 개념을 도입하여 이를 지능지수(IQ：intelligence quotient)라고 명명하였다. 1916년판 스탠포드-비네 지능검사는 1937년과 1960년에 두 차례 개정되었고, 1986년에 다시 개정되어 오늘에 이르고 있으며 Wechsler 지능검사와 더불어 오랫동안 세계적으로 널리 사용되어 온 대표적인 개인용 일반지능검사이다.

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자료: Medical Encyclopedia, http://www.answers.com/topic/stanford-binet-test

Definition

The Stanford-Binet intelligence scale is a standardized test that assesses intelligence and cognitive abilities in children and adults aged two to 23.

Description

The Stanford-Binet intelligence scale is a direct descendent of the Binet-Simon scale, the first intelligence scale created in 1905 by psychologist Alfred Binet and Dr. Theophilus Simon. This revised edition, released in 1986, was designed with a larger, more diverse, representative sample to minimize the gender and racial inequities that had been criticized in earlier versions of the test.

The Stanford-Binet scale tests intelligence across four areas: 

1. verbal reasoning, 
2. quantitative reasoning, 
3. abstract/visual reasoning, and 
4. short-term memory. xs 

The areas are covered by 15 subtests, including vocabulary, comprehension, verbal absurdities, pattern analysis, matrices, paper folding and cutting, copying, quantitative, number series, equation building, memory for sentences, memory for digits, memory for objects, and bead memory.

All test subjects take an initial vocabulary test, which along with the subject's age, determines the number and level of subtests to be administered. Total testing time is 45–90 minutes, depending on the subject's age and the number of subtests given. Raw scores are based on the number of items answered, and are converted into a standard age score corresponding to age group, similar to an IQ measure.

자료: Wikipedia, http://www.answers.com/topic/stanford-binet-test

The development of the Stanford-Binet Intelligence Scales initiated the modern field of intelligence testing. The Stanford-Binet test started with the French psychologist Alfred Binet, whom the French government commissioned with developing a method of identifying intellectually deficient children for their placement in special education programs. As Binet indicated, case studies might be more detailed and helpful, but the time required to test many people would be excessive.

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Development

Later, Alfred Binet and physician Theodore Simon collaborated in studying mental retardation in French school children. Between 1905 and 1908, their research at a boys school, in Grange-aux-Belles, led to their developing the Binet-Simon tests; via increasingly difficult questions, the tests measured attention, memory, and verbal skill. Binet warned that such test scores should not be interpreted literally, because intelligence is plastic and that there was a margin of error inherent to the test (Fancher, 1985).

In 1916, the Stanford psychologist Lewis Terman released the "Stanford Revision of the Binet-Simon Scale", the "Stanford-Binet", for short. Helped by graduate students and validation experiments, he removed some Binet-Simon test items and added new ones. Soon, the test was so popular that Robert Yerkes, the president of the American Psychological Association, decided to use it in developing the Army Alpha and the Army Beta tests to classify recruits. Thus, a high-scoring recruit might earn an A-grade (high officer material), whereas a low-scoring recruit with an E-grade would be rejected for military service. (Fancher, 1985).

Present use

Since the inception of the Stanford-Binet, it has been revised several times. Currently, the test is in its fifth edition, which is called the Stanford-Binet 5. According to the publisher's website, "The SB5 was normed on a stratified random sample of 4,800 individuals that matches the 2000 U.S.Census. Bias reviews were conducted on all items for gender, ethnic, cultural/religious, regional, and socioeconomic status issues. Validity data was obtained using such instruments as the Stanford-Binet Intelligence Scale, Fourth Edition, the Stanford-Binet Form L-M, the Woodcock-Johnson III, the Universal Nonverbal Intelligence Test, the Bender-Gestalt, the WAIS-III, the WIAT-II, the WISC-III, and the WPPSI-R."^{[citation needed]}

Low variation on individuals tested more than once indicates the test has high reliability, although its validity is debated (see below). The five factors assessed in the test are: 

1. Fluid Reasoning, 
2. Knowledge, 
3. Quantitative Reasoning, 
4. Visual-Spatial Processing, and 
5. Working Memory. 

Each is assessed in two separate domains, verbal and nonverbal, in order to accurately assess individuals with deafness, limited English, or communication disorders. Examples of test items include verbal analogies to test Verbal Fluid Reasoning and picture absurdities to test Nonverbal Knowledge. The test makers state that the Stanford-Binet 5 accurately assesses low-functioning, normal intelligence, and high-functioning individuals (Riverside Publishing, 2004).

• Students with exceptional scores on this test may be deemed[:] 
   (1) bright,
   (2) moderately gifted,
   (3) highly gifted,
   (4) extremely gifted, or
   (5) profoundly gifted (contrast these with obsolete terms for low scores). 
• These terms equate with progressively further standard deviations of IQ scores from the mean (100), [:]
   (1) bright being 1 standard deviation),
   (2) moderately gifted 2 standard deviations,
   (3) etc. 
• Mensa currently requires a score of 132 on the Stanford-Binet. Since the test has a standard deviation of 15 (Roid, 2003)^[1], this corresponds to 2 standard deviations above the mean in a normally distributed population. The Triple Nine Society currently requires a score of 146 on the SB-5 version, and 149 on all others.
  

Criticisms

The validity of standardized tests such as Stanford-Binet for testing general intelligence has been disputed by a number of commentators. 

• Stephen Jay Gould, although not an intelligence researcher, points out in his book The Mismeasure of Man that Binet originally devised his test for detecting problem areas, rather than as a means of ranking the general intelligence of students. 
• Over time, the purposes of intelligence testing have changed, however, and the Stanford-Binet 5, the 5th revision of Binet's test, now bears little resemblance to his original work. 
• Achievement tests, rather than intelligence tests, are now typically used to assess performance in particular areas.
  

As Brown & French point out, "IQ tests serve one function exceptionally well, they predict academic success or failure ... they are composed of items that are representative of the kinds of problems that traditionally dominate school curricula," (1979: 255) and thus only predict that category of school assimilation. Further, "children with the same current status on an IQ test item may vary quite widely in terms of their cognitive potential." (ibid.: 258)

References

1. ^ Roid, G.H. (2003). Stanford Binet Intelligence Scales 5th Edition: Examiner's Manual. Riverside Publishing, Itaska, Illinois.

• Brown, A. L. and L. A. French (1979). "The zone of potential development: implications for intelligence testing in the year 2000." Intelligence 3(3): 255-271.

• Fancher, R. (1985). The Intelligence Men: Makers of the IQ Controversy. New York:W.W. Norton & Company

• Gould, Stephen Jay. (1981) The Mismeasure of Man. New York and London: W. W. Norton & Co.
• History of the Stanford-Binet Intelligence Scales:Content and Psychometrics Kirk A. Becker