Relevant bibliographies by topics / Binet Scales

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Academic literature on the topic 'Binet Scales'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Binet Scales"

1

Karr, Sharon K., Howard Carvajal, and Bettye L. Palmer. "Comparison of Kaufman's Short Form of the McCarthy Scales of Children's Abilities and the Stanford-Binet Intelligence Scales—Fourth Edition." Perceptual and Motor Skills 74, no. 3_suppl (June 1992): 1120–22. http://dx.doi.org/10.2466/pms.1992.74.3c.1120.

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21 kindergarten children completed the Stanford-Binet-IV (Binet-IV) and the McCarthy Scales of Children's Abilities. Kaufman's (1977) estimated General Cognitive Index (GCI) was computed from the entire McCarthy scales. There was only one significant difference among the Binet-IV and estimated GCI scores. Abstract/Visual Reasoning was significantly lower than the Kaufman GCI. Correlations of the five Binet-IV Standard Age Scores and the Kaufman GCI ranged from .29 to .67. The correlation between the GCI and the Kaufman estimated GCI was .91.
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Bain, Sherry K., and Jessica D. Allin. "Book Review: Stanford-Binet Intelligence Scales, Fifth Edition." Journal of Psychoeducational Assessment 23, no. 1 (March 2005): 87–95. http://dx.doi.org/10.1177/073428290502300108.

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Carvajal, Howard, and Jon Gerber. "1986 Stanford-Binet Abbreviated Forms." Psychological Reports 61, no. 1 (August 1987): 285–86. http://dx.doi.org/10.2466/pr0.1987.61.1.285.

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Scores extracted for the Quick Screening Battery (4 subtests) and the General Purpose Abbreviated Battery (6 subtests) from the 1986 Stanford-Binet Intelligence Scale administered to 16 men and 16 women ( Mage: 18 yr., 11 mo.) gave means of 101.0 vs 100.6 (100.9 for the full test). SDs were 9 or 10. Mean times were 34 min. vs 52 min. (114 min. for full test); rs ranged from .907 to .942 for the overlapping scales.
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Morrow-Tlucak, Mary, Claire B. Ernhart, and Cherie L. Liddle. "The Kent Infant Development Scale: Concurrent and Predictive Validity of a Modified Administration." Psychological Reports 60, no. 3 (June 1987): 887–94. http://dx.doi.org/10.2466/pr0.1987.60.3.887.

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A modified administration of the Kent Infant Development Scale for infants 6 to 8 mo. old was used in a prospective study of risk factors in infant development. The Mental Development Index and Psychomotor Development Index of the Bayley Scales of Infant Development were also administered at 6 mo., the Mental Index only at 1 and 2 yr. and the Stanford-Binet Intelligence Scale at age 3. The modified administration is described. Concurrent validity with the 6-mo. Bayley scales was substantial. Adequate predictive validity for 1- and 2-yr. Bayley scores and 3-yr. Stanford-Binet IQ was achieved with the Kent as compared to the predictive ability of the 6-mo. Bayley index.
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Teive, Hélio A. G., Gladys M. G. Teive, Norberto Dallabrida, and Laurent Gutierrez. "Alfred Binet: Charcot’s pupil, a neuropsychologist and a pioneer in intelligence testing." Arquivos de Neuro-Psiquiatria 75, no. 9 (September 2017): 673–75. http://dx.doi.org/10.1590/0004-282x20170097.

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ABSTRACT The psychologist, Alfred Binet, who worked under the supervision of Prof. Charcot at the end of the 19th century, made several important contributions to neuropsychology, in partnership with Théodore Simon. Most notable among these was the development of intelligence testing scales.
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Dale, Brittany A., Maria HernÁndez Finch, David E. Mcintosh, Barbara A. Rothlisberg, and W. Holmes Finch. "UTILITY OF THE STANFORD-BINET INTELLIGENCE SCALES, FIFTH EDITION, WITH ETHNICALLY DIVERSE PRESCHOOLERS." Psychology in the Schools 51, no. 6 (May 6, 2014): 581–90. http://dx.doi.org/10.1002/pits.21766.

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Carvajal, Howard, Sharon K. Karr, Kathleen M. Hardy, and Bettye L. Palmer. "Relationships between scores on Stanford-Binet IV and scores on McCarthy Scales of Children’s Abilities." Bulletin of the Psychonomic Society 26, no. 4 (October 1988): 349. http://dx.doi.org/10.3758/bf03337678.

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Chattin, Susan H., and Bruce A. Bracken. "School Psychologists' Evaluation of the K-ABC, McCarthy Scales, Stanford-Binet IV, and WISC-R." Journal of Psychoeducational Assessment 7, no. 2 (June 1989): 112–30. http://dx.doi.org/10.1177/073428298900700202.

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Barker, Alyse, Mandi Wilkes Musso, Glenn N. Jones, Gale Roid, and Drew Gouvier. "Unreliable Block Span Reveals Simulated Intellectual Disability on the Stanford-Binet Intelligence Scales-Fifth Edition." Applied Neuropsychology: Adult 21, no. 1 (June 21, 2013): 51–59. http://dx.doi.org/10.1080/09084282.2012.726670.

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Marusiak, Christopher W., and Henry L. Janzen. "Assessing the Working Memory Abilities of ADHD Children Using the Stanford-Binet Intelligence Scales, Fifth Edition." Canadian Journal of School Psychology 20, no. 1-2 (December 2005): 84–97. http://dx.doi.org/10.1177/0829573506295463.

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Dissertations / Theses on the topic "Binet Scales"

1

Hamer, Anne, and n/a. "The Stanford-Binet Scales : a comparison of Form L/M and the Fourth Edition." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060714.122557.

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The Stanford-Binet: Fourth Edition represents a new dimension in intelligence testing from the traditional Binet Scales. Based on a 3 level hierarchical model this represents a significant departure from the age scale format of previous revisions. Several abbreviated batteries are suggested. This study uses the "Quick Screening Battery" consisting of four subtests (Vocabulary, Quantitative, Pattern Analysis, and Bead Memory). Results are presented as Standard Age scores (SAS) for fifteen subtests in four Areas (Verbal Reasoning, Quantitative Reasoning, Abstract/Visual Reasoning and Short-term Memory), and the global 'g' Test Composite score. Thirty kindergarten children randomly assigned to two groups took both the Stanford-Binet: Fourth Edition and the Stanford-Binet: Form L/M in a counter balanced design. Nine hypotheses and one question are discussed. Statistical calculations for data analysis were arrived at through SPSSX/PC V2.0 (Noursis 1988). Correlations between Form L/M IQ and the Test Composite (r = .72), Verbal Reasoning (r = .71) and Abstract/Visual Reasoning (r = .41) reached significance at 0.05 or better. Other correlations showed similar trends as that found in the literature. The study gives promise for the "Quick Screening Battery" as a tool for screening young children.
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Chase, Danielle Chute Douglas L. "Underlying factor structures of the Stanford-Binet Intelligence Scales - Fifth Edition /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860/738.

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Ouzts, Sandye Michelle. "Response Processes Validity of the Stanford Binet Intelligence Scales, Fifth Edition." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-11042007-185438/.

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This study examined the evidence for the response process validity of the Stanford Binet, Fifth Edition (Roid, 2003a). Students from introductory psychology classes (n = 101) were randomly assigned to one of five conditions defined by the five cognitive processes the SB5 intends to measure. Participants responded to items from the Verbal and Nonverbal Scale subtests for their condition. Participants explained how they solved the problems and rated the degree to which they used each of the cognitive processes and verbal mediation. Graduate student raters independently assigned participants? descriptions into categories representing the cognitive process and level of verbal mediation. Results generally provide strong evidence for the response processes validity of the SB5, as well as the measures used in this study.
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Grondhuis, Sabrina Nicole. "Comparison of the Leiter International Performance Scale-Revised and the Stanford-Binet Intelligence Scales, 5th Edition in Children with Autism Spectrum Disorders." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276739372.

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Williams, Tasha H. "A joint-confirmatory factor analysis using the Woodcock-Johnson III tests of cognitive ability and the Stanford-Binet Intelligence Scales, fifth edition, with high achieving children." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318454.

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A considerable about of research has concentrated on studying the performance of high achieving children on measures of intellectual functioning. Findings have indicated high achieving children display differences in performance patterns as well as in the cognitive constructs measured when compared to their average peers. The conceptualization of intelligence has evolved over time and contemporary theories of intelligence have described cognitive ability as consisting of multiple constructs which are often interrelated. Currently. one of the most comprehensive and empirically supported theories of intelligence is the Cattell-Horn-Carroll (CHC) theory (Cattell, 1941; Horn, 1968: Carroll, 1993). The multidimensional and hierarchical CHC theory has served as the foundation for the development and recent revisions of cognitive ability measures such as the Woodcock-Johnson Tests of Cognitive Ability– Third Edition (WJ-III COG; McGrew & Woodcock 2001) and the Stanford-Binet Intelligence Scales – Fifth Edition (SBS: Raid, 2003b). The purpose of this study was to explore the construct validity of the WJ-III COG and SB5 with a sample of high achieving children. Individual confirmatory factor analyses were conducted using the WJ-III COG and SB5. Additionally. a joint confirmatory factor analysis was conducted using both the WJ-III COG and SB5. The results indicated an alternative six-factor WJ-IlI COG and four-factor SB5 models provided the best fit to the data of a high achieving sample, supporting previous research suggesting high achieving children display differences in cognitive constructs when compared with their average counterparts. The joint-confirmatory factor analysis indicated the best measures for the CHC factors measured by both the WJ-III COG and SB5 to help guide cross-battery assessments with high functioning children. Clinical applications of the findings are discussed.
Department of Educational Psychology
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Bass, Catherine. "Comparability of the WPPSI-R and the Stanford-Binet: Fourth Edition." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500383/.

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The purpose of this study was to compare the performance of children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) with their performance on the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). One hundred and four children between 3 and 7 years of age were administered both tests. A moderate correlation was found between the WPPSI-R Full Scale IQ and the SB:FE Composite Score with a Pearson product-moment correlation of .46. This correlation suggests that the two tests are not interchangeable measures of children's intelligence. They may measure different, equally important aspects of intelligence. As both tests used are relatively new, the current findings should be considered one step in the accumulation of knowledge about the usefulness of the WPPSI-R.
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Troyka, Rebecca J. "An investigation of item difficulty in the Stanford-Binet intelligence scale, fourth edition." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560300.

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Introduced in 1986, the Stanford-Binet Intelligence Scale: Fourth Edition differs radically from its predecessors. Because of the adaptive testing format and the limited number of items given to each subject, it is especially important that consecutive levels in each of the tests increase in difficulty. The purpose of this study was to investigate the progression of difficulty among items in the Fourth Edition.Three hundred sixty-four subjects f iii Indiana who ranged in age from 3 years, 0 months to 23 years, 4 months were administered the Fourth Edition. The study was limited to those subjects earning a Composite SAS Score at or above 68.Data were presented to indicate trends in the difficulty of each item as well as in the difficulty of each level in the Fourth Edition. Three research questions were answered. 1.) Are the items at each level equally difficult? 2.) Are the levels in each test arranged so that the level with the least difficult items is first followed by levels with more and more difficult items? 3.) In each test is an item easier for subjects who have entered at a higher level than it is for subjects who have entered at a lower level?The results supported the hypotheses, confirming that the Fourth Edition is a solidly constructed test in terms of item difficulty levels. Most item pairs within a level were found to be approximately equal in difficulty. Nearly all of the levels in each test were followed by increasingly more difficult levels. And each item was found to be more difficult for subjects entering at a lower entry level than for those entering at a higher entry level with very few exceptions. For these few discrepancies found, there was no reason to believe that these were caused by anything other than chance.
Department of Educational Psychology
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8

Mullins, James E. "A comparison of performance of students referred for gifted evaluation on the WISC-III and Binet IV." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1172.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xi, 182 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 139-143).
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Ng, Agnes Oi Kee. "Relationships among the Stanford-Binet Intelligence Scale : Fourth Edition, the Peabody Picture Vocabulary test-Revised and teacher rating for Canadian Chinese elementary age students." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31247.

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The use of standardized tests in the assessment of ethnic students who speak English as a second language has become an important issue in Canada due to the increasing number of immigrant students in the school system. The subjects of this study were a group of 34 Canadian born, bilingual Chinese third graders with at least three years of schooling in English. They were tested on two standardized tests and the results were compared with the standardization population. The study also investigated the correlations among these two measures and an informal teacher rating scale. The subjects were found to perform more than one standard deviation below the norm on the Peabody Picture Vocabulary test - Revised, which is a test of receptive language. Chinese speaking home environments and the culturally biased items in the test might have resulted in the significantly low score obtained by the subjects. On the Stanford-Binet Intelligence Scale: Fourth Edition, the subjects did not perform significantly different from the norm on the Test Composite, Verbal Reasoning, Abstract/Visual Reasoning, Short-Term Memory and seven subtests. They did score significantly higher than the norm on Pattern Analysis, Matrices, Number Series and Quantitative Reasoning and significantly lower on Copying and Memory for Sentences. When compared with a group of Asian subjects (ages 7-11) from the Stanford-Binet standardization sample, the subjects performed significantly higher on Quantitative Reasoning and lower on Short-term Memory. As consistent with the results of previous research, the subjects in the present study excelled in visual/perceptual and mathematical tests. It is possible that their (English Language) proficiency may have brought about significantly low score in Memory for Sentences. The four reasoning area scores on the Stanford-Binet were found to be significantly different from each other with the subjects' highest score in Quantitative Reasoning and the lowest in Short-Term Memory. Correlations among the three measures reached statistical significance ranging from the thirties to the sixties. Teacher rating correlated equally well with the standardized tests as there was no significant difference among the correlations. However, the correlations indicated that though these tests shared something in common, in practice, they cannot be used interchangeably. The study concluded that the Peabody Picture Vocabulary Test - Revised may not be an appropriate instrument for measuring the receptive language of Chinese students who have English as their second language. The Stanford-Binet Intelligence Scale: Fourth Edition could be considered a valid measure of the cognitive ability of this group of students. The positive and significant correlations among Teacher Rating and standardized tests indicate that teachers' perception of student ability parallels what formal testing reveals.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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10

Steffey, Dixie Rae. "The relationship between the Wechsler Adult Intelligence Scale - Revised and the Stanford-Binet Intelligence Scale: Fourth Edition in brain-damaged adults." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184412.

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This study investigated the relationship between the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) in a brain-damaged adult sample. The sample in this study was composed of 30 adult patients at two residential treatment programs who completed comprehensive psychological evaluations between August, 1986 and November, 1987. Each patient was administered both the WAIS-R and the SBIV as part of these evaluations. Data gathered in this study was submitted to Pearson product moment correlational statistical procedures. Significant correlations were found in the following pairs of summary scores: the SBIV Test Composite Standard Age Score (SAS) and the WAIS-R Full Scale IQ; the SBIV Abstract/Visual Reasoning Area SAS and the WAIS-R Performance IQ; the SBIV Quantitative Reasoning Area SAS and the WAIS-R Verbal Scale IQ; the SBIV Verbal Reasoning Area SAS and the WAIS-R Verbal Scale IQ; the SBIV Short-Term Memory Area SAS and the WAIS-R Verbal Scale IQ; and the SBIV Short-Term Memory Area SAS and the WAIS-R Full Scale IQ. Significant correlations were also found in the following pairs of individual subtest results: the SBIV and WAIS-R Vocabulary subtests; the SBIV Memory for Digits subtest and the WAIS-R Digit Span subtest; the SBIV Pattern Analysis subtest and the WAIS-R Block Design subtest; and the SBIV Paper Folding and Cutting subtest and the WAIS-R Picture Arrangement subtest. Directions for future research were also suggested upon review of the subtest correlation matrix and the descriptive statistics of data generated.
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Books on the topic "Binet Scales"

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Roid, Gale H. Stanford-Binet Intelligence Scales. 5th ed. Itasca, Ill: Riverside Pub., 2003.

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Roid, Gale H. Essentials of Stanford-Binet intelligence scales (SB5) assessment. Hoboken, N.J: John Wiley & Sons, 2004.

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Roid, Gale H. Essentials of Stanford-Binet Intelligence Scales (SB5) assessment. Hoboken, N.J: John Wiley & Sons, 2004.

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Andrew, Barram R., ed. Essentials of Stanford-Binet intelligence scales (SB5) assessment. Hoboken, N.J: John Wiley & Sons, 2004.

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Roid, Gale H. Essentials of Stanford-Binet Intelligence Scales (SB5) assessment. Hoboken, N.J: John Wiley & Sons, 2004.

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Delaney, Elizabeth A. The Stanford-Binet intelligence scale: Examiner's handbook. Chicago, IL (8420 Bryn Mawr Ave., Chicago 60631): Riverside Pub. Co., 1987.

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Thorndike, Robert Ladd. The Stanford-Binet intelligence scale: Technical manual. 4th ed. Chicago, IL (8420 Bryn Mawr Ave., Chicago 60631): Riverside Pub. Co., 1986.

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Thorndike, Robert Ladd. The Stanford-Binet intelligence scale: Guide for administering and scoring. Chicago, IL. (8420 Bryn Mawr Ave., Chicago 60631): Riverside Pub. Co., 1986.

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Roid, Gale H., and R. Andrew Barram. Essentials of Stanford-Binet Intelligence Scales (SB5) Assessment. Wiley & Sons, Incorporated, John, 2008.

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Roid, Gale H., and R. Andrew Barram. Essentials of Stanford-Binet Intelligence Scales (SB5) Assessment (Essentials of Psychological Assessment). Wiley, 2004.

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Book chapters on the topic "Binet Scales"

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Wilson, Stephen M. "Stanford-Binet Intelligence Scales." In Encyclopedia of Child Behavior and Development, 1436–39. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2783.

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Huber, Dawn H., and Stephen M. Kanne. "Stanford-Binet Intelligence Scales and Revised Versions." In Encyclopedia of Clinical Neuropsychology, 3285–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1596.

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Stevens, Arianne, and Raphael Bernier. "Stanford-Binet Intelligence Scales and Revised Versions." In Encyclopedia of Autism Spectrum Disorders, 2980–83. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_754.

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Kanne, Stephen M., and Dawn H. Huber. "Stanford–Binet Intelligence Scales and Revised Versions." In Encyclopedia of Clinical Neuropsychology, 2373–78. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1596.

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Huber, Dawn H., and Stephen Kanne. "Stanford-Binet Intelligence Scales and Revised Versions." In Encyclopedia of Clinical Neuropsychology, 1–7. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1596-2.

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Stevens, Arianne, and Raphael Bernier. "Stanford-Binet Intelligence Scales and Revised Versions." In Encyclopedia of Autism Spectrum Disorders, 4604–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_754.

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Kamphaus, R. W., and Anna P. Kroncke. "“Back to the Future” of the Stanford-Binet Intelligence Scales." In Comprehensive Handbook of Psychological Assessment, 77–86. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9780471726753.ch5.

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Horn Newton, Jocelyn. "Stanford-Binet Intelligence Scale." In Encyclopedia of Personality and Individual Differences, 5190–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1006.

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Antonson, Andrea E. "Stanford-Binet Intelligence Scale." In Encyclopedia of Cross-Cultural School Psychology, 929–30. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_400.

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Newton, Jocelyn Horn. "Stanford-Binet Intelligence Scale." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1006-1.

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