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Artículos de revistas sobre el tema "Stanford-Binet Test"

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Publicado: 4 de junio de 2021

Última modificación: 3 de marzo de 2023

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1

Reinaldi, Eugenius Tintus, and Rahmat Hidayat. "Stanford-Binet Intelligence Scale Form L-M Predictive Power on Academic Achievement." Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) 10, no. 2 (October 31, 2021): 133–41. http://dx.doi.org/10.15408/jp3i.v10i2.20009.

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Stanford-Binet Intelligence Scale Form L-M test is widely used in Indonesia to assess the academic capacity of elementary school students. However, its predictive power upon academic achievements has not been examined. This research represents a preliminary attempt at closing this gap. Stanford-Binet scores obtained 1 to 3 years earlier were used to explain variations in three subject marks of 156 an Elementary School from the 3rd, 4th, and 5th Grades. Simple regression analysis shows that 4.3% to 25.4% of the variance can be explained by Stanford-Binet scores, indicating a low to moderate pre

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2

Karnes, Frances A., James E. Whorton, Billie Bob Currie, and Steven W. Cantrall. "Correlations of Scores on the WISC—R, Stanford-Binet, the Slosson Intelligence Test, and the Developing Cognitive Abilities Test for Intellectually Gifted Youth." Psychological Reports 58, no. 3 (June 1986): 887–89. http://dx.doi.org/10.2466/pr0.1986.58.3.887.

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For a sample of 173 intellectually gifted students, percentiles from the Developing Cognitive Abilities Test were correlated with IQs from the Wechsler Intelligence Scale for Children—Revised, Stanford-Binet, and Slosson Intelligence Test—Revised. Although the coefficients of the WISC—R and Slosson with the DCAT tended to be significant, they were too low to have practical meaning and those with Stanford-Binet IQs were nonsignificant.

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3

Johnson, Dale L., V. M. Howie, Mary Owen, Constance D. Baldwin, and David Luttman. "Assessment of Three-Year-Olds with the Stanford-Binet Fourth Edition." Psychological Reports 73, no. 1 (August 1993): 51–57. http://dx.doi.org/10.2466/pr0.1993.73.1.51.

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The Stanford-Binet, Fourth Edition was normed for children 30 months of age and older, but its usefulness with young children (e.g., 36 months) has received little attention. This study of 121 three-year-old children examined possible administration problems, provided correlations with three environmental measures, and compared scores with those of the Peabody Picture Vocabulary Test—Revised. Problems of administration did arise on some subtests, correlations with environmental measures were moderate, and scores on the Stanford-Binet IV and PPVT—R were moderately correlated. The Stanford-Binet

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4

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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5

Hodapp, Albert F. "Correlation between Stanford-Binet IV and PPVT—R Scores for Young Children." Psychological Reports 73, no. 3_suppl (December 1993): 1152–54. http://dx.doi.org/10.2466/pr0.1993.73.3f.1152.

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The Stanford-Binet IV and PPVT—R were given to 42 children ranging in age from 3 to 6 years. Correlations of .54, .60, and .50 were computed for Standard Age Scores on the Stanford-Binet IV Test Composite, Vocabulary, and Absurdities with the PPVT—R (Form M) standard score equivalent.

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6

Lawson, Thomas T., and Larry D. Evans. "Stanford-Binet: Fourth Edition Short Forms with Underachieving and Learning Disabled Students." Psychological Reports 79, no. 1 (August 1996): 47–50. http://dx.doi.org/10.2466/pr0.1996.79.1.47.

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55 students referred to a Child Development Center for academic underachievement and suspected learning disabilities were administered the Stanford-Binet Intelligence Scale: Fourth Edition. Pearson product-moment correlation coefficients of .98, .95, and .90 were obtained for the Test Composite with those for 6-, 4-, and 2-test Partial Composites derived from this administration, respectively. These values are compared with coefficients reported for other populations, and the suitability of the Stanford-Binet Partial Composites for screening underachievement and learning disabilities is discus

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7

CUNNINGHAM, ROBERT DANA. "Judging the Validity of Developmental Screening Tests." Pediatrics 87, no. 3 (March 1, 1991): 416. http://dx.doi.org/10.1542/peds.87.3.416.

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To the Editor.— In judging the validity of developmental screening tests, there is frequent difficulty in obtaining the ideal "gold standard" by which to judge the screening instrument. For example, while it is useful to know how the Denver Developmental Screening Test compares with the Stanford-Binet when attempting to identify children with mental retardation at 3 years of age, perhaps it is even more useful to know how the screening test compares with the Stanford-Binet in predicting which 3 year olds will go on to become labeled as mentally retarded at 6 years of age, a time when IQ scores

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8

Rust, James O., and Alan Lindstrom. "Concurrent Validity of the Wisc-Iii and Stanford-Binet Iv." Psychological Reports 79, no. 2 (October 1996): 618–20. http://dx.doi.org/10.2466/pr0.1996.79.2.618.

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WISC-III and Stanford-Binet IV IQs were correlated for 57 volunteers (27 boys and 30 girls of ages 6 to 17 years) who were tested by 37 graduate students. Order of testing was not counterbalanced. Full Scale IQs on the WISC-III correlated .81 with the Test Composite Standard Age Scores of the Stanford-Binet IV. The average difference between the two tests was less than 2 IQ points. Although the average difference between the two tests was not significant, for some children it was large. Caution is urged when using these assessment instruments as if they provide similar scores.

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9

Whorton, James E., and Frances A. Karnes. "Correlation of Stanford-Binet Intelligence Scale Scores with Various other Measures Used to Screen and Identify Intellectually Gifted Students." Perceptual and Motor Skills 64, no. 2 (April 1987): 461–62. http://dx.doi.org/10.2466/pms.1987.64.2.461.

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Stanford-Binet Intelligence Scale IQs were compared with California Achievement Test scaled scores, Otis-Lennon Mental Ability Test IQs, Short-Form Test of Academic Aptitude percentiles, Raven Standard Progressive Matrices percentiles, and the Wide Range Achievement Test scaled scores for 439 intellectually gifted students. Some statistically significant relationships were observed.

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10

Carvajal, Howard, Jon Gerber, and Paul D. Smith. "Relationship between Scores of Young Adults on Stanford-Binet IV and Peabody Picture Vocabulary Test—Revised." Perceptual and Motor Skills 65, no. 3 (December 1987): 721–22. http://dx.doi.org/10.2466/pms.1987.65.3.721.

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The 1986 Stanford-Binet Intelligence Scale: Fourth Edition and the Peabody Picture Vocabulary Test—Revised were given to 32 students (16 men, 16 women) in general psychology. The statistically significant correlation of .69 between the two tests suggests the revised Peabody appears to be a satisfactory screening test of intelligence for use with young adults.

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11

Karnes, Frances A., and Victor R. D'Ilio. "Correlations of Scores on Verbal and Nonverbal Measures of Intelligence for Intellectually Gifted Students." Perceptual and Motor Skills 64, no. 1 (February 1987): 101–2. http://dx.doi.org/10.2466/pms.1987.64.1.101.

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For 80 intellectually gifted students, intelligent quotients and percentiles from the WISC—R, Stanford-Binet, Standard Progressive Matrices, and the Culture-Fair Intelligence Test were correlated. Pearson correlations were larger among the nonverbal measures of intelligence than between the nonverbal and verbal measures.

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12

Sturner, Raymond A., Sandra G. Funk, and James A. Green. "Simultaneous Technique for Acuity and Readiness Testing (START): Further Concurrent Validation of an Aid for Developmental Surveillance." Pediatrics 93, no. 1 (January 1, 1994): 82–88. http://dx.doi.org/10.1542/peds.93.1.82.

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Study objective. A brief (8-minute) procedure, now called Simultaneous Technique for Acuity and Readiness Testing or START, has been shown to be efficacious for predicting developmental outcomes and a cost-effective screen for visual acuity. The objective of the two studies reported here was to examine the ability of this procedure to predict concurrent developmental outcome by using a new simplified scoring system. Design. A prospective design was used. Subjects were screened using START, and then samples were stratified on the basis of developmental screening results (START in study 1 and th

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13

Silverman, Linda Kreger, and Katheryn Kearney. "The case for the Stanford‐Binet L‐M as a supplemental test." Roeper Review 15, no. 1 (September 1992): 34–37. http://dx.doi.org/10.1080/02783199209553454.

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14

García, José E. "La introducción de la escala de inteligencia de Stanford-Binet en el Paraguay." Interacciones. Revista de Avances en Psicología 2, no. 1 (June 19, 2016): 65. http://dx.doi.org/10.24016/2016.v2n1.28.

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<p>Aunque las primeras estrategias para evaluar la habilidad intelectual encuentran antecedentes milenarios en la antigua China, los intentos de medición en el periodo moderno comienzan con el psicólogo inglés Francis Galton en la década de 1880, mediante la aplicación de medidas fisiológicas para estimar el talento humano. A comienzos del siglo XX, los psicólogos franceses Alfred Binet y Théodore Simon construyeron las primeras escalas métricas para estimar la inteligencia de los niños. Estas fueron modificadas posteriormente en los Estados Unidos por Lewis Terman, quien publicó la revi

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15

Ozdemir, Hasan Hüseyin, Kaan Demiroren, Caner F. Demir, and Mine Hapsen Serin. "Auditory P300 Event-Related Potentials in Children with Sydenham?s Chorea." Arquivos de Neuro-Psiquiatria 72, no. 8 (June 4, 2014): 603–8. http://dx.doi.org/10.1590/0004-282x20140099.

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P300 event-related potentials (ERPs), objective measures related to cognitive processing, have not been studied in Sydenham’s chorea (SC) patients. Purpose: To assess cognitive impairment with P300 ERPs. Method: Seventeen patients with SC and 20 unaffected healthy children were included. Stanford–Binet test was used for psychometric assessment, and odd-ball paradigm was used for auditory ERPs. Results: There was no significant difference in P300 latencies between the SC-pretreatment group, SC-posttreatment group and control group (p>0.05). Mean interpeak latencies in SC-pretreatment group a

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16

Boyle, Gregory J. "Reliability and Validity of the Stanford-Binet Intelligence Scale (Fourth Edition) in the Australian Context: A Review." Australian Educational and Developmental Psychologist 6, no. 1 (May 1989): 21–23. http://dx.doi.org/10.1017/s0816512200025980.

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The Stanford-Binet Intelligence Scale has a long history of successful usage as the foremost psychometric instrument for the assessment of cognitive ability. Early versions of the instrument were concerned primarily with the prediction of school achievement and academic learning on the basis of an overall IQ score. The present fourth edition of the Stanford-Binet Intelligence Scale (Thorndike, Hagen & Sattler, 1986) is greatly advanced in design and construction over the previous Form L-M. It is, in this regard, both exhaustively comprehensive and concomitantly rather tedious and slow to a

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17

Prewett, Peter N., and Maria M. Giannuli. "Correlations of the Wisc—R, Stanford-Binet Intelligence Scale: Fourth Edition, and the Reading Subtests of Three Popular Achievement Tests." Psychological Reports 69, no. 3_suppl (December 1991): 1232–34. http://dx.doi.org/10.2466/pr0.1991.69.3f.1232.

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The WISC—R Verbal, Performance, and Full Scale IQs of 66 referred students and the Stanford-Binet IV Test Composite scores of a different sample of 48 referred students correlated significantly with the reading subtests of the Woodcock-Johnson Revised, Kaufman Test of Educational Achievement, and the Peabody Individual Achievement Test—Revised. The WISC—R Full Scale IQ correlated similarly with each reading score. The Verbal IQ correlated significantly more strongly than the Performance IQ with the reading scores.

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18

Hattie, John. "Patterns of usage and some psychometric properties of the stanford-binet intelligence test." Australian Psychologist 23, no. 1 (March 1988): 1–11. http://dx.doi.org/10.1080/00050068808255590.

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19

Rosenthal, Becky L., and Randy W. Kamphaus. "Interpretive Tables for Test Scatter On the Stanford-Binet Intelligence Scale: Fourth Edition." Journal of Psychoeducational Assessment 6, no. 4 (December 1988): 359–70. http://dx.doi.org/10.1177/073428298800600405.

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20

Mason, Elizabeth M. "Percent of Agreement among Raters and Rater Reliability of the Copying Subtest of the Stanford-Binet Intelligence Scale: Fourth Edition." Perceptual and Motor Skills 74, no. 2 (April 1992): 347–53. http://dx.doi.org/10.2466/pms.1992.74.2.347.

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The purpose of this study was to investigate the interrater reliability of the visual-motor portion of the Copying subtest of the Stanford-Binet Intelligence Scale: Fourth Edition. Eight raters independently scored 11 protocols completed by children aged 5 through 10 years, using the scoring criteria and guidelines in the manual. The raters marked each of 10 items pass or fail and computed a total raw score for each protocol. Interrater reliability coefficients were obtained for each child's protocol, and the Kappa coefficient was computed for each item. Significant raters' reliability coeffic

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21

Hallinan, Peter. "Is That Turkey Australian? Cultural Questions Concerning the Stanford-Binet Intelligence Scale (4th Edition)." Australian Educational and Developmental Psychologist 4, no. 2 (November 1987): 23–25. http://dx.doi.org/10.1017/s0816512200025657.

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ABSTRACTThe fourth edition of the Stanford-Binet lntelligence Scale is now available for sale and use in this country, from the Australian Council of Educational Research. Many of the individual items appear culturally suspect. Use of the test is not recommended until some clear guidelines on this important issue are established. Comment on the many individual items of concern is included as a first step towards the establishment of such guidelines.

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22

Grantham-McGregor, Sally, William Schofield, and Christine Powell. "Development of Severely Malnourished Children Who Received Psychosocial Stimulation: Six-Year Follow-up." Pediatrics 79, no. 2 (February 1, 1987): 247–54. http://dx.doi.org/10.1542/peds.79.2.247.

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The development of 16 children who were hospitalized for severe malnutrition and participated in a home-visiting program of psychosocial stimulation was compared with that of two other groups who were also hospitalized but received standard medical care only: severely malnourished group (n = 18) and an adequately nourished one (n = 20). All groups were assessed regularly on the Griffiths Mental Development Scales and the Stanford-Binet test. Both groups of malnourished children were markedly behind the adequately nourished group on admission to the hospital and the group that received no inter

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23

Ellzey, John, and Frances A. Karnes. "Comparison of Scores on the WISC-R and the Stanford-Binet, Fourth Edition, for Rural Gifted Students." Rural Special Education Quarterly 12, no. 2 (June 1993): 10–13. http://dx.doi.org/10.1177/875687059301200203.

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The WISC-R and Stanford-Binet, Fourth Edition scores of 40 gifted students were compared. The results indicate that the mean WISC-R Full Scale IQ was 13.52 points higher than the mean SB:FE composite score. The T-test between the two scores was significant at the .001 level. Eleven of the fifteen possible correlations were significant, with two at the .001 level, three at the .01 level, and six at the .05 level.

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24

Keith, Timothy Z., Valerie A. Cool, Christine G. Novak, Lyle J. White, and Sheila M. Pottebaum. "Confirmatory factor analysis of the Stanford-Binet Fourth Edition: Testing the theory—Test match." Journal of School Psychology 26, no. 3 (September 1988): 253–74. http://dx.doi.org/10.1016/0022-4405(88)90005-2.

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25

Epir, Shirley, Feyiz O. Biyikli, Melda F. Gonul, and Aydan Sezgin. "The Stanford–Binet Intelligence Test for Turkish Primary School Blind Children: Variables Related to IQ." Journal of Visual Impairment & Blindness 80, no. 2 (February 1986): 586–87. http://dx.doi.org/10.1177/0145482x8608000206.

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In a normative study, the Stanford-Binet Test of Intelligence was administered to 142 blind, primary school children ages 7 to 11. The IQs obtained from this study was the dependent variable in a multiple regression analysis using several sets of predictor variables. Urban/rural background, and age at onset of blindness tended to be related to IQ in the expected direction but not significantly so. School, class placement, age, teachers’ ratings of auditory memory skills and self-help dressing skills accented for 62 percent of the IQ variance giving a multiple correlation of .78. Other variable

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26

Couzens, Donna, Monica Cuskelly, and Michele Haynes. "Cognitive Development and Down Syndrome: Age-Related Change on the Stanford-Binet Test (Fourth Edition)." American Journal on Intellectual and Developmental Disabilities 116, no. 3 (May 1, 2011): 181–204. http://dx.doi.org/10.1352/1944-7558-116.3.181.

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Abstract Growth models for subtests of the Stanford-Binet Intelligence Scale, 4th edition (R. L. Thorndike, E. P. Hagen, & J. M. Sattler, 1986a, 1986b) were developed for individuals with Down syndrome. Models were based on the assessments of 208 individuals who participated in longitudinal and cross-sectional research between 1987 and 2004. Variation in performance among individuals was large and significant across all subtests except Memory for Sentences. Scores on the Memory for Sentences subtest remained low between ages 4 to 30 years. Greatest variation was found on the Pattern Analys

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27

Ment, Laura R., Betty Vohr, William Oh, David T. Scott, Walter C. Allan, Michael Westerveld, Charles C. Duncan, et al. "Neurodevelopmental Outcome at 36 Months' Corrected Age of Preterm Infants in the Multicenter Indomethacin Intraventricular Hemorrhage Prevention Trial." Pediatrics 98, no. 4 (October 1, 1996): 714–18. http://dx.doi.org/10.1542/peds.98.4.714.

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Objectives. Low-dose indomethacin has been shown to prevent intraventricular hemorrhage (IVH) in very low birth weight neonates, and long-term neurodevelomental follow-up data are needed to validate this intervention. We hypothesized that the early administration of low-dose indomethacin would not be associated with adverse cognitive outcome at 36 months' corrected age (CA). Methods. We enrolled 431 neonates of 600 to 1250 g birth weight with no IVH at 6 to 12 hours in a randomized, prospective trial to determine whether low-dose indomethacin would prevent IVH. A priori, neurodevelopmental fol

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28

Coplan, James, and John R. Gleason. "Quantifying Language Development From Birth to 3 Years Using the Early Language Milestone Scale." Pediatrics 86, no. 6 (December 1, 1990): 963–71. http://dx.doi.org/10.1542/peds.86.6.963.

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A point-scoring technique for the Early Language Milestone Scale is described. Normative data based on the original 1982 cross-sectional sample and validation data based on a separate longitudinal sample are presented. Mean Early Language Milestone Scale point scores, standard deviations, and percentile equivalents for raw point scores are presented for all ages from birth to 36 months. Correlations between point scores on the Early Language Milestone Scale and scores on other standardized developmental tests such as the Stanford-Binet Intelligence Scale, the Peabody Picture Vocabulary Test, a

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29

Carvajal, Howard. "Relationship between Scores of Gifted Children on Stanford-Binet IV and Peabody Picture Vocabulary Test — Revised." Diagnostique 14, no. 1 (October 1988): 22–25. http://dx.doi.org/10.1177/153450848801400103.

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30

AKBAR, SUKMA NOOR. "TERAPI MODIFIKASI PERILAKU UNTUK PENANGANAN HIPERAKTIF PADA ANAK RETARDASI MENTAL RINGAN." Jurnal Ecopsy 4, no. 1 (May 2, 2017): 41. http://dx.doi.org/10.20527/ecopsy.v4i1.3414.

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ABSTRAK Tujuan dari penelitian ini adalah (1) faktor-faktor apakah yang menyebabkan hiperaktif anak pada anak retardasi mental ringan? (2) Intervensi apakah yang tepat untuk anak yang mengalami hiperaktif pada anak retardasi metal ringan?. Subyek dalam kasus ini bernama D, anak laki-laki berusia 12 tahun 3 bulan. D sekolah di SLB Bagian C. Berdasarkan hasil tes psikologi, Kapasitas intelektual D tergolong kurang dan masuk dalam kategori Mild mentally retarded (IQ=52, Stanford Binet), sedangkan berdasarkan hasil asessmen observasi, wawancara dan tes psikologi (tes Binet, Grafis, VSMS) menunjukk

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31

Johnson, Dale L., Paul R. Swank, Constance D. Baldwin, and David McCormick. "Adult Smoking in the Home Environment and Children's IQ." Psychological Reports 84, no. 1 (February 1999): 149–54. http://dx.doi.org/10.2466/pr0.1999.84.1.149.

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In a sample of 3- and 5-yr.-old children, smoking in the home was found to be significantly and inversely related to IQ. Children of normal birth weight and without neurological impairment had been enrolled in a longitudinal study of child development. Analyses were conducted with sex, ethnicity, socioeconomic status, educational stimulation in the home, day care, and mother's intelligence controlled. Significant results were obtained for scores on the Peabody Picture Vocabulary Test–Revised at age three years and on the major Stanford-Binet Fourth Edition scales at ages three and five years.

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32

Kamppi, Dorian, and Linda Gilmore. "Assessing Cognitive Development in Early Childhood: A Comparison of the Bayley-III and the Stanford-Binet, Fifth Edition." Australian Educational and Developmental Psychologist 27, no. 2 (December 1, 2010): 70–75. http://dx.doi.org/10.1375/aedp.27.2.70.

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AbstractThe Bayley Scales of Infant Development, Third Edition (Bayley-III) and Stanford-Binet Intelligence Scale, Fifth Edition (SB5) were administered in a sample of 26 typically developing children (12 males and 14 females) aged 24–42 months. Children completed the assessments in two separate sessions, counterbalanced for order of administration. Scores on the two instruments were not significantly related, with the exception of the SB5 Knowledge score, which was moderately correlated with the Language score on the Bayley-III (r = .41, p = .04). Despite no other significant correlations, fo

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33

Janzen, Henry L., John E. Obrzut, and Christopher W. Marusiak. "Test Review: Roid, G. H. (2003). Stanford-Binet Intelligence Scales, Fifth Edition (SB:V). Itasca, IL: Riverside Publishing." Canadian Journal of School Psychology 19, no. 1-2 (December 2004): 235–44. http://dx.doi.org/10.1177/082957350401900113.

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34

Bicakci, M., M. S. Köksal, and M. Baloğlu. "A Savant Case from Turkey: Cognitive Functions and Calendar Calculation." Клиническая и специальная психология 10, no. 1 (2021): 1–14. http://dx.doi.org/10.17759/cpse.2021100101.

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The current study is the first detailed report on a savant case in Turkey. We collected data from a 25-year-old-male savant on attention span, short-term memory, working memory, autobiographical memory, overall intelligence, reading speed, text interpretation, and advanced calendar calculation. Data collection tools included the Test of Nonverbal Intelligence (4th edition), Wechsler Adult Intelligence Scale-Revised, Stanford-Binet 5 Working Memory Test and Raven's Colored Progressive Matrices for assessing general intellectual functioning; the Verbal Short-Term Memory Test for assessing memory

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35

Carstens, Christian B., Eugenia Huskins, and Gail W. Hounshell. "Listening to Mozart May Not Enhance Performance on the Revised Minnesota Paper Form Board Test." Psychological Reports 77, no. 1 (August 1995): 111–14. http://dx.doi.org/10.2466/pr0.1995.77.1.111.

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Rauscher, Shaw, and Ky in 1993 found that listening to a Mozart sonata temporarily enhanced performance on the spatial reasoning task from the Stanford-Binet scale. The present study was designed to replicate those results using the Revised Minnesota Paper Form Board Test. 30 women and 21 men were randomly assigned to one of two conditions. In one condition, subjects listened to a Mozart sonata for 10 min., while in the control condition subjects meditated in silence for 10 min. Immediately following these manipulations all subjects worked on the spatial task, the Revised Minnesota Paper Form

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36

DiPasquale, Glenn, David Rosehart, Linda Kempa, Claire Rooney, and Avrom Steinman. "Short Form Tests for Gifted Screening: Comparison of the WISC-R and the Stanford-Binet: Fourth Edition." Canadian Journal of School Psychology 8, no. 1 (September 1992): 120–25. http://dx.doi.org/10.1177/082957359200800113.

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The purpose of the present study was to compare short forms of the Wechsler Intelligence Scale for Children-Revised (WISC-R, Wechsler, 1974; 1989) and the Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV) as screening instruments for selecting children for gifted programs. A review of previous research suggested that the SB:IV, being considerably newer, yields lower scores than the WISC-R for high functioning children, but that research did not utilize short-form test batteries. In the present study, 51 subjects ranging in age from 8 years, 2 months to 9 years, 2 months, all of whom we

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37

Farran, Dale C., and Lucy Ann Harber. "Responses to a Learning Task at 6 Months and I.Q. Test Performance During the Preschool Years." International Journal of Behavioral Development 12, no. 1 (March 1989): 101–14. http://dx.doi.org/10.1177/016502548901200106.

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This research focused on 45 6-month-olds who were at risk for developmental delay due to poor socioeconomic circumstances, their responses to a learning task, and the subsequent prediction to performance on standardised tests during the preschool years. A rank classification for qualitative differences in learning proved preferable to a more complex behavioural count system. Task Rank was used to predict subsequent test performance on the Stanford Binet at 24, 36, and 48 months. Half the infants had been randomly assigned at birth to a day care intervention programme. Both Task Rank and the Ba

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38

Carvajal, Howard, Kathleen Hardy, Kathy Harmon, Todd A. Sellers, and Cooper B. Holmes. "Relationships among scores on the Stanford-Binet IV, Peabody Picture Vocabulary Test-Revised, and Columbia Mental Maturity Scale." Bulletin of the Psychonomic Society 25, no. 4 (April 1987): 275–76. http://dx.doi.org/10.3758/bf03330354.

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39

Cody, M. Schelle, and Loreto R. Prieto. "Teaching Intelligence Testing in APA-Accredited Programs: A National Survey." Teaching of Psychology 27, no. 3 (July 2000): 190–94. http://dx.doi.org/10.1207/s15328023top2703_05.

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We surveyed instructors at APA-accredited clinical and school psychology programs across the United States and Canada to determine typical teaching practices in individual intelligence testing courses. The most recent versions of the Wechsler scales (Wechsler, 1989, 1991, 1997) and the Stanford-Binet (Thorndike, Hagan & Sattler, 1986) remain the primary tests taught in this course. Course instructors emphasized having students administer intelligence tests; however, relatively few instructors reported assessing students' final level of competence with regard to their test administration sk

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40

Lezak, Muriel D. "More Practice Effect Tables for More Effective Practice: Practitioner's Guide to Evaluating Change with Intellectual Assessment Instruments, R.J. McCaffrey, K. Duff, and H.J. Westervelt (Eds.). 2001. New York: Kluwer Academic/Plenum. 280 pp., $69.95 (PB)." Journal of the International Neuropsychological Society 8, no. 6 (September 2002): 870. http://dx.doi.org/10.1017/s1355617702246160.

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Clinicians owe a debt of gratitude to McCaffrey and his team for developing not just one (McCaffrey et al., 2000) but now a second set of tables providing an extensive compilation of test–retest data for tests commonly used in neuropsychological assessment. The newest Practitioner's Guide presents the retest findings for all four versions of the adult Wechsler Intelligence Scale [Wechsler-Bellevue, the original Wechsler Adult Intelligence Scale (WAIS), and its variants: WAIS–R, WAIS–III, WAIS–RNI], plus the Wechsler Intelligence Scale for Children (WISC) with its variants (WISC–R, WISC–III) an

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41

Lamônica, Dionísia Aparecida Cusin, Cora Sofia Takaya Paiva, Dagma Venturini Marques Abramides, and Jamile Lozano Biazon. "Communication skills in individuals with spastic diplegia." CoDAS 27, no. 2 (April 2015): 135–41. http://dx.doi.org/10.1590/2317-1782/20152013060.

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Purpose: To assess communication skills in children with spastic diplegia. Methods : The study included 20 subjects, 10 preschool children with spastic diplegia and 10 typical matched according to gender, mental age, and socioeconomic status. Assessment procedures were the following: interviews with parents, Stanford - Binet method, Gross Motor Function Classification System, Observing the Communicative Behavior, Vocabulary Test by Peabody Picture, Denver Developmental Screening Test II, MacArthur Development Inventory on Communicative Skills. Statistical analysis was performed using the value

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42

Hunter, Maxwell W., and Joan B. Ballash. "Comparison of the Slosson Intelligence Test and the Stanford-Binet Intelligence Scale, Fourth Edition, with Children Referred for Psychoeducational Assessment." Diagnostique 16, no. 1 (October 1990): 10–14. http://dx.doi.org/10.1177/153450849001600102.

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43

Oraby, Azza M., Ehab R. Abdol Raouf, Mostafa M. El-Saied, Maha K. Abou-Khadra, Suzette I. Helal, and Adel F. Hashish. "Cognitive Function and Heat Shock Protein 70 in Children With Temporal Lobe Epilepsy." Journal of Child Neurology 32, no. 1 (September 29, 2016): 41–45. http://dx.doi.org/10.1177/0883073816668111.

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We conducted the present study to examine cognitive function and serum heat shock protein 70 levels among children with temporal lobe epilepsy. The Stanford-Binet Intelligence Test was carried out to examine cognitive function in 30 children with temporal lobe epilepsy and 30 controls. Serum heat shock protein 70 levels were determined with an enzyme-linked immunosorbent assay. The epilepsy group had significantly lower cognitive function testing scores and significantly higher serum heat shock protein 70 levels than the control group; there were significant negative correlations between serum

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44

Suarca, Kadek, Soetjiningsih Soetjiningsih, and IGA Endah Ardjana. "Kecerdasan Majemuk pada Anak." Sari Pediatri 7, no. 2 (December 5, 2016): 85. http://dx.doi.org/10.14238/sp7.2.2005.85-92.

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Kecerdasan majemuk pertama kali diperkenalkan tahun 1983 oleh Howard Gardner diHarvard School of Education and Harvard Project Zero. Teori ini membantah tes seperticontoh Stanford Binet Test yang dikatakan sebagai hitungan tradisional yang tidakadekuat menilai kecerdasan. Menurut Gardner, kecerdasan melebihi dari hanya sekedarIQ (Intelligence Quotient) karena IQ yang tinggi tanpa ada produktifitas bukanmerupakan kecerdasan yang baik. Anak harus dinilai berdasarkan apa yang merekadapat kerjakan bukan apa yang tidak dapat mereka kerjakan. Kecerdasan didefinisikansebagai kemampuan untuk memecahka

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Johnson, Dale L., Paul R. Swank, Virgil M. Howie, Constance D. Baldwin, and Mary Owen. "Breast Feeding and Children's Intelligence." Psychological Reports 79, no. 3_suppl (December 1996): 1179–85. http://dx.doi.org/10.2466/pr0.1996.79.3f.1179.

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Breast feeding was reported in 1992 by Lucas, et al. to provide advantages for the development of intelligence in children of low birth weight, possibly through nutrients or other biological factors found in human breast milk but not cow's milk. Research on breast feeding and intelligence in children of normal birth weight has yielded mixed results, probably because measurement of environmental influences has not been thorough and the range of intelligence components measured has been limited. Our research with 204 3-year-old children of normal birth weight included control measures for the en

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Pereira, Conceição Campanario da Silva, Beatriz Hitomi Kiyomoto, Ricardo Cardoso, and Acary Souza Bulle Oliveira. "Duchenne muscular dystrophy: alpha-dystroglycan immunoexpression in skeletal muscle and cognitive performance." Arquivos de Neuro-Psiquiatria 63, no. 4 (December 2005): 984–89. http://dx.doi.org/10.1590/s0004-282x2005000600015.

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The Duchenne muscular systrophy (DMD) is a muscular dystrophy with cognitive impairment present in 20-30% of the cases. In the present study, in order to study the relationship between the alpha-dystroglycan (alpha-DG) immunostaining in skeletal muscle and cognitive performance in DMD patients, 19 were assessed. Twelve patients performed the intelligence quotient (IQ) below the average. Among the 19 patients, two were assessed by the Stanford-Binet test and 17 by Wechsler Intelligence Scale for Children-III (WISC-III). Nine patients performed a verbal IQ below the average, only three patients

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47

Berman, Jeanette, and Ian Price. "A Comparison of the SB5 and the CAS in Educational Psychology Practice." Australian Journal of Guidance and Counselling 23, no. 1 (November 22, 2012): 18–33. http://dx.doi.org/10.1017/jgc.2012.18.

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Two tests of intellectual ability were compared in terms of quantitative measures and professional utility in the context of 41 students who were referred for psychoeducational investigation of their learning. Full-scale, Composite, and Factor scores from The Stanford Binet Intelligence Scales — Fifth Edition (SB5) and the Das Naglieri Cognitive Assessment System (CAS) were compared and individual profiles were examined. The SB5 is the latest version of a traditional test referenced to the Cattell-Horn-Carroll factor model of intelligence, while the CAS was developed from an information proces

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Kline, Rex B. "Is the Fourth Edition Stanford-Binet a Four-Factor Test? Confirmatory Factor Analyses of Alternative Models for Ages 2 Through 23." Journal of Psychoeducational Assessment 7, no. 1 (March 1989): 4–13. http://dx.doi.org/10.1177/073428298900700101.

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Prewett, Peter N., and Melissa R. Farhney. "The concurrent validity of the matrix analogies test-short form with the stanford-binet: Fourth edition and KTEA-BF (academic achievement)." Psychology in the Schools 31, no. 1 (January 1994): 20–25. http://dx.doi.org/10.1002/1520-6807(199401)31:1<20::aid-pits2310310104>3.0.co;2-j.

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50

Sansavini, Alessandra, Mario Rizzardi, Rosina Alessandroni, and Giuliana Giovanelli. "The Development of Italian Low- and Very-low-birthweight Infants from Birth to 5 Years: The Role of Biological and Social Risks." International Journal of Behavioral Development 19, no. 3 (September 1996): 533–47. http://dx.doi.org/10.1177/016502549601900305.

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This study attempted to determine how cognitive, motor, linguistic, and social competencies of preterm children develop from birth to five years in comparison with a group of fullterm children. The interaction between biological and social risks was considered in evaluating short- and long-term delays in development. The study was also designed to ascertain whether infant test scores of the first two years are predictive of later IQ scores. A total of 195 healthy Italian preterms (birthweight ≤ 2000 grams, without severe neonatal complications) were administered the Brunet-Lezine test at 6,12,

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