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Littérature scientifique sur le sujet « Stanford-Binet Test »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 3 mars 2023

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Articles de revues sur le sujet "Stanford-Binet Test"

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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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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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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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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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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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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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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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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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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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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Thèses sur le sujet "Stanford-Binet Test"

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 subjec

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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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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

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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 diffe

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Church, Rex W. "An investigation of the value of the Peabody picture vocabulary test-revised and the Slosson intelligence test as screening instruments for the fourth edition of the Stanford-Binet intelligence scale." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/467365.

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The Peabody Picture Vocabulary Test-Revised (PPVT-R) and Slosson Intelligence Test (SIT) were designed, at least in part, to provide a quick estimate of scores which might be obtained on the Stanford-Binet Intelligence Scale, Form L -M, without requiring extensive technical training by the examiner. Both the PPVT-R and SIT are frequently used as screening instruments to identify children for possible placement in special education programs, remedial reading groups, speech and language therapy, gifted programs, or "tracks." This study investigated the value of the PPVT-R and SIT as screening in

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Blood, Beverly A. "The relationship between achievement on the test of cognitive skills and the Stanford-Binet intelligence scale : fourth edition for elementary school students." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720137.

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For many school psychologists the constraints of time create a need to identify an instrument that can be used to screen students referred for comprehensive psychoeducational evaluations. This study examined the relationship between scores students obtained on the group-administered Test of Cognitive Skills (TCS) and those they obtained on the individually administered Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). Comparisons were made between the Cognitive Skills Index (CSI) and Sattler's Factor scores from the SB:FE, and between the CSI and the SB:FE Composite score.The subjects

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Nelson, Stephanie Anne. "Associations Between Intelligence Test Scores and Test Session Behavior in Children with ADHD, LD, and EBD." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/159.

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Individually administered intelligence tests are a routine component of psychological assessments of children who may meet criteria for Attention-Deficit/Hyperactivity Disorder (ADHD), learning disorders (LD), or emotional and behavioral disorders (EBD). In addition to providing potentially useful test scores, the individual administration of an intelligence test provides an ideal opportunity for observing a child’s behavior in a standardized setting, which may contribute clinically meaningful information to the assessment process. However, little is known about the associations between test s

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Powers, Abigail Dormire. "The fourth edition of the Stanford-Binet intelligence scale and the Woodcock-Johnson tests of achievement : a criterion validity study." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558350.

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The purpose of the study was to investigate the validity of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) area and composite scores and Sattler's SB:FE factor scores as predictors of school performance on the Woodcock-Johnson Tests of Achievement (WJTA).The subjects were 80 Caucasian third grade students enrolled in regular education in a rural and small town school district in northeastern Indiana. The SB:FE and WJTA were administered to all students.Two canonical analyses were conducted to test the overall relationships between sets of SB:FE predictor variables and the set of

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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.<br>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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Tucker, Sandra K. "A validation study of the general purpose abbreviated battery of the Stanford-Binet : fourth edition used in the reevaluation of learning disabled students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720164.

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At the same time that research has raised questions about the efficiency, cost effectiveness and overall value of triennial reevaluation in special education programs, school psychologists have expressed a desire to spend less time in psychometric testing. This study examined the effects of using the General Purpose Abbreviated Battery of the Stanford-Binet: Fourth Edition (Binet GP) in the triennial reevaluation of learning disabled students.The Binet GP, Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Test of Educational Achievement-Brief Form (Kaufman BF) were give

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Livres sur le sujet "Stanford-Binet Test"

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

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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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Sutton, Dorothy Lee. Stanford-Binet fourth edition compilation: What to do now that you know the score. Novato, Calif: Academic Therapy Publications, 1989.

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Lewis M. Terman: Pioneer in psychological testing. New York: New York University Press, 1988.

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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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Chapitres de livres sur le sujet "Stanford-Binet Test"

"Stanford–Binet Test." In Encyclopedia of Genetics, Genomics, Proteomics and Informatics, 1871. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6754-9_16122.

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"Stanford-Binet Intelligence Test." In Encyclopedia of Autism Spectrum Disorders, 2983. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101376.

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"Stanford-Binet Intelligence Test." In Encyclopedia of Autism Spectrum Disorders, 4607. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_301614.

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"Presenting Intelligence Test Items Stanford-Binet Intelligence Scale." In Comprehending Test Manuals, 112–14. Routledge, 2016. http://dx.doi.org/10.4324/9781315266695-40.

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Oakland, Thomas. "A Brief History of the International Test Commission." In The ITC International Handbook of Testing and Assessment, 29–34. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199356942.003.0003.

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Chapter 3 highlights the history of test development and test use and the development of the International Test Commission (ITC). The chapter addresses the early history of psychological assessment and the emergence of the discipline of psychology in the first half of the twentieth century. With the emergence and widespread use of the Stanford-Binet and Rorschach Inkblot Test, Jean Cardinet envisioned an international test commission that would develop an ethics code, standards for test construction and evaluation, and create a journal to promote an exchange of information. Now the ITC’s primary goal is to assist in the exchange of information on test development and test use among its members and affiliate organizations, as well as with non-member societies, organizations, and individuals who desire to improve test-related practices. The ITC continues to engage in formulation of policies and best practices related to test development and test use.

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