Intelligence and Stanford Binet 5

Measuring Intelligence

The process of sampling an examinee’s performance on a variety of tasks to assess intellectual functioning, appropriate to developmental level, while observing their approach to problem-solving.

Infant Intelligence Assessment

Evaluation focused on sensorimotor development (e.g., turning over, lifting head, imitating gestures), often relying heavily on structured interviews with parents or caregivers.

Older Child Intelligence Assessment

Evaluation focusing on verbal and performance abilities such as vocabulary, reasoning, memory, attention, concentration, and spatial visualization.

Adult Intelligence Assessment

Used mainly for clinical purposes (e.g., competency decisions, disability evaluations, learning potential) rather than educational placement.

Test Theory Basis

The conceptual framework or model of intelligence on which a test is built.

Ease of Administration/Scoring

How simple the test is to give, score, and interpret.

Norms Adequacy

How well the test's standardization sample represents the intended population.

Reliability & Validity Indices

Published data showing how consistent and accurate the test is.

Test Utility

Overall cost–benefit value of a test.

Binet-Simon Scale (1905)

The first formal intelligence test, created to identify children with developmental disabilities in Paris.

Stanford-Binet (1916 Edition)

Terman’s revision and English translation of the Binet-Simon, adding new items, standardization, and introducing the IQ concept.

Ratio IQ

Mental age ÷ chronological age × 100; used in early Stanford-Binet editions.

Deviation IQ

A standardized score comparing an individual's performance to age norms (mean = 100, SD = 16).

1937 Revision (Forms L & M)

Added equivalent forms, improved norms, and introduced more tasks for preschoolers and adults.

1960 Revision (L-M)

Combined best items from Forms L & M and shifted to deviation IQ tables.

1972 Revision

Criticized for vague minority representation and standardization issues.

Fourth Edition (1986, SB:FE)

Shifted from an age-scale to a point-scale format; based on the Cattell-Horn model of intelligence.

SB5 Age Range

Designed for individuals ages 2 to 85+.

SB5 Composite Scores

Includes Full Scale IQ, Verbal IQ, Nonverbal IQ, and Abbreviated Battery IQ.

SB5 Subtest Standard Scores

Mean = 10, Standard deviation = 3.

SB5 Composite Score Metrics

Mean = 100, Standard deviation = 15.

CHC Theory

The Cattell–Horn–Carroll model of cognitive abilities; foundation of the SB5.

Fluid Reasoning

Ability to solve novel problems using logic.

Knowledge

Comprehension of learned information.

Quantitative Reasoning

Numerical problem-solving ability.

Visual-Spatial Processing

Ability to see, analyze, and manipulate visual patterns.

Working Memory

Capacity to temporarily hold and work with information.

Routing Test

An initial task that directs the examinee to items of appropriate difficulty.

Teaching Items

Sample items used to demonstrate tasks; not scored.

Floor (Testing)

Lowest-level items on a subtest.

Ceiling (Testing)

Highest-level items a test taker can reach before failure triggers discontinuation.

Basal Level

Level where examinee demonstrates adequate mastery to begin a subtest (e.g., “two consecutive correct items”).

Adaptive Testing

A method where item difficulty increases or decreases based on performance to optimize testing efficiency.

SB5 Full Scale IQ Reliability

Extremely high internal consistency (.97–.98 across ages).

Test-Retest Reliability

High stability across a short interval (5–8 days).

Inter-Scorer Reliability

Ranges from .74 to .97; poor items were removed during development.

Concurrent Validity

High correlation with earlier Stanford-Binet versions; lower with Wechsler tests due to differences in measuring g.

Predictive Validity

Demonstrated through correlations with achievement tests (e.g., Woodcock-Johnson III).

Raw Scores

Total points earned on each subtest before conversion.

Standard Scores

Converted scores used to compute composite results.

Profile Analysis

Examining patterns of strengths and weaknesses across subtests and indexes.

Behavioral Observations

Examiner notes on cooperation, frustration tolerance, attention, language use, mood, and unusual responses.