Stanford–Binet Intelligence Scales

The Stanford–Binet Intelligence Scales (or more commonly the

Stanford–Binet) is an individually administered intelligence test that
Stanford–Binet
was revised from the original Binet–Simon Scale by Lewis Terman, a Intelligence scales
psychologist at Stanford University. The Stanford–Binet Intelligence ICD- 94.01 (http://icd9cm.chrisen
Scale is now in its fifth edition (SB5) and was released in 2003. It is a 9-CM dres.com/index.php?srchtyp
cognitive ability and intelligence test that is used to diagnose e=procs&srchtext=94.01&S
developmental or intellectual deficiencies in young children. The test ubmit=Search&action=searc
measures five weighted factors and consists of both verbal and
h)
nonverbal subtests. The five factors being tested are knowledge,
quantitative reasoning, visual-spatial processing, working memory, MeSH D013195
and fluid reasoning.

The development of the Stanford–Binet initiated the modern field of intelligence testing and was one of the
first examples of an adaptive test. The test originated in France, then was revised in the United States. It was
initially created by the French psychologist Alfred Binet, who, following the introduction of a law mandating
universal education by the French government, began developing a method of identifying "slow" children, so
that they could be placed in special education programs, instead of labelled sick and sent to the asylum.[1] As
Binet indicated, case studies might be more detailed and helpful, but the time required to test many people
would be excessive. In 1916, at Stanford University, the psychologist Lewis Terman released a revised
examination that became known as the Stanford–Binet test.

Contents
Development
Historical use
Revisions of the Stanford–Binet Intelligence Scale
Timeline
Stanford–Binet Intelligence Scale: Fifth Edition
Reliability
Validity
Score classification
Subtests and factors
Present use
See also
References
Further reading

Development
As discussed by Fancher & Rutherford in 2012, the Stanford–Binet is a modified version of the Binet-Simon
Intelligence scale. The Binet-Simon scale was created by the French psychologist Alfred Binet and his student
Theodore Simon. Due to changing education laws of the time, Binet had been requested by a government
commission to come up with a way to detect children who were falling behind developmentally and in need of
help.[2] Binet believed that intelligence is malleable and that intelligence tests would help target kids in need of
extra attention to advance their intelligence.[3]

To create their test, Binet and Simon first created a baseline of intelligence. A wide range of children were
tested on a broad spectrum of measures in an effort to discover a clear indicator of intelligence. Failing to find
a single identifier of intelligence, Binet and Simon instead compared children in each category by age. The
children's highest levels of achievement were sorted by age and common levels of achievement considered the
normal level for that age. Because this testing method merely compares a person's ability to the common ability
level of others their age, the general practices of the test can easily be transferred to test different populations,
even if the measures used are changed.

One of the first intelligence tests, the Binet-Simon test quickly gained
support in the psychological community, many of whom further
spread it to the public. Lewis M. Terman, a psychologist at Stanford
University, was one of the first to create a version of the test for
people in the United States, naming the localized version the
Stanford–Binet Intelligence Scale. Terman used the test not only to
help identify children with learning difficulties but also to find
children and adults who had above average levels of intelligence. In
creating his version, Terman also tested additional methods for his
Stanford revision, publishing his first official version as The
Measurement of Intelligence: An Explanation of and a Complete
Guide for the Use of the Stanford Revision and Extension of the
Binet-Simon Intelligence Scale (Fancher & Rutherford, 2012)
(Becker, 2003).

The original tests in the 1905 form include:

1. "Le Regard"
Reproduction of an item from the
2. Prehension Provoked by a Tactile Stimulus
1908 Binet–Simon intelligence scale,
3. Prehension Provoked by a Visual Perception that shows three pairs of pictures,
4. Recognition of Food and asks the tested child, "Which of
5. Quest of Food Complicated by a Slight Mechanical these two faces is the prettier?"
Difficulty Reproduced from the article "A
6. Execution of Simple Commands and Imitation of Simple Practical Guide for Administering the
Gestures Binet-Simon Scale for Measuring
Intelligence" by J. W. Wallace Wallin
7. Verbal Knowledge of Objects
in the December 1911 issue of the
8. Verbal Knowledge of Pictures journal The Psychological Clinic
9. Naming of Designated Objects (volume 5 number 7), public
10. Immediate Comparison of Two Lines of Unequal Lengths domain[4]
11. Repetition of Three Figures
12. Comparison of Two Weights
13. Suggestibility
14. Verbal Definition of Known Objects
15. Repetition of Sentences of Fifteen Words
16. Comparison of Known Objects from Memory
17. Exercise of Memory on Pictures
18. Drawing a Design from Memory
19. Immediate Repetition of Figures
20. Resemblances of Several Known Objects Given from Memory
21. Comparison of Lengths
22. Five Weights to be Placed in Order
23. Gap in Weights
24. Exercise upon Rhymes
25. Verbal Gaps to be Filled
26. Synthesis of Three Words in One Sentence
27. Reply to an Abstract Question
28. Reversal of the Hands of a Clock
29. Paper Cutting
30. Definitions of Abstract Terms

Historical use

One hindrance to widespread understanding of the test is its use of a variety of different measures. In an effort
to simplify the information gained from the Binet-Simon test into a more comprehensible and easier to
understand form, German psychologist William Stern created the now well known Intelligence Quotient (IQ).
By comparing the mental age a child scored at to their biological age, a ratio is created to show the rate of their
mental progress as IQ. Terman quickly grasped the idea for his Stanford revision with the adjustment of
multiplying the ratios by 100 to make them easier to read.

As also discussed by Leslie, in 2000, Terman was another of the main forces in spreading intelligence testing
in the United States (Becker, 2003). Terman quickly promoted the use of the Stanford–Binet for schools across
the United States where it saw a high rate of acceptance. Terman's work also had the attention of the U.S.
government, who recruited him to apply the ideas from his Stanford–Binet test for military recruitment near the
start of World War I. With over 1.7 million military recruits taking a version of the test and the acceptance of
the test by the government, the Stanford–Binet saw an increase in awareness and acceptance (Fancher &
Rutherford, 2012).

Given the perceived importance of intelligence and with new ways to measure intelligence, many influential
individuals, including Terman, began promoting controversial ideas to increase the nation's overall intelligence.
These ideas included things such as discouraging individuals with low IQ from having children and granting
important positions based on high IQ scores. While there was significant opposition, many institutions
proceeded to adjust students' education based on their IQ scores, often with a heavy influence on future career
possibilities (Leslie, 2000).

Revisions of the Stanford–Binet Intelligence Scale

Since the first publication in 1916, there have been four additional revised editions of the Stanford–Binet
Intelligence Scales, the first of which was developed by Lewis Terman. Over twenty years later, Maud Merrill
was accepted into Stanford's education program shortly before Terman became the head of the psychology
department. She completed both her Masters Degree and Ph.D. under Terman and quickly became a colleague
of his as they started the revisions of the second edition together. There were 3,200 examinees, aged one and a
half to eighteen years, ranging in different geographic regions as well as socioeconomic levels in attempts to
comprise a broader normative sample (Roid & Barram, 2004). This edition incorporated more objectified
scoring methods, while placing less emphasis on recall memory and including a greater range of nonverbal
abilities (Roid & Barram, 2004) compared to the 1916 edition.

When Terman died in 1956, the revisions for the third edition were
well underway, and Merrill was able to publish the final revision in
1960 (Roid & Barram, 2004). The use of deviation IQ made its first
appearance in third edition, however the use of the mental age scale
and ratio IQ were not eliminated. Terman and Merrill attempted to
calculate IQs with a uniform standard deviation while still maintaining
the use of the mental age scale by including a formula in the manual
to convert the ratio IQs with means varying between age ranges and
nonuniform standard deviations to IQs with a mean of 100 and a
uniform standard deviation of 16. However, it was later demonstrated
that very high scores occurred with much greater frequency than what
would be predicted by the normal curve with a standard deviation of
16, and scores in the gifted range were much higher than those
yielded by essentially every other major test, so it was deemed that the
ratio IQs modified to have a uniform mean and standard deviation,
referred to as "deviation IQs" in the manual of the third edition of the
Stanford–Binet (Terman & Merrill, 1960), could not be directly
compared to scores on "true" deviation IQ tests, such as the Wechsler
Intelligence Scales, and the later versions of the Stanford–Binet, as Maud Merrill
those tests compare the performance of examinees to their own age
group on a normal distribution (Ruf, 2003). While new features were
added, there were no newly created items included in this revision. Instead, any items from the 1937 form that
showed no substantial change in difficulty from the 1930s to the 1950s were either eliminated or adjusted
(Roid & Barram, 2004).

Robert Thorndike was asked to take over after Merrill's retirement. With the help of Elizabeth Hagen and
Jerome Sattler, Thorndike produced the fourth edition of the Stanford–Binet Intelligence Scale in 1986. This
edition covers the ages two through twenty-three and has some considerable changes compared to its
predecessors (Graham & Naglieri, 2003). This edition was the first to use the fifteen subtests with point scales
in place of using the previous age scale format. In an attempt to broaden cognitive ability, the subtests were
grouped and resulted in four area scores, which improved flexibility for administration and interpretation
(Youngstrom, Glutting, & Watkins, 2003). The fourth edition is known for assessing children that may be
referred for gifted programs. This edition includes a broad range of abilities, which provides more challenging
items for those in their early adolescent years, whereas other intelligence tests of the time did not provide
difficult enough items for the older children (Laurent, Swerdlik, & Ryburn, 1992).

Gale Roid published the most recent edition of the Stanford–Binet Intelligence Scale. Roid attended Harvard
University where he was a research assistant to David McClelland. McClelland is well known for his studies
on the need for achievement. While the fifth edition incorporates some of the classical traditions of these
scales, there were several significant changes made.

Timeline
April 1905: Development of Binet-Simon Test announced at a conference in Rome
June 1905: Binet-Simon Intelligence Test introduced
1908 and 1911: New Versions of Binet-Simon Intelligence Test
1916: Stanford–Binet First Edition by Terman
1937: Second Edition by Terman and Merrill
1973: Third Edition by Merrill
 1986: Fourth Edition by Thorndike, Hagen, and Sattler
2003: Fifth Edition by Roid

Stanford–Binet Intelligence Scale: Fifth Edition

Just as it was used when Binet first developed the IQ test, the Stanford–Binet Intelligence Scale: Fifth Edition
(SB5) is based in the schooling process to assess intelligence. It continuously and efficiently assesses all levels
of ability in individuals with a broader range in age. It is also capable of measuring multiple dimensions of
abilities (Ruf, 2003).

The SB5 can be administered to individuals as early as two years of age. There are ten subsets included in this
revision including both verbal and nonverbal domains. Five factors are also incorporated in this scale, which
are directly related to Cattell-Horn-Carroll (CHC) hierarchical model of cognitive abilities. These factors
include fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory
(Bain & Allin, 2005). Many of the familiar picture absurdities, vocabulary, memory for sentences, and verbal
absurdities still remain from the previous editions (Janzen, Obrzut, & Marusiak, 2003), however with more
modern artwork and item content for the revised fifth edition.

For every verbal subtest that is used, there is a nonverbal counterpart across all factors. These nonverbal tasks
consist of making movement responses such as pointing or assembling manipulatives (Bain & Allin, 2005).
These counterparts have been included to address language-reduced assessments in multicultural societies.
Depending on age and ability, administration can range from fifteen minutes to an hour and fifteen minutes.

The fifth edition incorporated a new scoring system, which can provide a wide range of information such as
four intelligence score composites, five factor indices, and ten subtest scores. Additional scoring information
includes percentile ranks, age equivalents, and a change-sensitive score (Janzen, Obrzut, & Marusiak, 2003).
Extended IQ scores and gifted composite scores are available with the SB5 in order to optimize the assessment
for gifted programs (Ruf, 2003). To reduce errors and increase diagnostic precision, scores are obtained
electronically through the use of computers now.

The standardization sample for the SB5 included 4,800 participants varying in age, sex, race/ethnicity,
geographic region, and socioeconomic level (Bain & Allin, 2005).

Reliability

Several reliability tests have been performed on the SB5 including split-half reliability, standard error of
measurement, plotting of test information curves, test-retest stability, and inter-scorer agreement. On average,
IQ scores for this scale have been found quite stable across time (Janzen, Obrzut, & Marusiak, 2003). Internal
consistency was tested by split-half reliability and was reported to be substantial and comparable to other
cognitive batteries (Bain & Allin, 2005). The median interscorer correlation was .90 on average (Janzen,
Obrzut, & Marusiak, 2003). The SB5 has also been found to have great precision at advanced levels of
performance meaning that the test is especially useful in testing children for giftedness (Bain & Allin, 2005).
There have only been a small amount of practice effects and familiarity of testing procedures with retest
reliability; however, these have proven to be insignificant. Readministration of the SB5 can occur in a six-
month interval rather than one year due to the small mean differences in reliability (Bain & Allin, 2005).

Validity
Content validity has been found based on the professional judgments Roid received concerning fairness of
items and item content as well as items concerning the assessment of giftedness (Bain & Allin, 2005). With an
examination of age trends, construct validity was supported along with empirical justification of a more
substantial g loading for the SB5 compared to previous editions. The potential for a variety of comparisons,
especially for within or across factors and verbal/nonverbal domains, has been appreciated with the scores
received from the SB5 (Bain & Allin, 2005).

Score classification

The test publisher includes suggested score classifications in the test manual.

Stanford–Binet Fifth Edition (SB5) classification[5]

IQ Range ("deviation IQ") IQ Classification
145–160 Very gifted or highly advanced
130–144 Gifted or very advanced
120–129 Superior
110–119 High average
90–109 Average
80–89 Low average
70–79 Borderline impaired or delayed
55–69 Mildly impaired or delayed
40–54 Moderately impaired or delayed

The classifications of scores used in the Fifth Edition differ from those used in earlier versions of the test.

Subtests and factors

Working
Fluid reasoning Knowledge Quantitative reasoning Visual-spatial processing
memory
Form board and form
patterns Delayed
Non-verbal quantitative response
Early reasoning Vocabulary
reasoning (non-verbal) (non-
(non-verbal) verbal)

Block
Procedural
Verbal quantitative span
Verbal absurdities knowledge (non- Position and direction
reasoning (non-
verbal)
verbal)
Memory
Picture absurdities
Verbal analogies for
(non-verbal)
sentences
Object series
matrices (non- Last word
verbal)

Source:[6]
Present use
Since its inception, the Stanford–Binet has been revised several times. Currently, the test is in its fifth edition,
which is called the Stanford–Binet Intelligence Scales, Fifth Edition, or SB5. 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". By administering the Stanford–Binet test to large numbers of individuals selected at random from
different parts of the United States, it has been found that the scores approximate a normal distribution. The
revised edition of the Stanford–Binet over time has devised substantial changes in the way the tests are
presented. The test has improved when looking at the introduction of a more parallel form and more
demonstrative standards. For one, a non-verbal IQ component is included in the present day tests whereas in
the past, there was only a verbal component. In fact, it now has equal balance of verbal and non-verbal content
in the tests. It is also more animated than the other tests, providing the test-takers with more colourful artwork,
toys and manipulatives. This allows the test to have a higher range in the age of the test takers. This test is
purportedly useful in assessing the intellectual capabilities of people ranging from young children all the way
to young adults. However, the test has come under criticism for not being able to compare people of different
age categories, since each category gets a different set of tests. Furthermore, very young children tend to do
poorly on the test due to the fact that they lack the ability to concentrate long enough to finish it.

Current uses for the test include clinical and neuropsychological assessment, educational placement,
compensation evaluations, career assessment, adult neuropsychological treatment, forensics, and research on
aptitude. Various high-IQ societies also accept this test for admission into their ranks; for example, the Triple
Nine Society accepts a minimum qualifying score of 151 for Form L or M, 149 for Form L-M if taken in 1986
or earlier, 149 for SB-IV, and 146 for SB-V; in all cases the applicant must have been at least 16 years old at
the date of the test. Intertel accepts a score of 135 on SB5 and 137 on Form L-M.[7]

See also
Cattell Infant Intelligence Scale
The Flynn effect
Military psychology
Intelligence quotient
IQ classification

References
1. Nicolas, Serge; Andrieu, Bernard; Croizet, Jean-Claude; Sanitioso, Rasyid B.; Burman, Jeremy
Trevelyan (2013). "Sick? Or slow? On the origins of intelligence as a psychological object" (http
s://doi.org/10.1016%2Fj.intell.2013.08.006). Intelligence. 41 (5): 699–711.
doi:10.1016/j.intell.2013.08.006 (https://doi.org/10.1016%2Fj.intell.2013.08.006).
2. "Binet, Alfred (1857-1911) French Psychologist (Scientist)" (http://what-when-how.com/scientist
s/binet-alfred-1857-1911-french-psychologist-scientist/).
3. "Is Intelligence Fixed or Malleable? | Poet; Don't Know It" (https://sites.psu.edu/caradorercl131
4/2014/02/06/is-intelligence-fixed-or-malleable/).
4. "Psychol Clin Volume 5(7); 1911 Dec 15" (https://www.ncbi.nlm.nih.gov/pmc/issues/280665/).
www.ncbi.nlm.nih.gov. Retrieved 2020-07-03.
5. Kaufman, Alan S. (2009). IQ Testing 101 (https://archive.org/details/iqtestingpsych00phdd).
New York: Springer Publishing. p. 112 (https://archive.org/details/iqtestingpsych00phdd/page/n
126). ISBN 978-0-8261-0629-2. Sattler, Jerome M. (2008). Assessment of Children: Cognitive
Foundations. La Mesa (CA): Jerome M. Sattler, Publisher. inside back cover. ISBN 978-0-
9702671-4-6. Lay summary (http://www.sattlerpublisher.com/cog5e_tocfull.htm) (28 July 2010).
6. Chase, Danielle (2005). "Underlying Factor Structures of the Stanford-Binet Intelligence Scales
– Fifth Edition" (https://idea.library.drexel.edu/islandora/object/idea%3A863). Drexel University.
7. "Intertel - Join us" (https://www.intertel-iq.org/join-us). www.intertel-iq.org. Retrieved
2021-03-15.
Bain, S. K., & Allin, J. D. (2005). Book review: Stanford–Binet intelligence scales, fifth edition.
Journal of Psychoeducational Assessment, 23, 87–95.
Becker, K. A. (2003). History of the Stanford–Binet intelligence scales: Content and
psychometrics (http://www.riverpub.com/products/sb5/pdf/SB5_ASB_1.pdf).
Fancher, Raymond E., & Rutherford, Alexandra. (2012). Pioneers of psychology. New York, NY:
W. W. Norton & Company, Inc.
Graham, J. & Naglieri, J. (2003). Handbook of Psychology. Hoboken, New Jersey: John Wiley
& Sons, Inc.
Janzen, H., Obrzut, J., & Marusiak, C. (2004). Test review: Roid, G. H. (2003). Stanford–binet
intelligence scales, fifth edition (sb:v). Canadian Journal of School Psychology, 19, 235–244.
Laurent, J., Swerdlik, M., & Ryburn, M. (1992). Review of validity research on the stanford–
Binet intelligence scale: Fourth edition. Psychological Assessment, 4, 102–112.
Leslie, M. (2000). The vexing legacy of Lewis Terman. Retrieved from
http://alumni.stanford.edu/get/page/magazine/article/?article_id=40678
Roid, G. (n.d.). Stanford–Binet Intelligence Scales, Fifth Edition
Roid, G. & Barram, R. (2004). Essentials of Stanford–Binet Intelligence Scales (SB5)
Assessment. Hoboken, New Jersey: John Wiley & Sons, Inc.
Roid, Kamphaus, Randy W., Martha D. Petoskey, and ANNA WALTERS Morgan. "A history of
intelligence test interpretation." Contemporary intellectual assessment: Theories, tests, and
issues (1997): 3–16.
Ruf, D. L. (2003). Use of the SB5 in the Assessment of High Abilities. Itasca, IL: Riverside
Publishing Company.
Stanovich, K. E. (2009). What intelligence tests miss: The psychology of rational thought. Yale
University Press.
Terman, Lewis Madison, & Merrill, Maude A. (1960). Stanford-Binet Intelligence Scale: Manual
for the third revision, Form L-M. Boston (MA): Houghton Mifflin.
Youngstrom, E., Glutting, J., & Watkins, M. (2003). Stanford–Binet Intelligence Scale: Fourth
edition (SB4): Evaluating the Empirical Bases for Interpretations. Handbook of Psychological
and Educational Assessment: Intelligence, Aptitude, and Achievement, 2, 217–242.

Further reading
Becker, K.A (2003). "History of the Stanford–Binet Intelligence scales: Content and
psychometrics". Stanford–Binet Intelligence Scales, Fifth Edition Assessment Service Bulletin
No. 1.
Binet, Alfred; Simon, Th. (1916). The development of intelligence in children: The Binet–Simon
Scale (https://books.google.com/books?id=jEQSAAAAYAAJ&q=The%20development%20of%
20intelligence%20in%20children%20Binet&pg=PA1). Publications of the Training School at
Vineland New Jersey Department of Research No. 11. E. S. Kite (Trans.). Baltimore: Williams
& Wilkins. Retrieved 18 July 2010.
Brown, A. L.; French, L. A. (1979). "The Zone of Potential Development: Implications for
Intelligence Testing in the Year 2000". Intelligence. 3 (3): 255–273. doi:10.1016/0160-
2896(79)90021-7 (https://doi.org/10.1016%2F0160-2896%2879%2990021-7).
Fancher, Raymond E. (1985). The Intelligence Men: Makers of the IQ Controversy (https://archi
ve.org/details/intelligencemen00raym). New York (NY): W. W. Norton. ISBN 978-0-393-95525-
5.
 Freides, D. (1972). "Review of Stanford–Binet Intelligence Scale, Third Revision". In Oscar
Buros (ed.). Seventh Mental Measurements Yearbook (https://archive.org/details/seventhmental
mea01buro). Highland Park (NJ): Gryphon Press. pp. 772 (https://archive.org/details/seventhm
entalmea01buro/page/772)–773.
Gould, Stephen Jay (1981). The Mismeasure of Man (https://archive.org/details/mismeasureofm
an00goul_1). New York (NY): W. W. Norton. ISBN 978-0-393-31425-0. Lay summary (https://w
ww.nytimes.com/books/97/11/09/home/gould-mismeasure.html) (10 July 2010).
McNemar, Quinn (1942). The revision of the Stanford–Binet Scale (https://archive.org/details/in.
ernet.dli.2015.264295). Boston: Houghton Mifflin.
Pinneau, Samuel R. (1961). Changes in Intelligence Quotient Infancy to Maturity: New Insights
from the Berkeley Growth Study with Implications for the Stanford–Binet Scales and
Applications to Professional Practice. Boston: Houghton Mifflin.
Terman, Lewis Madison; Merrill, Maude A. (1937). Measuring intelligence: A guide to the
administration of the new revised Stanford–Binet tests of intelligence. Riverside textbooks in
education. Boston (MA): Houghton Mifflin.
Terman, Lewis Madison; Merrill, Maude A. (1960). Stanford–Binet Intelligence Scale: Manual
for the Third Revision Form L–M with Revised IQ Tables by Samuel R. Pinneau. Boston (MA):
Houghton Mifflin.
Richardson, Nancy (1992). "Stanford–Binet IV, of Course!: Time Marches On! (originally
published as Which Stanford–Binet for the Brightest?)" (http://www.davidsongifted.org/db/Articl
es_id_10128.aspx). Roeper Review. 15 (1): 32–34. doi:10.1080/02783199209553453 (https://d
oi.org/10.1080%2F02783199209553453).
Waddell, Deborah D. (1980). "The Stanford–Binet: An Evaluation of the Technical Data
Available since the 1972 Restandardization" (http://www.eric.ed.gov/ERICWebPortal/search/de
tailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ233903&ERICExtSearch_Sea
rchType_0=no&accno=EJ233903). Journal of School Psychology. 18 (3): 203–209.
doi:10.1016/0022-4405(80)90060-6 (https://doi.org/10.1016%2F0022-4405%2880%2990060-
6). Retrieved 29 June 2010.

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