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Direct linkZajda, Joseph – Curriculum and Teaching, 2019
This article analyses research of theories and models of intelligence. It examines current developments in intelligence research, covering the formation of more complex and diverse intelligence theories. First, the article examines some of the widely used aptitude/intelligence tests include, such Stanford-Binet Intelligence Quotient, Wechsler…
Descriptors: Intelligence, Learning Theories, Intelligence Tests, Cognitive Ability
Kern, Margaret L.; Hampson, Sarah E.; Goldberg, Lewis R.; Friedman, Howard S. – Developmental Psychology, 2014
The present study used a collaborative framework to integrate 2 long-term prospective studies: the Terman Life Cycle Study and the Hawaii Personality and Health Longitudinal Study. Within a 5-factor personality-trait framework, teacher assessments of child personality were rationally and empirically aligned to establish similar factor structures…
Descriptors: Longitudinal Studies, Risk, Mortality Rate, Personality
Chang, Mei; Paulson, Sharon E.; Finch, W. Holmes; Mcintosh, David E.; Rothlisberg, Barbara A. – Psychology in the Schools, 2014
This study examined the underlying constructs measured by the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG) and the Stanford-Binet Intelligence Scales, Fifth Edition (SB5), based on the Cattell-Horn-Carrol (CHC) theory of cognitive abilities. This study reports the results of the first joint confirmatory factor analysis…
Descriptors: Factor Analysis, Intelligence Tests, Preschool Children, Maximum Likelihood Statistics
Sparks, Richard L.; Lovett, Benjamin J. – Learning Disability Quarterly, 2013
This study examined whether a large group of postsecondary students participating in a support program for students classified as having learning disabilities (LD) met criteria for five objective diagnostic models for LD: IQ-achievement discrepancy (1.0 SD, 1.5 SD, and greater than 2.0 SD) models, a "Diagnostic and Statistical Manual of…
Descriptors: Learning Disabilities, College Students, Clinical Diagnosis, Criteria
Couzens, Donna; Cuskelly, Monica; Haynes, Michele – American Journal on Intellectual and Developmental Disabilities, 2011
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…
Descriptors: Sentences, Down Syndrome, Memory, Cognitive Development
Ward, Kimberly E.; Rothlisberg, Barbara A.; McIntosh, David E.; Bradley, Madeline H. – Psychology in the Schools, 2011
The purpose of this study was to examine the factor structure of the Stanford-Binet Intelligence Scales, Fifth Edition (SB-V), based on the Cattell-Horn-Carroll (CHC) theory of intelligence using a sample of 200 preschool children. The CHC framework uses three different models: one similar to Spearman's "g", one similar to the…
Descriptors: Preschool Children, Intelligence Tests, Factor Structure, Cognitive Ability
Peer reviewedWhiteside-Mansell, Leanne; Bradley, Robert H. – Early Education and Development, 1996
Examined theoretical model of early environmental action of 282 Caucasian and African American infants, using structural equation modeling. Model included socioeconomic status, early cognitive status, stimulation with home environment, parental use of negative control, and later cognitive status. Models for males and females showed similar…
Descriptors: Blacks, Environmental Influences, Family Environment, Infants
Peer reviewedGlutting, Joseph J. – Journal of School Psychology, 1989
Introduces Stanford-Binet Intelligence Scale-Fourth Edition (SB4) as an attempt to revitalize Stanford-Binet by maintaining links with previous editions while simultaneously incorporating more recent developments found in other popular tests of intelligence. Discusses the SB4's theoretical foundation, materials and administration, scaling,…
Descriptors: Intelligence Tests, Models, Test Reliability, Test Use
Peer reviewedMcCallum, R. Steve; And Others – Contemporary Educational Psychology, 1988
Administration of the Stanford-Binet Intelligence Scale (fourth edition) to 60 elementary school students (in grades four, five, and six) resulted in means consistent with their gifted status. Factor analyses, including LISREL confirmatory analysis, offered only partial support to the Binet model. (TJH)
Descriptors: Academically Gifted, Construct Validity, Elementary Education, Elementary School Students
Peer reviewedKaufman, Alan S.; Waterstreet, Mary A. – Journal of School Psychology, 1978
The aim of this paper was to develop a simplification of Sattler's technique (in the form of a table) to make it easier to use and to apply to the Binet profile of any child tested. An illustration is included. (Author)
Descriptors: Elementary Secondary Education, Intelligence Quotient, Intelligence Tests, Models
Peer reviewedSilverstein, Arthur B. – American Journal of Mental Deficiency, 1974
Descriptors: Adolescents, Classification, Conceptual Schemes, Exceptional Child Research
Peer reviewedGridley, Betty E.; McIntosh, David E. – Journal of School Psychology, 1991
Studied structure of Stanford-Binet: Fourth Edition for normal children who were not part of standardization sample. Found that, for children aged 2-6 years, either 2- or 3-factor model could be supported. For students aged 7-11, neither of 2 models studied was supported. Alternative model with verbal reasoning, quantitative reasoning,…
Descriptors: Age Differences, Children, Construct Validity, Elementary Education
Hilliard, Asa G., III – Diagnostique, 1989
This paper discusses applications of intelligence tests in schools, considering Binet's original warnings that his tests were primarily useful for identifying students needing intervention and inappropriate for classifying normal students. American applications of Binet's work for ranking are seen as stages of shifting from remedial to custodial…
Descriptors: Aptitude Tests, Elementary Secondary Education, Gifted, Handicap Identification
Marusiak, Christopher W.; Janzen, Henry L. – Canadian Journal of School Psychology, 2005
The present study investigated the working memory abilities of children with attention deficit/hyperactivity disorder (ADHD) as measured by the Stanford-Binet Intelligence Scales, Fifth Edition (SBV). In a retrospective causal-comparative design, the archival data of 46 ADHD children were compared to 59 nondiagnosed children. The ADHD children…
Descriptors: Comparative Analysis, Children, Intelligence Tests, Behavior Problems
Richardson, John C. – Diagnostique, 1989
This essay presents arguments in favor of continuing individualized intelligence testing in schools. Issues discussed include questions of validity in the concept of intelligence and its testing, ethical issues, legal issues, racial/minority and cultural issues, poor correlation between test results and teaching, and alternatives proposed by…
Descriptors: Aptitude Tests, Elementary Secondary Education, Ethics, Gifted
