Charles Spearman and L. L. Thurstone were pioneers in the field of intelligence. They not only developed methods to assess and understand intelligence, but also developed theories about its structure and function. Methodologically, their approaches were not that distinct, but their theories of intelligence were philosophically very different --…

Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the…

The present report analyzed the scoring data from the original New York City Board of Education scoring guide (1941), and, in addition, a partial replication of the 1941 study is reported, as well as an analysis of scoring patterns among experienced and inexperienced examiners. Results indicate that examiners differ in their scoring of…

Tested with the Stanford-Binet Scale of Intelligence were 70 children, aged 3- to 5-years with IQ's from 75 to 145, to determine whether the test could serve as a diagnostic tool for identifying learning disabilities (LD) in preschool children. It was hypothesized that LD children would have a basal age no more than two levels below chronological…

Nineteen school psychologists assigned 142 items in Form L-M of the Stanford-Binet Intelligence Scale to the five Operations categories of Guilford's Structure of Intellect model. Results show levels of agreement are not high enough to justify classifying Stanford-Binet items in accordance with the Structure of Intellect Operations categories.…

Word concepts have long been recognized as an integral part of intelligence, and word definition tasks are frequently used to measure them. Entire subtests requiring definitions, usually called vocabulary tests, are common; because of their apparent stability and comparability with overall intelligence, these subtests have been given a preeminent…

Discrepancies between the mental age (MA) scores and the mean performance of chronological age (CA) groups in the latest revision of the Stanford-Binet Intelligence Scale are noted. A table is presented for converting published Stanford-Binet MA scores into MA scores that are congruent with the above definition. (Author)

The relation between average deviation, as determined using the Illinois Test of Psycholinguistic Abilities, and Stanford-Binet intelligence scores was examined using a preschool sample. Results revealed a curvilinear relation between total average deviation and Stanford-Binet intelligence scores. Use of average deviation as an index of…

School psychologists were surveyed as to their perceptions and opinions of the fourth edition of the Stanford-Binet Intelligence Scale. Responses were received from 97 of the 200 psychologists surveyed, for a response rate of 48.5%. The survey indicated that the majority of school psychologists need additional training in administering, scoring,…

Sattler's standard deviation technique for interpreting strengths and weaknesses on the Stanford-Binet Intelligence Scale has been simplified by Kaufman and Waterstreet in the form of an easy-to-use table. A refinement of their table is presented, with an example to demonstrate its use. (Author/CTM)

Evaluation of mean score differences between the Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Intelligence Scale for Children (Revised) (WISC-R) for 126 children with academic difficulties found the Stanford-Binet composite score was significantly higher than the WISC-R score at the lower end of the ability continuum but…

This study evaluated the external validity of a measure of IQ subtest variability, the profile variability index (PVI), with a sample of 146 children referred for psychological testing. Correlation of PVIs on each intelligence test with achievement scores and indexes of discrepancy between actual and predicted scholastic achievement found…

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)