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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 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).
725:. 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 tests whereas in the past, there was only a verbal component. It evolved to have equally balanced verbal and non-verbal content. 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 because they lack the ability to concentrate long enough to finish it.
413:, 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).
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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).
230:. 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.
223:. Due to the introduction of compulsory education at that time, questions were raised about children unfit for regular education, and a proposal was made to build boarding schools in asylums for them. Binet and Simon were part of a learned society that opposed the proposal and advocated the creation of remedial tracks in regular schools. They created the first intelligence test to objectively measure the intellectual functioning of primary school children. Binet and Simon believed that intelligence is malleable and that intelligence tests would help target children in need of extra attention to advance their intelligence.
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468:(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.
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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).
254:, was one of the first to create a version of the test for people in the United States, naming the first localized version the Stanford revision of the Binet-Simon Intelligence Scale (1916) and the second version the Stanford–Binet Intelligence Scale (1937). Terman used the test not only to help identify children with
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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,
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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
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created the 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
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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
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Reproduction of an item from the 1908 Binet–Simon intelligence scale, that shows three pairs of pictures, and asks the tested child, "Which of these two faces is the prettier?" Reproduced from the article "A Practical Guide for
Administering the Binet–Simon Scale for Measuring Intelligence" by J. W.
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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
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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
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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
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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
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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,
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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
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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.
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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
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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
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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).
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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,
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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.
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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
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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).
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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
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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.
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Uses for the test include clinical and neuropsychological assessment, educational placement, compensation evaluations, career assessment, adult neuropsychological treatment, forensics, and research on aptitude. Various
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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,
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144:(WAIS). The test measures five weighted factors and consists of both verbal and nonverbal subtests. The five factors being tested are knowledge, quantitative reasoning, visual-spatial processing,
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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.
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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
721:". 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
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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
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Laurent, J., Swerdlik, M., & Ryburn, M. (1992). Review of validity research on the stanford–Binet intelligence scale: Fourth edition. Psychological Assessment, 4, 102–112.
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The standardization sample for the SB5 included 4,800 participants varying in age, sex, race/ethnicity, geographic region, and socioeconomic level (Bain & Allin, 2005).
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Terman, Lewis Madison, & Merrill, Maude A. (1960). Stanford–Binet Intelligence Scale: Manual for the third revision, Form L-M. Boston (MA): Houghton Mifflin.
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Bain, S. K., & Allin, J. D. (2005). Book review: Stanford–Binet intelligence scales, fifth edition. Journal of Psychoeducational Assessment, 23, 87–95.
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Roid, G. & Barram, R. (2004). Essentials of Stanford–Binet Intelligence Scales (SB5) Assessment. Hoboken, New Jersey: John Wiley & Sons, Inc.
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1089:. Publications of the Training School at Vineland New Jersey Department of Research No. 11. E. S. Kite (Trans.). Baltimore: Williams & Wilkins.
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was accepted into Stanford's education program shortly before Terman became the head of the psychology department. She completed both her
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in multicultural societies. Depending on age and ability, administration can range from fifteen minutes to an hour and fifteen minutes.
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Brown, A. L.; French, L. A. (1979). "The Zone of Potential Development: Implications for Intelligence Testing in the Year 2000".
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The development of the Stanford–Binet initiated the modern field of intelligence testing and was one of the first examples of an
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Fancher, Raymond E., & Rutherford, Alexandra. (2012). Pioneers of psychology. New York, NY: W. W. Norton & Company, Inc.
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the Stanford Revision and Extension of the Binet–Simon Intelligence Scale (Fancher & Rutherford, 2012) (Becker, 2003).
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Roid, Kamphaus, Randy W., Martha D. Petoskey, and ANNA WALTERS Morgan. "A history of intelligence test interpretation."
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Stanford–Binet Intelligence Scale: Manual for the Third Revision Form L–M with Revised IQ Tables by Samuel R. Pinneau
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Since its inception, the Stanford–Binet has been revised several times. The test is in its fifth edition, called the
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1259:"Stanford–Binet IV, of Course!: Time Marches On! (originally published as Which Stanford–Binet for the Brightest?)"
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Ruf, D. L. (2003). Use of the SB5 in the Assessment of High Abilities. Itasca, IL: Riverside Publishing Company.
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The classifications of scores used in the Fifth Edition differ from those used in earlier versions of the test.
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Nicolas, Serge; Andrieu, Bernard; Croizet, Jean-Claude; Sanitioso, Rasyid B.; Burman, Jeremy Trevelyan (2013).
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Graham, J. & Naglieri, J. (2003). Handbook of Psychology. Hoboken, New Jersey: John Wiley & Sons, Inc.
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might be more detailed and helpful, but the time required to test many people would be excessive. In 1916, at
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Measuring intelligence: A guide to the administration of the new revised Stanford–Binet tests of intelligence
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Freides, D. (1972). "Review of Stanford–Binet Intelligence Scale, Third Revision". In Oscar Buros (ed.).
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Robert Thorndike was asked to take over after Merrill's retirement. With the help of Elizabeth Hagen and
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1284:"The Stanford–Binet: An Evaluation of the Technical Data Available since the 1972 Restandardization"
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Becker, K.A (2003). "History of the Stanford–Binet Intelligence scales: Content and psychometrics".
881:"Two Persistent Myths About Binet and the Beginnings of Intelligence Tests in Psychology Textbooks"
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As discussed by Fancher & Rutherford in 2012, the Stanford–Binet is a modified version of the
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963:"Underlying Factor Structures of the Stanford–Binet Intelligence Scales – Fifth Edition"
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Stanford–Binet Intelligence Scales, Fifth Edition Assessment Service Bulletin No. 1
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classical traditions of these scales, there were several significant changes made.
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test that is used to diagnose developmental or intellectual deficiencies in young
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The test publisher includes suggested score classifications in the test manual.
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April 1905: Development of Binet–Simon Test announced at a conference in Rome
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History of the Stanford–Binet intelligence scales: Content and psychometrics
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810:"Sick? Or slow? On the origins of intelligence as a psychological object"
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713:, or SB5. According to the publisher's website, "The SB5 was normed on a
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also accept this test for admission into their ranks; for example, the
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http://alumni.stanford.edu/get/page/magazine/article/?article_id=40678
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capable of measuring multiple dimensions of abilities (Ruf, 2003).
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Théodore Simon, who, following the introduction of a law mandating
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The development of intelligence in children: The Binet–Simon Scale
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Roid, G. (n.d.). Stanford–Binet Intelligence Scales, Fifth Edition
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To create their test, Binet and Simon first created a baseline of
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Contemporary intellectual assessment: Theories, tests, and issues
129:. It is in its fifth edition (SB5), which was released in 2003.
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What intelligence tests miss: The psychology of rational thought
940:. La Mesa, CA: Jerome M. Sattler, Publisher. inside back cover.
842:"Is Intelligence Fixed or Malleable? | Poet; Don't Know It"
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215:. The Binet–Simon scale was created by the French psychologist
29:
1240:. Riverside textbooks in education. Boston: Houghton Mifflin.
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Execution of Simple Commands and Imitation of Simple Gestures
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1908 and 1911: New Versions of Binet–Simon Intelligence Test
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Quest of Food Complicated by a Slight Mechanical Difficulty
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1973: Third Edition by Merrill (1937 norms were re-normed)
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Wallace Wallin in the December 1911 issue of the journal
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released a revised examination that became known as the
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that was revised from the original Binet–Simon Scale by
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Resemblances of Several Known Objects Given from Memory
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and sent to the asylum. As Binet and Simon indicated,
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1986: Fourth Edition by Thorndike, Hagen, and Sattler
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Immediate Comparison of Two Lines of Unequal Lengths
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742:accepts a score of 135 on SB5 and 137 on Form L-M.
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June 1905: Binet–Simon Intelligence Test introduced
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1136:The Intelligence Men: Makers of the IQ Controversy
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520:Stanford–Binet Fifth Edition (SB5) classification
380:Revisions of the Stanford–Binet Intelligence Scale
711:Stanford–Binet Intelligence Scales, Fifth Edition
455:Stanford–Binet Intelligence Scale: Fifth Edition
1531:Delis-Kaplan Executive Function System (D-KEFS)
640:Non-verbal quantitative reasoning (non-verbal)
1195:Christopher Lehmann-Haupt (October 21, 1981).
1385:Woodcock–Johnson Tests of Cognitive Abilities
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1163:. Highland Park, NJ: Gryphon Press. pp.
938:Assessment of Children: Cognitive Foundations
262:The original tests in the 1905 form include:
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435:1916: Stanford–Binet First Edition by Terman
1437:Minnesota Multiphasic Personality Inventory
1197:"Books Of The Times: The Mismeasure of Man"
717:of 4,800 individuals that matches the 2000
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1337:
1323:
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438:1937: Second Edition by Terman and Merrill
272:Prehension Provoked by a Visual Perception
1521:Luria–Nebraska Neuropsychological Battery
919:. New York: Springer Publishing. p.
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441:1960: Third Edition by Merrill (form L-M)
269:Prehension Provoked by a Tactile Stimulus
163:. It was initially created by the French
76:Learn how and when to remove this message
60:so that sources are clearly identifiable.
1375:Wechsler Intelligence Scale for Children
1216:The revision of the Stanford–Binet Scale
879:Brysbaert, Marc; Nicolas, Serge (2024).
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518:
341:Synthesis of Three Words in One Sentence
308:Repetition of Sentences of Fifteen Words
1390:Kaufman Assessment Battery for Children
856:"Psychol Clin Volume 5(7); 1911 Dec 15"
800:
311:Comparison of Known Objects from Memory
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7:
1516:Mini-Mental State Examination (MMSE)
1159:Seventh Mental Measurements Yearbook
686:Object series matrices (non-verbal)
497:justification of a more substantial
1380:Stanford–Binet Intelligence Scales
1024:The vexing legacy of Lewis Terman.
657:Procedural knowledge (non-verbal)
329:Five Weights to be Placed in Order
305:Verbal Definition of Known Objects
242:(volume 5 number 7), public domain
117:) is an individually administered
111:Stanford–Binet Intelligence Scales
91:Stanford–Binet Intelligence scales
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1447:Revised NEO Personality Inventory
1370:Wechsler Adult Intelligence Scale
768:Cattell Infant Intelligence Scale
674:Picture absurdities (non-verbal)
142:Wechsler Adult Intelligence Scale
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347:Reversal of the Hands of a Clock
58:add missing citation information
34:
1140:. New York (NY): W. W. Norton.
600:Moderately impaired or delayed
584:Borderline impaired or delayed
536:Very gifted or highly advanced
320:Immediate Repetition of Figures
1562:Vineland Social Maturity Scale
660:Verbal quantitative reasoning
649:Delayed response (non-verbal)
314:Exercise of Memory on Pictures
213:Binet–Simon Intelligence scale
183:programs, instead of labelled
132:It is a cognitive-ability and
1:
1526:Rey-Osterrieth Complex Figure
1415:Binet-Simon Intelligence Test
643:Form board and form patterns
368:to make them easier to read.
353:Definitions of Abstract Terms
344:Reply to an Abstract Question
1557:Benton Visual Retention Test
1410:Raven's Progressive Matrices
1300:10.1016/0022-4405(80)90060-6
1288:Journal of School Psychology
1282:Waddell, Deborah D. (1980).
1248:; Merrill, Maude A. (1960).
1236:; Merrill, Maude A. (1937).
1132:Fancher, Raymond E. (1985).
1125:10.1016/0160-2896(79)90021-7
827:10.1016/j.intell.2013.08.006
317:Drawing a Design from Memory
290:Naming of Designated Objects
287:Verbal Knowledge of Pictures
219:and the French psychiatrist
167:Alfred Binet and the French
1400:Differential Ability Scales
1395:Cognitive Assessment System
1252:. Boston: Houghton Mifflin.
1228:. Boston: Houghton Mifflin.
1224:Pinneau, Samuel R. (1961).
1219:. Boston: Houghton Mifflin.
1172:Gould, Stephen Jay (1981).
936:Sattler, Jerome M. (2008).
592:Mildly impaired or delayed
450:2003: Fifth Edition by Roid
296:Repetition of Three Figures
284:Verbal Knowledge of Objects
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1465:Thematic apperception test
1257:Richardson, Nancy (1992).
1180:. New York: W. W. Norton.
626:Visual-spatial processing
509:
159:, then was revised in the
1547:Mental status examination
1494:Sentence completion tests
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1275:10.1080/02783199209553453
1048:Stanovich, K. E. (2009).
525:IQ Range ("deviation IQ")
299:Comparison of Two Weights
155:. The test originated in
1052:. Yale University Press.
961:Chase, Danielle (2005).
715:stratified random sample
666:Block span (non-verbal)
544:Gifted or very advanced
338:Verbal Gaps to be Filled
240:The Psychological Clinic
1508:Neuropsychological test
894:10.1525/collabra.117600
663:Position and direction
623:Quantitative reasoning
148:, and fluid reasoning.
1001:Becker, K. A. (2003).
389:
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113:(or more commonly the
1552:Wechsler Memory Scale
1478:Holtzman inkblot test
1246:Terman, Lewis Madison
1234:Terman, Lewis Madison
1176:The Mismeasure of Man
1083:; Simon, Th. (1916).
784:Intelligence quotient
681:Memory for sentences
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326:Comparison of Lengths
256:learning difficulties
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140:, in contrast to the
1489:Animal Metaphor Test
977:"Intertel - Join us"
965:. Drexel University.
860:www.ncbi.nlm.nih.gov
610:Subtests and factors
506:Score classification
466:Cattell-Horn-Carroll
335:Exercise upon Rhymes
45:needs more complete
1022:Leslie, M. (2000).
981:www.intertel-iq.org
885:Collabra:Psychology
779:Military psychology
735:Triple Nine Society
723:normal distribution
654:Verbal absurdities
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275:Recognition of Food
252:Stanford University
201:Stanford–Binet test
195:, the psychologist
193:Stanford University
173:universal education
1583:Intelligence tests
1442:16PF Questionnaire
1362:Intelligence tests
1201:The New York Times
528:IQ Classification
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1425:Personality tests
1405:Ammons Quick Test
1187:978-0-393-31425-0
1147:978-0-393-95525-5
947:978-0-9702671-4-6
930:978-0-8261-0629-2
789:IQ classification
731:high-IQ societies
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671:Verbal analogies
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512:IQ classification
181:special education
177:French government
119:intelligence test
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1223:
1209:
1194:
1188:
1171:
1154:
1148:
1131:
1110:
1101:
1099:
1097:
1079:
1070:
1066:
1064:Further reading
1026:Retrieved from
995:
994:
985:
983:
975:
974:
970:
960:
959:
955:
948:
935:
931:
907:
906:
902:
878:
877:
873:
864:
862:
854:
853:
849:
840:
839:
835:
807:
806:
802:
797:
758:
751:
748:
707:
629:Working memory
612:
514:
508:
494:
485:
457:
423:
399:master's degree
382:
360:
209:
82:
71:
65:
62:
55:
39:
35:
28:
23:
22:
15:
12:
11:
5:
1596:
1594:
1586:
1585:
1575:
1574:
1568:
1567:
1565:
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1543:
1541:
1537:
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1534:
1533:
1528:
1523:
1518:
1512:
1510:
1504:
1503:
1500:
1499:
1497:
1496:
1491:
1486:
1481:
1474:Rorschach test
1467:
1461:
1459:
1453:
1452:
1450:
1449:
1444:
1439:
1433:
1427:
1421:
1420:
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1417:
1412:
1407:
1402:
1397:
1392:
1387:
1382:
1377:
1372:
1366:
1364:
1358:
1357:
1344:
1342:
1341:
1334:
1327:
1319:
1312:
1311:
1294:(3): 203–209.
1279:
1254:
1242:
1230:
1221:
1211:McNemar, Quinn
1207:
1206:
1205:
1186:
1169:
1152:
1146:
1129:
1119:(3): 255–273.
1108:
1095:
1077:
1067:
1065:
1062:
1061:
1060:
1056:
1053:
1046:
1043:
1036:
1033:
1030:
1020:
1017:
1014:
1011:
1008:
999:
993:
992:
968:
953:
946:
929:
915:IQ Testing 101
900:
871:
847:
833:
820:(5): 699–711.
799:
798:
796:
793:
792:
791:
786:
781:
776:
770:
764:
763:
760:Science portal
747:
744:
706:
703:
697:
696:
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683:
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672:
668:
667:
664:
661:
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647:
641:
638:
635:
631:
630:
627:
624:
621:
618:
611:
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602:
601:
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586:
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582:
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566:
562:
561:
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553:
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546:
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538:
537:
534:
530:
529:
526:
510:Main article:
507:
504:
493:
490:
484:
481:
456:
453:
452:
451:
448:
445:
442:
439:
436:
433:
430:
427:
422:
419:
411:Jerome Sattler
381:
378:
359:
358:Historical use
356:
355:
354:
351:
348:
345:
342:
339:
336:
333:
332:Gap in Weights
330:
327:
324:
321:
318:
315:
312:
309:
306:
303:
302:Suggestibility
300:
297:
294:
291:
288:
285:
282:
279:
276:
273:
270:
267:
221:Theodore Simon
208:
205:
146:working memory
127:Théodore Simon
115:Stanford–Binet
105:
104:
99:
93:
92:
84:
83:
42:
40:
33:
26:
24:
18:Stanford–Binet
14:
13:
10:
9:
6:
4:
3:
2:
1595:
1584:
1581:
1580:
1578:
1563:
1560:
1558:
1555:
1553:
1550:
1548:
1545:
1544:
1542:
1538:
1532:
1529:
1527:
1524:
1522:
1519:
1517:
1514:
1513:
1511:
1509:
1505:
1495:
1492:
1490:
1487:
1485:
1482:
1479:
1475:
1471:
1470:Ink blot test
1468:
1466:
1463:
1462:
1460:
1458:
1454:
1448:
1445:
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1440:
1438:
1435:
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1403:
1401:
1398:
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1388:
1386:
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1381:
1378:
1376:
1373:
1371:
1368:
1367:
1365:
1363:
1359:
1355:
1351:
1347:
1346:Psychological
1340:
1335:
1333:
1328:
1326:
1321:
1320:
1317:
1301:
1297:
1293:
1289:
1285:
1280:
1276:
1272:
1268:
1264:
1263:Roeper Review
1260:
1255:
1251:
1247:
1243:
1239:
1235:
1231:
1227:
1222:
1218:
1217:
1212:
1208:
1202:
1198:
1193:
1192:
1189:
1183:
1178:
1177:
1170:
1166:
1161:
1160:
1153:
1149:
1143:
1138:
1137:
1130:
1126:
1122:
1118:
1114:
1109:
1098:
1096:9780598668028
1092:
1088:
1087:
1082:
1081:Binet, Alfred
1078:
1074:
1069:
1068:
1063:
1057:
1054:
1051:
1047:
1044:
1042:(1997): 3–16.
1041:
1037:
1034:
1031:
1029:
1025:
1021:
1018:
1015:
1012:
1009:
1007:
1005:
1000:
997:
996:
982:
978:
972:
969:
964:
957:
954:
949:
943:
939:
932:
926:
922:
917:
916:
910:
904:
901:
895:
890:
886:
882:
875:
872:
861:
857:
851:
848:
843:
837:
834:
828:
823:
819:
815:
811:
804:
801:
794:
790:
787:
785:
782:
780:
777:
775:
771:
769:
766:
765:
761:
755:
750:
745:
743:
741:
736:
732:
726:
724:
720:
716:
712:
704:
702:
694:
692:
690:
688:
685:
684:
680:
678:
676:
673:
670:
669:
665:
662:
659:
656:
653:
652:
648:
646:
645:(non-verbal)
642:
639:
636:
633:
632:
628:
625:
622:
619:
616:
615:
609:
607:
599:
596:
595:
591:
588:
587:
583:
580:
579:
575:
572:
571:
567:
564:
563:
560:High average
559:
556:
555:
551:
548:
547:
543:
540:
539:
535:
532:
531:
527:
524:
523:
517:
513:
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503:
500:
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473:
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467:
461:
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424:
420:
418:
414:
412:
407:
403:
400:
396:
386:
379:
377:
373:
369:
366:
365:William Stern
357:
352:
350:Paper Cutting
349:
346:
343:
340:
337:
334:
331:
328:
325:
322:
319:
316:
313:
310:
307:
304:
301:
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286:
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222:
218:
214:
206:
204:
202:
198:
194:
190:
186:
182:
178:
174:
170:
166:
162:
161:United States
158:
154:
153:adaptive test
149:
147:
143:
139:
135:
130:
128:
124:
120:
116:
112:
103:
100:
98:
94:
89:
80:
77:
69:
59:
53:
52:
48:
43:This article
41:
32:
31:
19:
1379:
1303:. Retrieved
1291:
1287:
1269:(1): 32–34.
1266:
1262:
1249:
1237:
1225:
1215:
1200:
1175:
1158:
1135:
1116:
1113:Intelligence
1112:
1100:. Retrieved
1085:
1072:
1049:
1039:
1023:
1002:
984:. Retrieved
980:
971:
956:
937:
914:
903:
884:
874:
863:. Retrieved
859:
850:
836:
817:
814:Intelligence
813:
803:
774:Flynn effect
727:
710:
708:
700:
644:
605:
576:Low average
515:
498:
495:
486:
478:
474:
470:
462:
458:
415:
408:
404:
395:Maud Merrill
391:
388:Maud Merrill
374:
370:
361:
261:
248:psychologist
245:
239:
228:intelligence
225:
217:Alfred Binet
210:
200:
197:Lewis Terman
189:case studies
184:
169:psychiatrist
165:psychologist
150:
134:intelligence
131:
123:Alfred Binet
114:
110:
108:
72:
66:January 2021
63:
56:Please help
51:verification
44:
1540:Other tests
1484:Szondi test
1350:psychiatric
719:U.S. Census
637:Vocabulary
483:Reliability
266:"Le Regard"
207:Development
986:2021-03-15
865:2020-07-03
795:References
705:Recent use
695:Last word
620:Knowledge
1203:(Review).
552:Superior
47:citations
1577:Category
1213:(1942).
1059:217–242.
911:(2009).
746:See also
740:Intertel
701:Source:
568:Average
557:110–119
549:120–129
541:130–144
533:145–160
492:Validity
421:Timeline
138:children
97:ICD-9-CM
1354:testing
1305:29 June
1102:18 July
565:90–109
175:by the
1184:
1144:
1093:
944:
927:
597:40–54
589:55–69
581:70–79
573:80–89
157:France
1167:–773.
102:94.01
1348:and
1307:2010
1182:ISBN
1142:ISBN
1104:2010
1091:ISBN
942:ISBN
925:ISBN
772:The
185:sick
125:and
109:The
49:for
1296:doi
1271:doi
1165:772
1121:doi
921:112
889:doi
822:doi
250:at
1579::
1476:,
1292:18
1290:.
1286:.
1267:15
1265:.
1261:.
1199:.
1115:.
979:.
923:.
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883:.
858:.
818:41
816:.
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203:.
1480:)
1472:(
1338:e
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1123::
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891::
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830:.
824::
499:g
79:)
73:(
68:)
64:(
54:.
20:)
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