The International Journal of Indian Psychology

ISSN 2348-5396 (e) | ISSN: 2349-3429 (p)

Volume 7, Issue 4, DIP: 18.01.067/20190704
DOI: 10.25215/0704.067
http://www.ijip.in | October- December, 2019
Research Paper

Normative congruence between 1967 and 2002 adaptations of age

scale for Indian urban children

Iyer Kamlam Gopalkrishnan1*, Srinivasan Venkatesan2

ABSTRACT
Standardized psychometric instruments used in clinical settings require periodic revalidation
and recalibration of its norm to prevent obsolescence. The original Indian adaptation for
Bombay-Karnatak Version of Binet-Simon Intelligence Scales on Dharwad children,
developed in the 1930s, revalidated in the 1960s, was again reappraised in 2002 only. The
time is ripe for undertaking another round of relook into this continually popular instrument
for the assessment of intelligence in Indian children. This study seeks to undertake a
contemporary appraisal of 1967 vis-a-vis its 2002 version of the age scale for its stability or
power for intellectual estimation item analysis, inter-correlation between Basal Age (BA),
Terminal Age (TA), Mental Age (MA) and Intelligence Quotient (IQ) measures. A random
sample of 42 primary school children from private schools in the age group of 6 to 8 years
(Mean Age: 6.7 years; SD: 0.51) from Urban, High Socio-Economic (HSE) family
background in Bangalore, Karnataka, India, were enlisted. The results depict a shift in sample
Mean IQ derived from the present sample using Bombay-Karnatak Intelligence Scale (1967)
norms as compared to that of (2002) norms. Further, the trend in the scores depicts similar
direction, pointing to the resilience of this instrument even after decades of use. A major
limitation of this study is the small sample size. A try-out on a larger heterogenous group of
children for item analysis would make this scale a more robust measure of intelligence for
our population.

Keywords: Binet-Kamat Test of Intelligence, Children, Intelligence Quotient, Bombay-

Karnatak Intelligence Scale, Age Scales, Urban Indian

Psychological assessment and testing continue to remain important in the field of applied
psychology (Embertson, 1996). A broad range of standardized tests may be needed for
regular use with children and adolescents in our country. In that, Intelligence tests continue to
hold the flagship, in the hands of a child psychologist at any setting such as school,
rehabilitative units, pediatric clinics, and hospitals. Although re-validation, re-appraisal, re-
standardization, and re-calibration of norms is a continually happening process for all

1
Research Scholar, DOS in Psychology, University of Mysore, Mysuru, Karnataka, India.
2
HOD & Prof, Dept of Clinical Psychology, All India Institute of Speech & Hearing, Manasagangotri, Mysuru,
Karnataka, India.
*Responding Author
Received: October 22, 2019; Revision Received: December 21, 2019; Accepted: December 25, 2019
© 2019, I K Gopalkrishnan & S Venkatesan; licensee IJIP. This is an Open Access Research distributed under the
terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which
permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly
cited.
 Normative Congruence Between 1967 and 2002 Adaptations of Age Scale for Indian Urban
Children

psychometric devices abroad to prevent obsolescence, this situation is, at once, alarming as
well as deplorable in our country (Venkatesan, 1991; 1994; Venkatesan & Choudhury, 1995).
Very few tests of intelligence are exclusively developed and standardized for use on children
in India. Available tools are mostly adaptations of western tools with minimum changes in
appearance, content, or procedures of administration, scoring, and interpretation. Almost all
these tests indicate either slower or faster rates of performance by the Indian subjects, thereby
suggesting different norms in local scenario. Owing to the wide heterogeneity of the
country’s diaspora concerning region, religion, caste, creed, opportunities, and language, the
norms for the given test vary widely even for the same age groups of children (Venkatesan,
2010). Some commonly used tests of intelligence in our country are: Battery of Performance
Tests of Intelligence (Bhatia, 1955), Binet Kamat Intelligence Scale (Kamat, 1934; 1967),
Draw-a-Person Scale (Phatak, 1961; 1962; 1984), Intelligence Scale for Indian Children
(Malin, 1969), Binet-Kulshrestha, Intelligence Scale (Kulshrestha, 1971), Gesell’s Drawing
Test (Venkatesan, 2002; 2009), Seguin Form Board (Venkatesan, 2019), and others.

The scientific world is much indebted to Binet and Simon for their pioneering efforts to the
field of psychology and psychometry (Schmitt, 1912). The recent version of Stanford-Binet
Intelligence Scale, 5th edition, (SB5; Roid & Barram, 2004) has a new format, test items, and
scoring system developed on a large representative sample of 4800 individuals between ages
2 to 85 + years and provides scores in ten sub-tests covering verbal and non-verbal domains
by following a hierarchical model of cognitive abilities. These factors include fluid reasoning,
knowledge, quantitative reasoning, visuospatial processing, and working memory (Bain &
Allin, 2005). Many of the picture cards remain although with modern artwork and item
content. Percentile ranks, age equivalents, and a change -sensitive score, extended IQ scores,
and gifted composite scores are available with SB5. Scores can be now obtained
electronically through the use of computers (Ruf, 2003). The sample varied in age, sex,
race/ethnicity, geographic region, and socioeconomic level (Bain & Allin, 2005). If we have
to compare and contrast this with our Bombay-Karnatak version of Binet Simon Intelligence
Scales (BKIS) (popularly called as Binet Kamat Test of Intelligence-BKT), we find that it
was developed first on a sample of school children of 1934. The next re-evaluation took place
almost three decades later in 1967. After this, the next re-adaptation and revalidation were
carried out on a limited age range of typical (but mostly economically disadvantaged)
children attending part-time day-care Hindi-medium schools (Charwaha Vidyalayas) around
Patna, Bihar (Venkatesan, 2002), almost three and a half decades later.

By and large, many critical decisions on levels of intellectual functioning or diagnostic

inferences on child clinical populations are even today based on antediluvian yardsticks. This
happens in spite of new millennial developments of cyberspace technology (Venkatesan,
2009). Against this scenario, it would be apt to investigate how far the norms for mental/
intellectual comparisons developed or standardized about decades ago stand the test of time.
In the previous evaluation, some changes were highlighted (Venkatesan, 2002). In this
inquiry, some more observations are given. For example, the 3-4 years old preschool children
in contemporary Indian urban Tier I & II cities appear to be adept at naming or identifying
colors, and counting or reciting numbers. This may be due to their early and excess exposure
to electronic media that is prevalent in all homes of today (Dunckley, 2015). Hence, one
cannot rest content with norms of an earlier smoke signal technology of antiquated decades
(Venkatesan, 2002).

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 Normative Congruence Between 1967 and 2002 Adaptations of Age Scale for Indian Urban
Children

It was the aim of this study to undertake a contemporary appraisal of BKT (BKIS 1967) vis-
à-vis its 2002 version (Venkatesan, 2002). This was to be carried out for its stability or power
for intellectual estimation, item analysis, inter-correlation between basal age, terminal age,
mental age, as well as intelligence quotient measures on a sample of children in the age group
of 6-8 years and hailing from the upper socio-economic class and urban areas. The stated
objectives of the study are:
1. To administer the BKIS (1967) and BKIS (2002) on a contemporary sample of
primary school children; and,
2. To correlate basal age (BA), terminal age (TA), mental age (MA) and intelligence
quotients (IQs) derived from BKIS (1964) and BKIS (2002) on a contemporary
sample of primary school children.
3. To understand how many children from the present sample, are “at age,” “below age,”
and “above age.”

METHODOLOGY
Sample
The study was carried out on a sample of 42 children in the age group of 6 to 8 years (Mean
Age: 6.7 years; SD: 0.51) chosen at random from upper socio-economic families and private
schools in Bangalore City, Karnataka. The purposive sample was homogenous about their
family socioeconomic status. The educational levels of the children varied from “Grade I-III”
from English medium schools.

Instruments
Two measures were used in this study,
1. NIMH Socio-Economic Scale (Venkatesan, 2015): This is a scale to assess the
Socio-economic Status. This scale has been shown to have a 2-week-test retest
reliability coefficient of 0.94 and concurrent validity coefficient against
‘Kuppuswamy Socio-Economic Classification’ (1962) at 0.95 respectively. In this
study, we have taken an inclusion criterion of score 16 and above.
2. Bombay-Karnatak Test of Intelligence (Kamat, 1967): This is an age-scale where
in the tests are grouped into age levels extending from 3 years to superior adult level.
Each age level consists of six tests with alternate items as well which can be
substituted for regular test. B-K test include both verbal and performance tests. It is
both power and speed test since some of the test items are timed. The test provides an
estimate of MA & IQ from 3-22 yrs. Binet–Kamat test items are scored on an all-or-
none basis. The basal age, i.e. the highest age level below which all test items are
passed and ‘ceiling age’ at which all items are failed. Mental Age (MA) has been
calculated by adding partial credits to the basal age for every test passed beyond basal
level. Credit of 2 months is given for each item passed between 3-10 years; 4 months
for 12, 14 and 16 years; and 6 months for 19- and 22-year levels. The Intelligence
Quotient (IQ) will be computed by the ratio of MA over CA multiplied by 100. The
reliability of the Binet – Kamat test of intelligence is reportedly above 0.7 and the
validity of this test for normal children against estimation of intelligence quotient by
teachers is 0.5.

Procedure
Informed consent was taken from parents. The chronological ages given by the parents was
as on April 1st, 2019. It was the same year when the study was carried out. The actual testing
and administration of intelligence scales were carried out in their respective home setting by

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 Normative Congruence Between 1967 and 2002 Adaptations of Age Scale for Indian Urban
Children

the author with an RCI approved pre-doctoral qualification in clinical psychology. An

investigator prepared, computer coded, and amenable data record sheet is used in this study to
cluster homogenous test items and facilitate ease of scoring and administration of the scale.
The testing followed the procedure of test administration and guidelines as laid down in the
manual (Kamat, 1934). The test-retest validity on nine children, chosen at random, conducted
independently after about 10-weeks from initial assessment.

RESULTS
A perusal of the sample characteristics (Table 1) shows the range of their Chronological Age
(CA) is between 6-8 years (Mean Age: 6.7 years; SD: 0.51). The sample included 27 boys
(Mean Age: 6.66 years; SD: 0.54) and 15 girls (Mean Age: 6.77 years; SD: 0.44). Most of the
children of this sample were in Grade II (Mean Grade: 2.64; SD: 0.73).

Table No. 1 Descriptive Statistics of the sample

Variables N Mean SD
Age 42 6.70 0.51
Boys 27 6.66 0.54
Girls 15 6.77 0.46
NIMH SES Scores 42 20.00 0.47
Grades 42 2.64 0.73
The distribution of Mean MA (in years), IQ and their Standard Deviation (SD) consistently
shows slightly higher scores estimated for children on BKIS 2002 than 1967 version of this
scale (Table 2).

Table No. 2 Distribution of Mean BA, TA, MA and IQ of the sample using both the BKIS
norms
BKIS Mean BA (in years) Mean TA (in years) Mean MA (in years) Mean IQ
1967 5.90 10.83 7.6 113
2002 6.78 13.69 8.5 125
(BA: Basal Age; TA: Terminal Age; MA: Mental Age; IQ: Intelligence Quotient)

The results of inter-correlation coefficients derived between the respective BA, TA, MA and,
IQ for the children on BKIS 2002 than 1967 version of this scale show highly significant
values (Table 3).

Table No. 3 Inter-correlation Matrix 2002 BKIS Norms

1967 BKIS Norms BA TA MA IQ
BA 0.736**
TA 0.490**
MA 0.873**
IQ 0.882**
(BA: Basal Age; TA: Terminal Age; MA: Mental Age; IQ: Intelligence Quotient; **p<0.01)

A 10-week test-retest reliability exercise was undertaken on a sub-sample of 9 children

chosen randomly from the overall sample shows a reliability coefficient of 0.97 (p < 0.001;
Table 4).

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 Normative Congruence Between 1967 and 2002 Adaptations of Age Scale for Indian Urban
Children

Table No. 4 10-Week Test-Retest Reliability

IQ at week 1 r = 0.97**
IQ at week 10
** Significant at p<0.001

An item analysis on the performance of the sample on individual test items of BKIS
according to the 2002 norms showed the trends as given above (Table 5).

Table No. 5 Item Analysis of the performance of the sample based on BKIS 2002 norms
Chronological Age of BKIS
Test Items III IV V VI VII VIII IX X XII XIV XVI XXI

% % % % % % % % % % % %
Points to body 100
parts (3.1)
Names familiar 100
objects (3.2)
Two digits 100
forward (3.3)
Pictures 100
(Nominal)(3.4)
Syllable 100
repetition (6-7)
(3.5)
Comparison of 100
lines (3.6)
Three digits 100
forward (4.1)
Discriminates 100
forms (4.2)
Comprehension 100
(Ist degree)
(4.3)
Syllable 100
repetition (12-
13) (4.4)
Compares two 100
weights* (4.5)
Copying square 100
(4.6)
Aesthetic 100
comparison
(5.1)
Define words 100
in use (5.2)
Three 100
commissions
(5.3)
Left-Right 100
discrimination
(5.4)

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 Normative Congruence Between 1967 and 2002 Adaptations of Age Scale for Indian Urban
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Test Items III IV V VI VII VIII IX X XII XIV XVI XXI

% % % % % % % % % % % %
Naming 4 coins 98
(5.5)
Counts 13 98
paisa (5.6)
Four digits 100
forward (6.1)
Comprehension 95
(2nd degree)
(6.2)
Divided Card 91
(6.3)
Gives number 98
of figures (6.4)
Picture 93
(descriptive)
(6.5)
Missing 95
features (6.6)
Syllable 98
repetition (14-
18) (7.1)
Copying 95
Diamond (7.2)
Three digits 95
backward (7.3)
Days of the 88
week (7.4)
Counting 20 to 95
1 (7.5)
Differences 91
from memory
(7.6)
Values of coins 57
(8.1)
Five digits 64
forward (8.2)
Comprehension 45
(3rd degree)
(8.3)
Define words 88
superior (8.4)
Tying a slip 43
knot * (8.5)
Read & report 67
(8.6)
Four digits 57
backward (9.1)
Making change 33
(9.2)

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 Normative Congruence Between 1967 and 2002 Adaptations of Age Scale for Indian Urban
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Test Items III IV V VI VII VIII IX X XII XIV XVI XXI

% % % % % % % % % % % %
Similarities 45
(9.3)
Use in sentence 38
(9.4)
Read & Report 29
(9.5)
Free 40
Association
(9.6)
Arranging five 43
weights (10.1)
Syllable 33
repetition (20-
22) (10.2)
Months in year 40
(10.3)
Draw designs 33
from memory
Half correct
Full correct 26
(10.4)
Find Rhymes 12
(10.5)
Read & Report 12
(Level III)
(10.6)
Absurdities 7
(12.1)
Healey’s puzzle 12
(12.2)
Defining 2
abstract words
(12.3)
Five digits 0
backward (12.4)
Interpret fables 2
(12.5)
Pictures 0
(interpretative)
(12.6)
Induction Test 0
(14.1)
Dissected 0
Sentences
(14.2)
Arithmetical 0
Reasoning
(14.3)
Problems of 0

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 Normative Congruence Between 1967 and 2002 Adaptations of Age Scale for Indian Urban
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Test Items III IV V VI VII VIII IX X XII XIV XVI XXI

% % % % % % % % % % % %
Enclosed Boxes
(14.4)
Giving 2
similarities
(14.5)
Ball & Field 2
(14.6)
Interpretation of 0
Fables (16.1)
Reversing the 0
hands of the
clock (16.2)
Differences 0
between Patil &
Kulkarni (16.3)
Six digits 0
reversed (16.4)
Problem 2
Questions
(16.5)
Repeating 0
seven digits
(16.6)
Using a Code 0
(21.1)
Ingenuity Test 0
(21.2)
Differences 0
between
Abstract terms
(21.3)
Binet’s Paper 0
Cutting Test
(21.4)
Repeating 30 0
syllables (21.5)
Reversing 0
Triangle in
Imagination
(21.6)

Adapted from Venkatesan (2002); II to XXI = Chronological Age of Children; = the

percentage of the sample who were able to achieve the test item successfully; Alternative
items were not used in this sample; *indicates changed items (Venkatesan, 2002).

Based on the distribution of calculated MA percentages, children were classified into three
categories of mental ages: “Below Age,” “At Age,” and “Above Age” respectively. Results
show that most of the children in this sample are performing above their CA as assessed on
the BKIS 2002 version (Table 6).

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 Normative Congruence Between 1967 and 2002 Adaptations of Age Scale for Indian Urban
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Table No. 6 Percentage distribution of Mental Ages

Mental Age (As per BKIS
Age N 2002 version)
Below Age % At Age % Above Age %
6-7 years 26 30.76 7.69 61.54
7-8 years 16 0 6.25 93.75
Adapted from Schmitt (1912)

DISCUSSION
The resilience of the very old BKIS, which is often used by clinical psychologists of our
country, has been persistently raised (Roopesh & Kumble, 2016). A comprehensive study
was conducted on re-modifying the scale with updated norms about a decade-and-half ago
(Venkatesan, 2002). Sadly, no attempts for further revalidation of the tool has been attempted
since then. Therefore, this study sought to determine the congruence between the norms of
BKIS (1967) and norms of BKIS (2002) versions in the age groups of 6 to 8-year-old school-
going children of urban India.

Studies depicting normative congruence across tests developed by various authors on similar
variables at diverse places, between cultures or at different points of time in history, has been
necessarily undertaken as revalidation exercises (Kline, 2015). Such re-validation exercises
help update test norms, prevent obsolescence and render the tool appropriate for the target
population on whom it is intended (Weiner, 2003; pp. 109). A good congruence of
psychometric properties between the same tests over time and place, highlight its strength,
power, and resilience (Adali & Golbeck, 2012; Shreman, Nave & Funder, 2012; Bayanova,
Tsi Vilskaya, Bayramyan & Chulyukin, 2016). Following these lines, this study has shown
that the mean BA, TA, and MA are consistently higher when scored according to the 2002
norms of BKIS in comparison to its 1967 norms. This denotes that the MA of this sample is
being overestimated as per the BKIS 2002 norms. By doing so, if the mean IQ of BKIS
(1967) is 113, the same score by BKIS (2002) version would be 125. Why is there such a
shift in these scores by over ten points across the board in the present sample? Is it a genuine
increase in the intelligence levels of children in the contemporary generation compared to
their same-age peers over a decade or above? Or, is it because this sample of children are
recruited mostly from elite schools and they belong to high SES? Von stumm & Plomin
(2015) used a latent growth curve model to assess associations between SES and individual
differences in intelligence starting point and, in the rate, and direction of change in scores
from infancy through adolescence. SES was significantly associated with intelligence growth
factors. It has also been posited that the IQ gains reflect genuine gains in intelligence owing
to cultural changes, better schools, increased test sophistication or improved diet and health
(Neisser, 1998). Or, could it all be explained by the Flynn effect? (Hagan, Drogin &
Guilmette, 2008; Nijenhuis & van der Flir, 2013).

The resiliency, reliability, stability, and the internal validity of the BKIS (between its 1967
and 2002 versions) is demonstrated in this study by use of the 10-week test-retest reliability
exercise undertaken on a sub-sample of 9 children chosen randomly from overall sample. On
repeat assessment of the children, though their MA is increased, the simultaneous increase in
CA has contributed to the stable IQ over the period of time (Chadha, 2009; pp. 149). An item
analysis of results shows that several test items are to be reallocated further over and above a
similar exercise already attempted in the BKIS-2002 version. For example, the items like
“copying a diamond” and “picture description” have to be moved higher on the CA scale,
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 Normative Congruence Between 1967 and 2002 Adaptations of Age Scale for Indian Urban
Children

while items such as “4-digit forward,” and “comparing 2 weights” have to be moved down.
Note that immediate recall of seven-digits forward might not be tough for a contemporary 8-
year old considering that many of them now use “chunking” techniques to recall 10-digit
mobile phone numbers with ease. Items related to coins and lower denominations of currency
needs to be discarded since their demonetization or are out of circulation. The items related to
explaining the differences between village heads given in earlier versions or the use of
achromatic picture cards to elicit nominal, descriptive, and/or interpretative responses,
require change. The assessment of psychological functions and processes underlying these
test items is needed and justified, there needs to be considerable revision on the form and
content of these test items to make it relevant and contemporary. In this regard, the 15-item
glossary on cognitive-behavior test tasks (mostly drawn from BKIS-2002) and recommended
for use in adults with borderline intellectual functioning may prove useful (Venkatesan,
2017).

Based on a simplistic trichotomy the percentage of children under three categories of “above
mental age”, “at mental age” and “below mental age” (Schmitt, 1912) was attempted to
notice that more than half of this sample have attained an MA of “above” category. No child
fell in the category of “below MA” in this 7-8-year group, although 31% of them fell in
“below MA” category. This trend could be because the test items under the CA of five years
are actually more appropriate for most contemporary 3-year old. Similarly, the test items of
above six years are seemingly more appropriate for contemporary children above 10-12
years. It is noted that only around 14% of the children have attained ma equivalent of their
CA on this random sample. the significance of these findings can be best ascertained only
after a try-out on a larger representative sample covering a wider range of age-groups.
The findings of this study highlight:
1. A shift in the sample Mean IQs is derived in the present sample using BKIS
(1967) norms as compared to sample Mean IQs on BKIS (2002) norms; and
2. The trend of the BKIS (1967) and BKIS (2002) are in the same direction, which
points to the resilience of this instrument even after several decades of its use.

It is further recommended that the study be extended to a larger heterogeneous sample

covering all age levels of intellectual functioning in children and adolescents.

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Acknowledgements
To the Director, AIISH, Mysore, the authors are grateful for the permission, as well as to the
friends and colleagues of the Department of Clinical Psychology, AIISH, Mysore, and
Department of Studies in Psychology, University of Mysore, Mysuru, for their critical
reviews and comments during the in-house presentations of the contents in this article. A
special note of thanks to the parents and the participant children, without whose cooperation
this study could not have been completed.

Conflict of Interest
The author declared no conflict of interests.

How to cite this article: I K Gopalkrishnan & S Venkatesan (2019). normative congruence
between 1967 and 2002 adaptations of age scale for Indian urban children. International Journal
of Indian Psychology, 7(4), 579-590. DIP:18.01.067/20190704, DOI:10.25215/0704.067

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 590