CHAPTER 2

H is to r y o f t h e M easurem ent o f I n t e l l i g e n c e T e s tin g

- E a r ly A tte m p ts

» A tte m p ts o f t h e n i n e t e e n t h C e n tu ry

- B tn e t* s c o n t r i b u t i o n
The S-H-tito-fd fidripit>$ or /<y/£
- 7hi Sec 0 '?7c{, S-hr/ford f?t\'ts,o-o l"i37
• 77re_ f a r A , ,. .R-bv i siQ >7 f f <7 g g

• W f c . c K s / £ : 4 . -5;.: C 'D -r lf > i' 6 *-' A /0 ')')

Ce<royp . f e s f . o f Xniethyevce

M easurem ent o f I n t e l l i g e n c e i n I n d ia

- The P r e s e n t s i t u a t i o n
 13

' CHAPTER Z

History of the Measurement of IntelliMencenggii-y?^,

Though the in tellig en ce te s t , as we find i t today, i s

the product of the twentieth century, i t i s in teresting to
trace i t s e a rly history and to find out which factors had led
to i t s development. Like so many other sciences, in tellig en ce
testin g has also improved with the increasing need of the
society. This chapter w ill provide a h isto rica l background
of in tellig en ce testin g as a whole and the c o n trib u tio n of
Binet and Vechsler. I t would a ls o make i t c l e a r about how
WBI and S ta n fo rd - Binet s c a le s were developed and re v ise d . I t
w ill also give some d e t a i l s o f the work done i n the domain
of in tellig en ce testin g in India,

Early Attempts:

The study of the human mind has been a subject of

in terest to philosophers from the time of Plato and ftristo t i e .
The ancient philosophers tried to do so, by observing, how
their own irdrids worked. Even to-day, a great many p sy c h o lo g ists
resort to th is method; but the trend of modern psychology I s
to observe others * working minds. In the early Greek period
psychology was not recognised as a separate branch of knowledge.
A risto tle, with his master mind, was the f ir s t person who
explained P lato’s philosophy in b etter terms. Xhen{humarpind
began to be stu d ied . O b jectively through the observation of the
human behaviour Wundt did pioneer work in t h is f i e l d . He
esta b lish ed the f i r s t laboratory a t h elp sia g in 1879. But
h is work was d iffe r e n t from mental t e s t s . He was concerned
w ith sensory d iscrim in ation and motor a b ilit y . His b rig h t
student Gat t e l l did much work in t h is f i e l d in America and
published i t i n the B r itis h Journal/ ’Mind* i n 1890. He a ls o
esta b lish ed a laboratory in Pennsylvania i n 1883. He su g g ested
the term ‘mental test* fo r th e f i r s t time in p sy c h o lo g ica l
lit e r a tu r e which has become a trade mark fo r the whole
measurement movement.

A fter Wundt's time, experimental p sych ological

la b o ra to ries were in s titu te d in a l l other European co u n tries
and in America,

Attempts o f the nineteenth century; •

--------T hese-nineteenth-century - p sy ch o lo g ists* main aim

was to formulate general d escrip tio n of human behaviour and
not to study and measure in d iv id u a l d iffe r e n c e s. The d ifferen ces
— *

in th e re g tio n , when observed under i d e n tic a l c o n d itio n s ,

ve$eregarded as a form of 'error*.

....... During the f i r s t h a lf of th e n in eteen th century»

some work was done i n France in a more accurate way w ith
2

regard to mental a b i l i t i e s , Jean Esquirol (.1772-1342) made

 15
explicit the distinction between mental deficiency and mental

illness. Esquirol correctly noted the fact that development and

use of language is one of the most useful and valid psychological

criterion for differentiation and interpretation of verbal

material and has been regarded by numerous psychologists as one

of the major aspects of mental ability.

Francis Galton, the English biologist, was the first

person to conceive and put into practice the idea of measuring

intelligence by sensory discrimination.He used various

instruments to measure the sfensivity of different sense organs.

Binet*s Contribution;

iv history of mental testing in large part, can bo said

in other words to b e a history of Binet’s test, because his

work was really a great land^mark in the history of mental

testing. The work, which was done by him has supreme importance

in the measurement of individual differences.

To study the education of subnormal school-going

children, the Minister of Public Instruction of Paris appointed

a commission in the year 1904 in which Binet in collaboration

with Simon prepared the first Binet-Simon scale and published

it, in a Paris Journal L*Ann*ee Psychologique in 1905.

This scale of 30 tests arranged in order of difficulty

enabled the tester to separate the subnormal children front

the normal ones, and to classify idiots, imbeciles and morons

in a more objective manner than was possible before.

 16
In 1904,vagain in L 'Ann* ee Psychol ogique, Binet and
Simon refined th eir scale. They did set a p a t te r n o f S tan d a rd i­
zation a fter individual examination of 203 Paris School
Children aged 3-13 years by 1908 scale. The method of sc o rin g
was modified and fractions of a year were now used in
determining the mental age. A child scoring MA more th a n h is
CA (Chronological Age) was considered ’advanced* and sc o rin g a-«.
lower than h is CA was considered *retarded *. T his x?as B in e t9s
fin a l contribution to the fie ld of mental testin g . Then he d ie d
in the same year.

Binet, the synthesizer, and the originator

provided the original maj or wftffehisfco the
study of individual differences by means
of a standardized te s t. Since 1911, revisions
and adaptations of the scale have been made
in a number of countries. (Freeman, 9)

Dec-roly and Degand in Belgium; Goddard in th e U nited

yr
States; C^Nil B u rt in England; Ferry in Italy; LCulhamam,
Yerkes, Herring and Terrnan in America; a ll have made changes
themselves in further applications and revisions of th e
sca le. Binet took account of findings and criticism s on h is
te s ts . The iforldwide known revisions are the S ta n fo rd re v is io n s
of Binet sca les, 1916, 1937 and 1960.

The Stanford Revision of 194

The Stanford revision of the Binet-Simon in te llig e n c e

scale has derived i t s name from the fact that th e re v is io n was
 17

made at Stanford University, under the direction of L.H.Terman.

The construction of this s c a l e w a s fcu n d e * t a k e n for the purpose

of providing an instrument that would be standardized and

adapted for use in the U n i t e d States,

The 1916 scale included 90 test items* covering an age

range from 3 years to 14 years, with a group of test items added

at the 'average adult' level and another at the 'superior a d u lt8

level. Cut of these 90 test items, 34 were adapted from t h e 1911

Binet scale, 5 from earlier Binet scales, 4 from other American

I

tests and 27 were new additions.

The scale was standardized on a sample o f a p p ro x im a te ly

1,000 children and 400 adults. An effort was made to obtain a

representative sample of the general American population. This

was a pioneer step in the all important developments o f s a m p li n g

practices. It w a s for the first time that the detailed instructions

for adn&nisterating and scoring each test we r e provided. It

was also fo r the first time that the Intelligence Quotient (IQ )

was adopted as a measure of relative brightness or dullness

as suggested by S tern at the Psychological Congress in B rito n

in 1912. This revision is not used only in clinical practice,

but also as a tool of research with a wide variety of subjects

including defectives, delinquents, « ■ retarded, gifted,

- normal and ... ~ p s y c h o p a t h i c .

 18

T h e S tan fo rd r e v is io n was c a r r ie d out w ith g r e a t c a re

and th e e f f o r t s made to improve upon th e o r ig in a l B inet-Sim on
s c a le were commendable. .

A lthough a ffo rd in g a s a tis f a c to r y v a l id and r e l i a b l e

measure overs a f a i r l y wide in te rm e d ia te ran g e, i t was e s p e c ia lly
d e f e c tiv e i n b o th extreme a b i l i t i e s below th e m ental le v e l

■inadequate. _ saiapj.es■, n. numoer ox t e s t s m cue s c a ts were

u n s a tis f a c to r y because of low v a l i d i t y , d i f f i c u l t y o f s c o rin g ,
s u s c e p t i b i l i t y to coaching e tc . The in s t r u c tio n b o th fo r
a d ia in is tr a tio n and sc o rin g i n numerous in s ta n c e s lack ed the
p re c is io n which i s necessary to ensure o b je c tiv ity and
cougar a b i l i t y o f r e s u l t s . F in a lly one of the s e v e ra l lim ita tio n s
t o th e u se fu ln e ss of th e s c a le was th e f a c t t h a t no a l te r n a ti v e
form was a v a ila b le fo r u se i n r e t e s t i r g o r as a safeg u ard
a g a in s t coach in g . (Terman and M e r r ill,5)

To c o r r e c t th e above mentioned s i t u a t i o n Terman and

M e rr ill bro u g h t o u t a new r e v is io n of B in et s c a le i n 1937,

The Second S tan fo rd R e v isio n , 1937: -

T his form d i f f e r s froxa th e 1916 i n many d e t a i l s , b u t

i t does n o t d i f f e r i n i t s e s s e n ti a l and b a s ic co n cep tio n s.
The 1937 s c a le nad two e q u iv a le n t forms (L and H). Bach form
of th e new r e v is io n c o n ta in s 129 t e s t s as compared w ith toe
90 item s in th e f i r s t S ta n fo rd -B in e t. The t e s t item s were
chosen on the basis of their validity, ease and objectivity of

scoring, economy of, time in administration, interest to the

subject and need for variation in types of materials*

This scale extends downward to the level of age 2 and

upward through three levels of ’superior adult’. Scoring and

standard Instructions for administering the tests are improved<>

The 1937 scale is predominently verbal in characters

although it does provide more performance and other non-verbal

material at the earlier age levels, especially through age 4«

The performance material includes such activities as

copying a geometric figure, completing the picture of a man

and discriminating between forms* Verbal ability can also operate

if the subject is.familiar with the names of the objects or

geometric figures*'

The 1937 scale was standardized on a carefully chosen

and extensive group of subjects.

The research team administered both forms approximately

to 3,000 selected pupils as a sample of the white child population

of the United States* The subjects were chosen from eleven states

in several, widely separated areas of the country and an effort

was made to have them from homes which occupationally and socially

would be representative of the large populgtion*

 2,0

The S ta n fo rd R e v is io n , 1960:

The r e v i s i o n i n 1960 r e t a in s th e main c h a r a c t e r i s t i c s

o f th e s c a l e o f B in e t ty p e . I t i s an age s c a le making u s e o f
stan d ard s o f perform ance.

The 1960 s c a l e in c o r p o r a te s in a s i n g l e form d e s ig n a te d

a s th e L -ii form , the b e s t s u b - t e s t s from th e 1937 s c a l e s .

In 1937 s c a l e s , some t e s t s were d u p lic a te d to se c u r e th e

r eq u ire d number o f s a t i s f a c t o r y t e s t s a t each l e v e l i n both

th e form s. In 1960, th e d u p lic a t io n o f t e s t s w as avoid ed .

The 1960 S ta n fo r d -B in e t d id not in v o lv e a r e sta n d a r d l-

z a t io n o f th e s c a l e . The s e l e c t i o n o f s u b - t e s t s t o b e in c lu d e d
i

i n t h i s s c a l e was b ased on ipecords o f t e s t s a d m in istered

d u rin g th e f i v e y e a r s ' p e r io d from 1950-1954, The main
a ssessm en t group fo r e v a lu a tin g t h e s u b - t e s t s c o n s is t e d o f
4 ,4 9 8 s u b t e s t s , aged 2% - 18 y e a r s . Changes i n d i f f i c u l t y
o f s u b t e s t s were determ ined by comparing th e p e r c e n ts p a s sin g
th e in d iv id u a l t e s t s i n th e 1950's w ith th o s e i n th e 1930 's
c o n s t it u t in g th e o r ig in a l s ta n d a r d iz a tio n group. C r it e r ia
fo r s e l e c t i o n o f t e s t ite m s w ere (1 ) in c r e a s e i n p e r c e n t as
p a s sin g w ith age (o r m ental age) and (2 ) v a l i d i t y deterrained
by b i s e r i a l c o r r e la t io n o f t h e ite m w ith t o t a l s c o r e .

A major in n o v a tio n in tr o d u c e d i n th e 1 9 6 0 .r e v i s i o n
was th e s u b s t i t u t i o n of d e v ia t io n IQS fo r t h e r a t i o - IQE:
used In the earlier forms* S u c h deviation Iq S were standard

scores with a mean of 100 and SD of 16•

A second innovation introduced xn tnis revision

was the extension of IQ tables to include chronological

ages 17 and 18 because retest findings of Br^dway, Thompson, avd

Qarvanst and Bayle^'s findings on Berkerley growth study

indicated that mental development, as measured by the

Stanford*Binet, continued atleast that long.

The I960 scale was less heavily weighed with memory

tests at the adult l&vefe, as against 23% in the 1937 scale.

Thus the Stanford-Revision in 1960 is an age scale

making use of age standards of performance and undertakes

to measure intelligence regarded as general mental ability.

In 197 2, a restandardization of the 1960 revision

of Stanford-Binet scale was published.

Wecfasler*s Contribution:

When Binet's own scale and its several revisions

were used to test the adults some deficiencies were found

by the users* because the scale was primarily prepared for

children and its contents did not present face validity for

adults, 'it is particularly apt to either interest or respect

b y asking t h e ordinary house-wife to f a m i s h you w i t h

the w o r d s 'day * *oat* o r an ex-axsiy sergeant to give

y ou a sentenoe w i t h t h e w o r d s *boy* o r *r i v e r * * <$h tn

W 'tJae app3fifc©aife4eM <&t akantsi a # n e w to
«MAs

Originally, when Binet formulated t h e concept of

m e n t a l age h e h a d children ih viewj Henoe the i tems in hi a

scale w ere graded according to age*

When the subjects are ohildren, t h e concept of

m e n t a l age h a s some meaning.3 When applied to adult population

it h a s n o mea n i n g ^ So it became obvious that Stari^ford-Biaet

w

Soaies w e r e not suitable for adults, though some non-verbal

i tems were included, especially at t he early age level* So

in 1939 Weehsler presented the Weohsler Bellevue the

main object o f w h i c h w a s to provide an intelligence test

suitable f o r adults from age 11 y e a r s through 6 0 *: T h i s test

constituted a land maxis in t h e development of intelligence

t -

tests. T h i s testvu&s different . m ? m a n y ways. T h e teat items

w e r e m o r e appropriate for adults. Weohsler w a s a clinical

psychologist# A clinical psychologist prefers a performance

scale* . B o t h the scales, W A I S and WlfltO a r c point scales. The

items o f a given t y p e are grouped into sub-tests and arranged

in an increasing order of difficulty within each sub-group of

tests. The WAIS contains 11 sub-tests, 6 verbal and 5 performance

scales and WISC contains 12 sub-tests, 6 verbal and 6 performance

tests. The types of tests included in these scales are not unique.

They are selected from available sources after a study had been

made of a variety of standardized tests then in use.

Wechsler Bellevue scale Form-I was for the use with

persons 10 to 60 years old and enabled the examiner to get verbal,

performance and full scale IQS for both verbal and performance

components and for the full scale tests* He believed in the general

factor theory of intelligence which is reflected in his tests and

therefore he expects significant inter-test correlations. The

principal criticism leveled against Form-I is inadequate and

non-representative character of its sample. The studies for

reliability and validity are meagre.

The norms for the Wechsler-Believue Intelligence Scale

were developed by the author with, the resources available to him

at the time. .The adults, tested came from a small geographic

area with some consequent limitation in the range of occupations

sampled. The.reliance placed on the IQS derived from the scales in

such vital activities as clinical evaluation, institutional

treatment, and basic research in the development of mental

capacities emphasized the need for adult norms which would be

as representative as practically possible of the complete adult

United Stat@s populations

 o4

In 19^ 6 Weohsler published a second fonn of Wechsler

Bellevue,scale. She original scale was replaced by Weohsler

Adult Intelligence Scale and Wechsler Intelligence scale for

children. WAIS covers the age range 9 $ 16 and above and WISC

covers the age range of 5 t o .15• Th e .contents, standardization

procedures and validation procedures of both the scales are

the same. Both the scales were standardized equally well and

were validated, in better manner than the WBI scale. The

sample .consisting of 1 7 0 0 persons - equally distributed among

both the sexes - was selected from the four widely separated

geographio areas. The age range was divided into seven groups

so far as the geographic areas, occupation, urban-rural

distribution and schooling were conderned. The number of

persons selected in each group was in proportion to the

percentage given in the 1950 census of the United States.

The Wechsler Adult Intelligence Scale consists of

eleven sub-tests: six verbal and, five non verbal. The six

verbal*tests are information, comprehension, arithmetic>

similarities, digit span and vocabulary. Five performance

are, picture arrangement, picture completion, block

design, digit symbol and object assembly.

/
 She information test includes items like ’Name four men

who have "been presidents of the United States since 1900* and

’How many months are there in a year ?‘l^Somprehension test

includes items like, ‘Why should we keep away from bad company ?’

and 'Way does the state require people to get a license in order

to be married ?’ She arithmetio test uses simple verbal problems

such as s ‘How many hours will it take a man to walk 2h miles

at the rate of three miles an hour .?* And a man brought some

second hand furniture for two thirds of what it costs new ? The

similarities test'consists 13 pairs of words. Tfee subject is

to inquire how they are alike e.g. Dog and Lion and Table and

*£hair, The digit span test presents the digits which the

subject has to repeat in forward and backward manner. The

WlCO-Yiinq o f
vocabulary test asks the testee to explain the(jworas.

The digit symbol test being the test of speed and

accuracy, asks the testee to fill in the paper code symbol

under each number quickly but accurately. The picture completion

test asks the testee to point out an important missing part of

an object presented through a picture e.g. man with galsses

without nose piece and map without the part of Florida. In the

block'design, the testee observes the complex and whole design

presented through a picture, breaks its pattern into elements

and arranges the blocks so as to reproduce the same design. The

picture arrangement test is a set of three or more pictures in

random o rd e r. These p ic tu re s a r e p re se n te d t o th e s u b je c t to
a rra n g e them so as to t e l l a lo g ic a l s to r y . The fo u r item s:
p r o file * manikin* hand and e le p h a n t a r e in c lu d e d in to th e
o b je c t assen b ly t e s t . The teste© observes th e p arts* thinlcs
i n terms o f a complex whole and t r i e s to p u t them to g e th e r.
A ll th e item s i n th e perform ance t e s t s have been imposed w ith
tim e - lim it and th e te s t e e f in is h in g th e ite m s u c c e s s fu lly
b e fo re tim e i s a l lo te d bonus s c o re s .

The SISG s e r i e s i s a downward e x te n sio n of h'AlS

u s in g e a s ie r item s b u t having th e same s u b - te s ts w ith one
more t e s t added t o i t .

Thus W echsler com pletely elim in a ted th e raental age

co n v ersio n . The co n v ersio n of th e raw sc o re s i n t o sta n d a rd
sc o re s l i e s i n th e p o s s ib le maximum v a r ia tio n of th e raw
sc o re s in th e s e v e ra l s u b - te s ts of the s c a le . «AIS was a c tu a lly
a d m in iste re d to 475 p erso n s. A ll th e v e rb a l t e s t s were ta k e n
by every s u b je c t i n t h i s sam ple, b u t fo r approxisnately 25 p e rc e n t
o f th e cases one or more o f th e perform ance t e s t s could n o t
b e u sed b ecau se of th e s u b j e c t 's sensory o r motor d e f e c ts ,
f a tig u e , i l l n e s s or r e f u s a l to com plete th e s c a le . W echsler
in tro d u ce d d e v ia tio n IQs w ith a mean o f 100 and sta n d a rd d e v ia tio n
o f 19 a p r a c tic e which was l a t e r on follow ed by Tertian and M e rrill
who however, fix e d the mean a t 100 and SD a t 16, The o th e r
wellknown feature of WAIS is its deterioration quotient.

Weohsler believed that oefctain types of tested mental functions

decline. In order to facilitate clinical analysis of the

subject’s performance on various sub-tests, Weohsler emphasises

*Scatter Analysis’. According to his views such an analysis

can lead to diagnostic inferences about the personality

characteristics and behavioural disorders.

She split-half reliability and standard error of

measurement are based upon' results obtained with three age

groups, 18-19 (200 subjects), 25-3^ (300 subjects) and

(300 subjects). The reliability coefficients for the

three types of IQ are highly satisfactory. There are no data

available on the test ** retest reliability of the WAIS.

Weohsler Intelligence Scale for children was revised and published

in 197^ as WISC-H. WAIS is being revised at present.

.faiaup.

The Binet and\ its several revisions and adaptations

are individual scales and can be administered to only one

1 ' '

person at a time. The length of time required vary with the

age, brightness, a^d responsiveness of the testee. Binet type

of test requires a! highly trained examiner. As a result it is

costly in time and money to test large numbers of person one

by one and in some instances it is impossible to do so. So the

most significant i^ceurance in psychological testing was to

develop group tests.

 I n 1917 U n i t e d States e n t ered in the w o r l d war. A

committee was appointed b y the American Psychological Corporation

to c o n s i d e r w a y s i n w h i c h p s y c h o l o g y m i g h t a i d in the c o n d u c t

o f the war. This committee, under the d i r e c t i o n o f R o b e r t M X e r k e s

recognised the need for the rapid classification of the m i l l i o n

and a half recruits w ith respect to general intellectual level.

A r m y p s y c h o l o g i s t s d e v e l o p e d t h e tests k n o w n as A r m y Alpha,

a group test for literates a nd the A r m y B e t a f o r n o n E n g l i s h

speaking recruits and those native b o m Americans who were

illiterate, Xoakum and Xerks (1920) gav e f ull r e p o r t on the

n a t u r e o f the Army Alpha and A r m y Beta. T h e y also r e p o r t e d that

between September 1917 and January 1919 m o r e than 1,75,000 men

were tested with Alpha.

A f t e r the t e r m i n a t i o n o f w o r l d w a r I, the A r m y tests

were released for civilian use and also s e r v e d as m o d e l s for

most group intelligence tests. G r oup tests of intelligence

were devised for all ages and types of persons from preschool

children to post graduate students,

Mc.ag,w^m.^ t_o/ _ iatAlig6R^-iR.,.India*

Intellectuals were respected and rewarded in the

early Tadic period. Tests of intelligence were not developed

at that time* Educators o f anc i e n t I n d i a u s e d to test the

intelligence of persons through facial expression, physical

 29

f e a t u r e s , games, p u zzles e t c . F o r te s tin g th e in te lli g e n c e o f

le a rn e d sc h o lars^ &. v a r ie ty o f p u zzles used to be coined in
th e c o u rts o f Hindu Kings in a n c ie n t I n d ia . Some books o f
t h a t tim e r e l a t e Hie s to r ie s t h a t th e s c h o la rs sometimes sused
to a tim e l i m i t o f s ix o r tw elve months to so lv e some
r id d le s f a i l i n g which th e y had to undergo h ard punishm ent
and sometimes even c a p ita l punishm ent had to be undergone.

In the s t o r i e s o f d is c o u rs e s between kk b ar, th e

g r e a t hoghul king and h i r b a l , th e w izard o f h is c o u rt one
f in d s a v a r ie ty o f in te llig e n c e t e s t s .

In th e e a r ly C h r is tia n e r a , U n iv e rsity o f Nalanda

and T ak sh ash ila were op end o nly f o r a few i n t e l l e c t u a l s .
The adm ission t e s t s were compulsory and o n ly th o se who shoved
th e n e c e ssa ry i n t e l l e c t u a l le v e l and s p e o ia l a b i l i t i e s were
ad m itted f o r s p e c ia lis e d c o u rse s. H ardly too o r th r e e were
ad m itted o u t o f tw en ty . 23hus th e minimum i n t e l l e c t u a l sta n d a rd
was th e n ec essary p re c o n d itio n f o r such h ig h e r s tu d io s . Hut
th e re i s no re fe re n c e any where to th e a t t i t u d e s o f In d ian
s o c ie ty tow ards m e n tally r e ta r d e d , The v e rse s (chappa) o f
Sham aldas, a g u j a r a t i p o e t o f th e e ig h te e n th c e n tu ry , were
b u t" th e attem p ts to coin d i f f e r e n t t e s t s o f in te lli g e n c e
tVie^
which were meant e i t h e r f o r amusement o r /s e r v e d as p a r t of
lite ra tu re " • (D esai, 8)
 30

In India, the development of te sts started during

the -4Jt i*-vc?£-■ decade of the twentieth century She e a rlie r
*

attempts were in the form of adaptation of Binet type individual

te s ts at Madras, Dacca, Calcutta and Lahore centres. C.Herbert
Bice of Lahore published ’A Hindustani Binet-Perforaance Point
Scale' in 1929% He tested 1070 school boys of 5 to 16 years
age, a ll attending school* Phis was the f i r s t attempt at
standardising an individual te s t in India. He tried out 67 items
out of which a non verbal and 26 verbal items were retained, Ihe
f i r s t ten of 35 te sts constituted a b rie f scale, Ihis point
scale won the reputation of being the best sc ie n tific attempt
in India. After Bioe, V, V.Kamat adapted the 1916 Stanford
revision of the Binet te s t in two Indian languages, Marathi
and Kannad and published i t in 19^0. He tested 1G?H boys and
g irls of ages two to adult age of a small town in the old
Bombay state knvon as Eharwar. Separate norms were established
for lite ra te s and il lit e r a te s . HJT.Shukla translated Kamat's
version in Bnjarati and standardised i t on 12^-7 Gujarati
children in the Bombay area in 19^9« A Hindi version of the
Stanford Binet Intelligence Seale,Form L of 1937 revision was
obtained a t Allahabad. $he I and M forms were also adapted in
Bengali. Uday Hhankar developed a Hindi version by testing
1250 school children of Delhi and obtained norms for ages
3 to 11 years.' Although fresh adaptations of Einet-Siracn tests
of intelligence were published In 1937 and again in i960, we
do not have even a good f i r s t version of the adaptation of these
te s ts , in Indian languages except in Marathi, Kannad and Gujarati.
 31

, The first group test of intelligence had been developed

by G.C.Chatterjee at Lahore® But no scientific aspect of that

study was published. Detailed statistical reports are available

on a group test of intelligence in Bengali developed by

Mahalanobis. He tried out his tests on larger samples in about

193*+» a little earlier than Kamat. L.S.Jha prepared a Hindi

adaptation of Simplex mental test by C.A -Richards on. At Allahabad,

Sohanlal tested 500 students of different school classes from

a representative sample of students of Uttar Pradesh in northern

India and 'published norms for intelligence tests in Hindi.

The education level of the sample was from 5th to college standard,

lalota at Lahore and Mohsin at Patna standardized intelligence

tests in Hindi.

Many attempts; had been made in part to adapt Wechsier's

Beales. In 196*+, Majumdar made some attempts to adapt the

Bellevue scale for school-going population between the ages of

12 and 16. In 196*f Maliri adapted WXSC for Indian children. In

going so, the picture arrangement of the performance scale was

left out. But in' all these efforts the main sample used was
VI
school-going ohildfen or adolescents.
'j -fo r children.
Weehsler*s sealejis adapted by some persons in India

but more' systematic attempt has been made so far to standardize

' i - -Jot tfx lid 'fc .
an individual intelligence test^Prabha Bamlingaswami who is

i
 32

a s s i s t a n t p r o f e s s o r o f p s y c h o l o g y in J a w a h a r l a l N e h r u d i v e r s i t y ,

feels that this p o s i t i o n is n o t c r e d i t a b l e f o r us. So she tried

to systematise this w o r k a n d carried, o u t a n a d a p t a t i o n o f W A I S .

She adapted the WAIS scale. She s h o w s f r o m t h e result of her

preliminary study that the similarities, arithmetic, d i git span,

digit symbol, b l o c k design and object assembly test did not

require any change. Information, comprehension, picture completion

and picture arrangement n e e d e d adaptation.

She t r a n s l a t e d all t h e v e r b a l items int o the m a j o r

Indian language, Hindi. She d e v e l o p e d a n e w set o f 80 words f o r

t he v o cabulary test.

I n s t e a d o f t h e 21 i t e m s i n t h e p i c t u r e completion test

s h e i n c l u d e d 26 i t e m s . 5 were o r i g i n a l items from WAIS, 5 were

b a s e d o n W A I S ,items b u t r e d r a w n t? m a k e them look Indian, 8 were

original items from Weohsler Intelligence Scale for children and

8 w ere n e w items. Ihe picture arrangement test, contains a set o f

p i c t u r e s w h i c h w h e n p l a c e d in the right sequence tell a small

s t o r y . Hamlingaswarni m a d e m a x i m u m n u m b e r o f c h a nges W h i c h w e r e

i n t r o d u c e d to s u i t the l o c a l situations. She c o m p l e t e l y m o d i f i e d

h items and £ items included from the original form. She did n ot

do an y change in the dire c t i o n and administration of t h e test.

S h e u s e d the 1961 census r e port f o r D e l h i to select

the sample. She d i v i d e d t h e p o p u l a t i o n i n t o t r a t a a c c o r d i n g to

sex, age and education. Norms were s et u p b y h e r f o r eac h age

group.
 33

She determined reliability by using Cronbaoh's

coefficient Alpha and Hosier formula. She also established

1c o n s t r u c t validity' and factorial validity by factor analysis

of the test to compare the results of the present test with

Weehsler*s results.

In Gujarat, K.G.Desai was the first man who constructed

and standardized an original group test of intelligence in

Gujarati. He standardized his tests on 10,000 pupils of

Std. VII to XI of the age group 12 to 18 of Gujarat and Bombay.

Ihe need for the group intelligence test for pupils of standards

V to VII was satisfied b y Bhatt who constructed such a test on

sound lines. Desai in collaboration with Bhatt has developed

another group test of intelligence, now known as Desai-Bhatt

group test of intelligence. It is available in the market. The

norms are obtained on 3001 boys and 2653 girls of ages 11 to 17

years studying in standards VII to XI. Phatak published her Draw-

a-man scale in 1956 and after a decade, she presented norms on

large samples in a more useful manner than in the first version.

'I') G.B.Shah standardized his non-verbal group tests of

intelligence in 1965, on a sample of 6000 Gujarati children of

age group 8 to 1§-. A similar work has also been done by

B.M.Bhavsar for children of age group 1*+ t o 18.

 34

M . C . B h a t t adapted. W I S C (Wechsler Intelligence Scale

for Children) and prepared norms on age g roup 3 to 15 s t u d y i n g

it herself.
in grades I to XI o f A h m e d a b a d c i t y a n d p u b l i s h e d 4 J .H .Shah

adapted I960 version of Stanford-Binet tes t in Gujarati in 19700

I J H .Shukla p u b l i s h e d a s i m i l a r v e r s i o n o f 1960 Stanford-Binet

in 1976.

Though there a re m a n y g r o u p a n d i n d i v i d u a l tests of

School p u p ik
i n t e l l i g e n c e a v a i l a b l e n o w i n G u j a r a t i f o r [ t h e r e is n o test

evaluating intelligence of adults.

So the pr e s e n t i n v e s t i g a t o r u n d e r t o o k this investigation

to s a t i s f y the g r e a t n e e d that w a s felt in G u j a r a t f o r an

adaptation of Wechsler Adult Intelligence Scale in Gujarati

language.