(MISiC) Indian Children Meolin’s Intelligence Scale CSE SEH HE Sp Se Oe Ce BL O_O GO Sr GD OO aaaaq2wwe wr y por ados os Yo oO SOS” nO o oo o STONY pep ee syn SP CaP Sas CHAPTER | ve! INTRODUCTION Constructed after the general model ofthe popular American test of Dr. David Weehsler's {nrelligene Seale for Children, better’known by the acronym WISC, The Indian seale by Dr. Arthur J- Malin of Nagpur embraces all the advantages of the original atong with what ig hoped aré several improvements. ane, Since its publication in(i949)xhe WISC)has steadily pained in popularity over the older Standlord-Binet versions which dominated the American as well asthe world scene for many Years. A survey by Weiss amongst school psychologists in California in 1960 showed astrong, preference for the Binet below the 3rd Grade but from the 3rd to the 12th grade the preferences were for the WISC.' ‘Two main reasons for this preference for the WISC are the simplicity of its administration and its analytical breakdown into factorial functions for vocational and educational guidance Unlike the several dozen unrelated test items of the Binet whose smooth manipulation requires long training ,* the teiiWISC subtests are repidly and easily learned, Although Wechsler subscribes to some sort of “global concept" for the various intellectual capacities,’ his subtest with their separate scores for Verbal, Performance, Arithmetical, Manipulative, Abstract Reasoning, etc. abilities are a great boon for Guidance and Rehabilitation workers. With Global for Unitary 1Q’s being more and more supplanted by factor analytic test, {his popularity of the WISC over the Binet is bound to wax and grow. Although Terman's Binet versions have been introduced into India by such psychometric polncers as Rice and Kamat, in the respective versions of Hindustani Marathi and Kannada the WISC makes its first introduction with this MI IC adaptation. ' ‘ Adaptation -Good and Bad Objections have been raised that adaptations of foreign tests cannot do full justice to the ‘ndian child or teste.’ Such objections ignore the fact that psychological principles are free of Sultural bias and as Dr. Mc Kenzie of Wilson's College Bombay states in the Forward of Dr. Kamat’ test: |. Weiss Arbrican Journal of Mental Defcieney- Albany N ¥. Sept 1962, No-3I81 = page 349, 2 _¥.V, Kamat MeasringIntttgence of indian Children, It Edition Bombay : Oxford University Press, 1958 pai 3. _D. Wechster, The Measurement andl Apprassal of Adult Inellgenee, - Bahimore* Williams and Wilkins Co: 1958 p10, 4 A Malin, Psychological Tests for Retarded Indian Children, Journal of Rehabilitation in Asia, Bombay : Vo IX No.1, Jan, 1968. 5. KG. Desai, The Construction and Standardization ofa Bantry of Group Tests of Intelligence in Gujrat, Pankore Naka, Abmendabad : Bharat Prakashan, 1954, p. 34,"Phere is nothing ot He mental constitution ut indian children tests radicaliy differen ftom those foun suitable in the Wes) warrants ir sine to de Toclose the doors to all foreign tests on the fullustice tothe indian envizonment would rot only Bitalso would scarely commend India f plea that indigenous construction sonty can do Aeprive us ofthe latest advances in paychonetries io a liberal scientific tlook We must of cour:e rightly object to the m adaptations without any scientifi 1 IN point is to use the English w test was never standardized ot our case Wechsler would be had t6 be made of the hopelessly cultura English without a translation. ite shocked to lear that an almost total revision Hly baised Verbal items of his scale even retaining the Because of this radical revision f " which will be explained morc in detail later, we have decided tocall the adaptation by a new name “12a Intelligence Scate for Indian Children ISIC or MISIC, . La nguage Problem Since English is the only language that applies universally throughout India at this stage, it ‘as decided toadapt the WISC for the use ofthe English speaking child in India, On the other hand the 14 or more principal regional Nernaculats were bound to acquire more and more dominance ‘over English in their respective segions makin, : 1B regional vernacular uciaptations of the WISC a Mcessiy inthe near future The solution to thc problem appeated the puet vate fee extn the English mediuen suitable for valid "archyuye feanslations or adaptions i the various repionsl vemaculars eV ee _ € VV. Kamat, on cit pax D Wechsler om cit p. VIIL (ep ga -—fh ooo? Bo pooodD DoD oO Doo eB oOo OM D-DD ODSeecobbeboadoddodadbodobdsd? 2 & d The Performance items naturally would not require translations but whether they would be sufficiently "culture free" for the Indian environment is open to discussion expecially the. "Spatiat Relationship” factor of the Performance items* In our Indian adaption we have dropped the original Picture Arrangement tess too cukurally biased but its use can be tolerated in the lower age levels for children who have been subjected to westeized educational and reading biases. CHAPTER IT General Description of the WiSC and MISIC Before entering into the details ofthe major revisions involved in the adaption of the WISC itwill be usefal to give a general description ofthe test “The original WISC is an individual intelligence test or scale for children fromthe ages of 510 15.11. The Indian adaption covers only ten years fromié to 15.t1. “The original Scale comprisestwelve sublests divided into Verbal and Performance groups as follows: Verbal Performance 1. Information 1. Picture Completion © 2. Comprehension <8. Picture Arrangéatient ~ 3. Arithmetic 9. Block Design -. 4, Similarities 10. Object Assembly 5. Vocabulary I. Coding, 6. Digit Span 12. Mazes ‘The Indian adaption omits tie Picture Arrangement (ofthe Performance Scale as it proved too evtturally biased both as fo content as well as to form. These subtests may be administered in any order convenient for rapport, Only ten tests-5 from each group-re required for completed scoring, In case more or fewer tests are taken appropriate score pro-ratng is called for. For safe validity however not les than four sub tests of each group should be taken. The Verbal group hes an alternate in the Digit Span testi case of spoilage or when the regional vernacular test drops the vocabulary test in the upper levels (see paragraph on vocabulary Test Retionale). The Alternate should: not be taken just to improve a score. 8. A Malin, Indian Adaptation of Wechsler'sIteiligence Scale for Childzen, Doctroal ‘Thesis Unpublished, [Nagpur University, 1966 p. 5S LPC.Point Scale “The criginal WISC 2s well as its Indian adaption works on the Point Scalguand all tems ofa Bien ype are gropedtgeher and aranged in increasing ode of ificly Ys for example a information items arc in the subtest for "INFORMATION" z—_ he points or raw scores of each test are totaled and then converted on the principle of the “Deviation IQJinto derived scones. n the original WISC these derived scores ane standard scores Called "Scaled Scores" which in turn must be converted into is by means of a Table each for Verbal, Performance and Total Full Scale 10's ‘The alaped MISIC for reasons tobe explained later, avoids the use ofthe "Scaled Score" and by means of Tables converts the raw scores directly into "est Quotatients" which are'actuaily 1 The Subtest TQ re then added and group averaged (Verbal, Performance) and the Tout or Full Seale of both groups is similarly-obtained without the use of the Table Abandoning Meutal Age Norms Wechsler made much over his abandonment of the Mental Age norms in favour of his "Scaled Score" Deviation IQ technique. True, a Global M Global 1Q bur Purposes. Moreover with all his criticis ‘Srenat thata meaningless "Sealed Score” intermediary between is aw scores andthe final (Q's, Vocabulary Test Rationale Vocabulary tests in intelligence scales perform a dual role-one as a test of *Verbal Comprehension” and another as atest of "Verbal Infomation”. This dual role however is never fiven a specific discriminating anatysis, Most the time as Wechsler explains - “Only aknowledge ofthe miber of words and thee minimum conten” is expected from this test? Correlation tables moreover show that in the upper age levels (10+) there is a very clase correlation between Information and Vocabulary tests and the memory fector ofthe Di git Span fest, but not so on the lower age levels (5-10) 9. D, Wechsler op cit. p 126, 10 B.Weetse, Manal Weer Irelligene Scale orChiden, Psychological Crop. ¥ (O49, 10-41 9 a a 2a DDD HARB o bo DOS 2 ‘ a cayy» o D ip booboveboddaB doe oO DOOD DODO YD de Sr Leia From various other data its clear that the Verbal Comprehension factor ofthe Vocabuia ‘Test operates on the lower age levels and the Verbal information factor on the "upper age levels, The questions thea poses itself whether a Vocabulary ests actually needed at the upper age levels if the Information test sufficiently assesses that factor. For obvious reasons then the Indian adaptation has dropped the Vocabulary test for the ages, $0 to 16 in regional vernaculars and offers the Digit Span alternate to ‘complete the Sth test required for the scoring, It should be noted however when administering the Vocabulary test in the Tegionat Fanguages that the scoring criteria for the lower age levels i as follows, 1. Definitions in “terms of use" or functional levels, ¢.g. knife cuts; are scored 1 point. 2. Definitions in “terms superior to use™-or concrete and descriptive levels, .g, knife has sharp edge; are scored 2 points CHAPTER Ht Standardization Statistics Sample size The original WISC was standardized on a sample off(00 "white) American boys and 100. Birls at each age level fromive through filtcen years)Each child was tested within one anda haif ‘months of his mid-year. Thus there was a total of abou (2200 hildren. These samples were drawn from a varied geographical (urban-iural) school going pepulation For the Indian adaptation ove {200 len wer sven full individual tests during the past @rycats and over 3000 were sampled ia Subtest trail runs. An average of about 90 samples were Used foreach age level including boys and girls in 20-30 ratio, Age norms wese based on a twelve month interval 4 months before and seven months after a birthday. Closer approximations are not Possible due tothe unreliability of indian birth data. Cornparisons with WISC birt data were made” On the middle third of the WISC tables eg, 6 yrs. 4 months through 6 yrs. 7 months, Regional Norms : Fortunately for English speaking children regional differences areata minimutn since the English medium schools follow fairly uniform standards in ext bocks and literature content throughout ee tength breadth of India, The English version samplings were taken in Nagpur, Bombay, Sint, Manglore and New Delhi. The samples from the Hillboarding schools covered generally the whole northem portion of Indian. For the Marathi and Hindi version samples were dravn from Nagpur alone which duc tits Centrally located position provides an ideat meeting place forthe two above mentioned vernaculars a MESEC 2 ©Cultural Norms + average age of pupi ils in class V is 12 he is no longer in school " (2) 2 ighly selective. ‘character of the In: 8 for the construction of jet, and raises the "The hi ‘our schoo! samplin, about which we shall speak lat based-on such biasec Des Spite this high Selectivity of the Seneral school Population in India we fin anomaly of i populations. stagnation in the two final these two years show lower ‘these two years should be taken from make proprata scoring norms for Previous 8 year level ‘Along with the English vers Marathi and Hindi. Both of the samplings however have been Joined tothe same on an expermental ‘onthe other hand for: 1Q scores these last two years we can highly consider is as valid until further research Atmerican College entrance age is 1 ian school population unavodiably "contaminates 10 tests and produces serious normative problems ‘elevant question about the limited utility of tests id the strange “be Year goups of 14+ and 16+ . Our samplings show that than the lower age levels, Evidently the samplings from the College population rather from the schools, Uriees ne the scores of the Covers the College populations. The average 7 whereas in india we Find it closes to 14 and Is, Varnacular Versions consistently comparable to the I basis in the construction of Teason not yet known have shown dis ion two regional vemacular versi ‘ons have been constructed, viz, i samplings each. The Marathi English samples and have been researches confirm a definite inequality with the against the composite ga 4 4 4 x DOA DAADBDoebODoD Q Qo. a aeCultural Norms : “The Primary schoo! is the end of schoo average age of pupils in class Y is 12 years.th he is no longer in school"). (8) 2 forthe overwhelming majority” and whereas the average Indian pupil of 1 2 years is not in Class V “ly comparable to the English samples and have been Joined tothe same on an ruction of our norms. The Hindi samplings ‘on the other hand for rea hown disappointingly lower scoring results. We feel however for the firm a definite inequality with the English and Marathi norms the Hindi interpreted against the composite ‘ors of English and Marat IL CM Bhatia. Performance Test of bel pence, Bombay Oxford University Press, 1958 p 2 1. EW Menzel, Teaching, Bombay March 1939p. 101 Le 2—_- a a o 9 gg Qo go g a go 6 3 a 4 a 3 a a B.0 eewebb » > cote boooebdbbdddovvobddyv BS ye Coefficients of Reliability and Validity Theoriginal WISC reliability sobtestwise by the Split-half method with appropriate conectcn for ful length ofthe test by the Speazman-Brown formula and yielded a total coefficient oft Our Indian adaptation established its scliablished with the Test-Retest method and yielded. Pearson's Product moment corcelatioa coefficient of 91 forthe Full scale 1Q results For the original WISC Wechsler does not provide any validit ity data and instead argues for some sort of "Construct Validity". Our Indian adapation ion however has established Concurrent as well.as.Congruent Validity. The former was obtained from schoo! ranking and came to. wheras Congruent validity was obtained from an alapted ve esion of the California Short forms Testo} Mental Maturity forthe upper age levels and trom the Goodenough Draw-a Man test forthe loner age levels, Both yielded a coefficient of 63, CHAPTER IV Establishment of Statistical Norms : Wechsler's variant of standard scores which he called * through a cumulative frequency distrution of raw scores for each tex Prints being given standard score values na theoretical normal curve witha smoothed progresvon Our Indian norms were similarly arived al, but our percentile points were directly converted sas 10’ according to a modified Thomson formula also used in Dr. Bhatia's Performance scale" ‘cated Scores" were arrived at ateach age level the percentile* According to this method on a basis ofa standard deviation of 15 1Q. the Sth percenticis eajual fo 751Q, the 16th to 85, the 5th 100, the 84th to 115 and the 95 the to 125. Fromm These anchor 1Q placed on a graph the intervening raw scores are normalized into respective 19s Because ofthe unusual platykurtic nature of our growth curve skewed to the right we have had to ‘make two modifications in this Thomson formula, the frst modification was to add a hypothetical 5% to our lower second and third standard deviations to make up for the lack of subnormal cases since allour samplings were normal children and highly selective at that as we saw above, The second modification was at the other extreme, The characteristic Indian psychometric phenomenon of high and widely scattered seoves a the upper tail ofthe distribution makes the 95th pescenile and abnormally high scoring norm when fompared to the American WISC, Sinee the concentration of Indian scores les mainly between the 16th and 84th percentile anchors we have normalized the upper second and third standard deviation IQs by a line drawn from the average direction ofthe graphs between the ldth and sath Percentile anochor points DCM Bhatia op ot g 62 “ST is 2 MIST] &:Verbal and Performance Score Dispite the adjustments made to counteract the abnormal distribution of Indian scores ve are confronted with two serious disparities in score results. In the first place a wide disparity exits between the American Verbal and Performane norms when compared to our present Indian norns and inthe second place the Indian Verbal and Performance scores show a wider disparity betwen themselves than do the same two groups in the American version. These two disparities are caused on the onc hand by the abnormally high Verbal scoresof the Indian samples and abnortnally low performance scores of the same. The differences hare been found to be neraly 10%. That the better Verbal scores are not due to an artifact of fe adaptation has been confirmed by an experimental survey of American samples on some of te adapted subtests and by the independent authority of Torrance who made a similar observation after taking tests in Delhi soie years ago, He writes : “Incidentally the level of the chilésen of India is comparatively higher on verbal than nen- verbal tasks wile the reverseistruc of the US Negro sampl Several explanations have been advanced for the high verbal scores of Indian children tut we think chat the highly selected schoo! population presents the best answer to the problem, Regarding the low Performance scores we confess to no simple or single explanation. That the performance items‘are associated to western play materials which are foreign to Indian children may be one reasonable explanation but certainly nota complete explanation, as it does not take into account the generally weak factor of the.spatial relationship found in Indian children. The psychological bhomeastasis of the so-called Mirror patterns of gifted and retarded children has also been offered as an explanatory hypothesis for the disparties, We shall discus this in the following paragraph. Performance and Verble Tests Balanced ? One remarkable fact stands.out in the picture of score disparities discussed above, namely that the low performance scores seen to cancel out the high Verbal scores. Percentage wise comparisons on one group of data shoved that where the Verbal scores were 10% higher tan the ‘Amcrican norms the Performance scores on the other hand were about 6% lower than the American norms. Could this be the fesult of the homeostatic functioning of the intellect hypothesized by Gallagher and Lucito in the case ofthe gifted.?° They write "Negative relationship were discovered between the gifted group and the retarded group patterns. The patterns of the mentally retarded were almost mirror image of the patterns of the gifted. The gifted appear strongest on the factor of Verbal Comprehension while they are poorest on tess relating to a Perceptual Organization factor. Exactly the opposite was true of the retarded groups 14, E.P. Torrance, Exceptional Children (Journal) Washington, D.C. Sept. 1962, p. 6. 15. J Gallagher et al, Exceptional Children, Washingtoa, D.C. 1961 Val 21.No ®, 9 47909 PC) <= MISTC Bo rs &TO Set * & PSoSooBSa>ADBS SOD dBOdDdSD “ » 2 Geom ee t ne e er CULTURAL RELATIVITY OF INTELLIGENCE QUOTIENTS. ‘That there is no evidende that the high verbal scores will be completely wiped out or batanced by low performance scores leaves us with the problem of a good measure of unbalanced high verbal scores pulling down our Verbat IQ's. Thus for example a 6 yrs. old American with a raw score of 9 in the Arithmetic test will get and 1Q of 150 whereas an Indian will have to obtain a raw score of 12 to get the same [Q. In other words the brighter Indian mind is penalized or equated as it were with a mind less bright. ‘There will.be no unfaimess if the comparisons are made between Indian children on the ‘samme test, but since the significance of IQ Jevels have been given international agreement after the classical formulation of the Terman-Binet it would appear thiat 1Q levels are not intexcutturally absolute. How thien can we compare an American child with an 1Q of 150 with an Indian child. with the same statistical quotient ?t would seen that the only way to make an international comparison ‘would be to have the Indian child undertake the WISC for example with the American norms and vice versa for the American child. For thoseinterested in such intemational comparisos a supplement with the American norms can be obtained. It would also perhaps be possible to give the Indian Child a higher 1Q for its better raw scores if another formula would be devised where the 1Q's are not related to Percentiles or have a greater range than those presently accepted. Thus for example Instead of the SOth Percentile ‘mean being made equivalent to an 1Q of 100, it could be taken as equivalent to the 84th Percentile or aniQof 115, and so on, Butthis revolutionary approach would need some international acceptance, Computation of Scores Having totaled the respective subtest raw scores these can be easily converted into Test ‘Quotients (TQ.s) by means of tee Table accompanying this Manual. After the conversion of raw scores into TQ's. add and find the average of each group (Verbal and Performance) separately. Finalty to obtain the Full Scale 1Q, add both the Verbal and Performance test totals and divide for the average. Ifonly the Verbal group of TQ's are obtained they can be balanced for a Full scale IQ by adding about 6% to supply for the missing Performance scores.a? y o& © & oe . Doo oBvbdb»d > e Pek Meo 9 OO. SoLobs45a4H5 Fe, ne SFY 3 Qe ROS &dzXd 2 ‘xe ‘ a e ee CULTURAL RELATIVITY OF INTELLIGENCE QUOTIENTS. That there isno evidende that the high verbal scores will be completely wiped out or balanced by low performance scores leaves us with the problem of a good measure of unbalanced high verbal scores pulling down our Verbal IQ's. Thus for example a 6 yrs. old American with a raw score of 9 in the Arithmetic tes will get and 1Q of 150 whereas an Indian will have to obtain a raw score of 12 to get the same IQ, In other words the brighter Indian mind is penalized or equated as it were with a mind less bright. ‘There will be no unfaimess if the comparisons are’ made between Indian children on the ‘same test, but since the significance of 1Q levels have been given international agreement afier the classical formulation of the Terman-Binet it would appear tliat 1Q levels are not intercutturally absolute, Hew then can we compare an American child with an 1Q of 150 with an Indian child-with the same statistical quotient ? It would seen thatthe only way to make an international comparison ‘would be to have the Indian child undertake the WISC for example with the American norms and vice versa for the American child. For those interested in such international comparisons a supplement with the American norms can be obtained. It would also perhaps be. possible to give the Indian Child a higher 10 for its better caw scores if another formula would be devised where the 1Q's are not related to Percentiles or have a Breater range than those presently accepted. Thus for example Instead of the 50th Percentile ‘mean being made equivalent to an IQ of 100, it could be taken as equivalent to the 84th Percentile or anIQof 115, and so on. Butthis revolutionary approach would need some intemational acceptance. Computation of Scores Having totaled the respective subtest raw scores these can be easily converted ito Test Quotients (TQ.s) by means of tee Table accompanying this Manval. After the conversion of raw scores into TQ's. add and find the average of each group (Verbal and Performance) separately. 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