BINET AND WECHSLER

INTELLIGENCE SCALES
DEFINITION OF INTELLIGENCE:

“Intelligence is the aggregate or global capacity of the individual to

act purposefully, to think rationally and to deal effectively with his
environment” (Wechsler, 1944)
 THEODORE SIMON AND ALFRED BINET

10 July 1872 – 4 September 1961 July 8, 1857 – October 18, 1911

French psychologist French Psychologist
Influenced by Alfred Binet who was Influenced by the work of John
also his supervisor Stuart Mill
• In 1904 a French professional group for child psychology, was called upon by the
French government to appoint a commission on the education of retarded children.
Binet, being an active member of this group, found the impetus for the development
of his mental scale.
• In 1905 Binet and Simon developed the first Intelligence Test known as the Binet-
Simon Scale. The test was developed in order to identify children with learning
disabilities so that they might be placed in a special class.
• 1908, H.H. Goddard
• 1916 Lewis Terman
• The revised Stanford-Binet scale measured five weighted factors and consists of both
verbal and nonverbal subtests.
The original Simon-Binet Intelligence Scale was composed of 30 tasks, including items on
memory, vocabulary, verbal ability, and reasoning as:
• Le Regard(coordination in the movement of the head and the eyes which is associated
with the act of vision)
• Prehension Provoked by a Tactile Stimulus(coordination exists b/w a tactile stimulus of
the hand, and the movement of seizing and carrying to the mouth)
• Prehension Provoked by a Visual Perception(coordination exists b/w the sight of an
object and its prehension, when the object is not placed in contact with the hand of the
subject).
• Recognition of Food(subject can make the distinction by sight b/w familiar food and what
can not be eaten)
• Quest of Food Complicated by a Slight Mechanical Difficulty(to bring into play a
rudiment of memory, an effort of will, and a coordination of movements)
• Verbal Knowledge of Objects
• Verbal Knowledge of Pictures
• Naming of Designated Objects
• Immediate Comparison of Two Lines of Unequal Lengths
• Repetition of Three Figures
• Comparison of Two Weights
• Suggestibility
• Verbal Definition of Known Objects
• Definitions of Abstract Terms
• Repetition of Sentences of Fifteen Words
• Comparison of Known Objects from Memory
• Exercise of Memory on Pictures
• Drawing a Design from Memory
• Immediate Repetition of Figures
• Resemblances of Several Known Objects Given from Memory
• Comparison of Lengths
• Five Weights to be Placed in Order
• Gap in Weights
• Exercise upon Rhymes
• Verbal Gaps to be Filled
• Synthesis of Three Words in One Sentence
• Reply to an Abstract Question
• Reversal of the Hands of a Clock
• Paper Cutting
 REVISIONS OF BINET INTELLIGENCE SCALE
• April 1905: Development of Binet-Simon Test announced at a
conference in Rome
• June 1905: Binet-Simon Intelligence Test introduced
• 1908 and 1911: New Versions of Binet-Simon Intelligence Test
• 1916: Stanford–Binet First Edition by Terman
• 1937: Second Edition by Terman and Merrill
• 1973: Third Edition by Merrill
• 1986: Fourth Edition by Thorndike, Hagen, and Sattler
• 2003: Fifth Edition by Roid
 STANFORD-BINET 5th ADDITION

• Fifth Edition is based in the schooling process to assess intelligence.

• It is also capable of measuring multiple dimensions of abilities.
• It 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 as;
 Quantitative Visual-Spatial
Fluid Reasoning Knowledge Working Memory
Reasoning Processing

Non-verbal
Form board and
quantitative Delayed response
Early reasoning Vocabulary form patterns
reasoning (non-verbal)
(non-verbal)
(non-verbal)

Procedural
Verbal quantitative Position and Block span
Verbal absurdities knowledge
reasoning direction (non-verbal)
(non-verbal)
Picture absurdities Memory for
Verbal analogies
(non-verbal) sentences
Object series
matrices Last word
(non-verbal)
• Depending on age and ability, administration can range from 15 minutes
to 1 hour 15 minutes.
• It 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.
Extended IQ scores and gifted composite scores are available.
• In order to reduce errors and increase diagnostic precision, scores are
obtained electronically through the use of computers now.
IQ Range IQ Classification

145–160 Very gifted or highly advanced

130–144 Gifted or very advanced

120–129 Superior

110–119 High average

90–109 Average

80–89 Low average

70–79 Borderline impaired or delayed

55–69 Mildly impaired or delayed

40–54 Moderately impaired or delayed

 RELIABILITY
Several reliability tests performed on it are split-half reliability, standard error
of measurement and test-retest stability. On average, the IQ scores for this scale
have been found to be quite stable across time (Janzen, 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 test 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).
Re-administration can occur in a six-month interval rather than one year due to
the small mean differences in reliability (Bain & Allin, 2005).
 VALIDITY
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).
CRITICISM:
• The test is 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 due as they lack the ability to
concentrate long enough to finish it.
PRESENT USE:
• Clinical and neuropsychological assessment
• Educational placement,
• Career assessment,
• Adult neuropsychological treatment,
• Forensics and research on aptitude.
 WECHSLER SCALES

• David Wechsler (1896 - 1981)

• American psychologist
• Developed prominent intelligence scales:
Wechsler Adult Intelligence Scale (WAIS)
Wechsler Intelligence Scale for Children (WISC)
 Wechsler’s Criticism on Binet Scale
Wechsler was an influential advocate for concept of non-intellective
factors
(non-intellective factors are variables that contribute to the overall score
in intelligence, but are not made up of intelligence-related items. These
include lack of confidence, fear of failure, attitudes etc).
• He felt that the 1937 Binet scale did not do a good job of
incorporating these factors into the scale
• Argued that the Binet scale items focused on use with children rather
than adults.
• The "Binet scale's emphasis on speed, with timed tasks scattered
throughout the scale, tended to unduly handicap older adults."
• He believed that "mental age norms clearly did not apply to adults."
• He criticized Binet scale because "it did not consider that intellectual
performance could deteriorate as a person grew older.“
These criticisms of the 1937 Binet test helped produce the Wechsler–
Bellevue scale, released in 1939.
Many of the original concepts Wechsler argued for, have become
standards in psychological testing, including the point-scale concept
and the performance-scale concept.
AGE SCALE (BINET)
• In the Binet scales (prior to the 1986 version) items were grouped according to age
level.
• Each of these age levels was composed of a group of tasks that could be passed by
two-thirds to three-quarters of the individuals in that level. This meant that items
were not arranged according to content.
• Additionally, an individual taking a Binet test would only receive credit if a certain
number of the tasks were completed. This meant that falling short just one task
required for the credit, resulted in no credit at all
For example, if passing three out of four tasks was required to receive credit, then
passing two yielded no credit)
POINT SCALE (WECHSLER)
• The point scale concept assigned credits or points to each item of the test.
• This had two large effects. First, this allowed items to be grouped according to
content.
• Second, participants were able to receive a set number of points or credits for
each item passed.
• The result was a test that could be made up of different content areas (or subtests)
with both an overall score and a score for each content area. In turn, this allowed
for an analysis to be made of an individual's ability in a variety of content areas.
NON-VERBAL PERFORMANCE SCALE
• Essentially, this scale required a subject to do something (such as copying symbols or
point to a missing detail) rather than just answer questions. This was an important
development as it attempted to overcome biases that were caused by "language,
culture, and education."
• Further, this scale also provided an opportunity to observe a different type of behavior
because something physical was required. Clinicians were able to observe how a
participant reacted to the "longer interval of sustained effort, concentration, and
attention" that the performance tasks required.
 WECHSLER ADULT INTELLIGENCE TEST (WAIS)

• IQ test designed to measure intelligence and cognitive ability in adults and older adolescents.
• The WAIS was initially created as a revision of the Wechsler–Bellevue Intelligence Scale
(WBIS), which was a battery of tests published by Wechsler in 1939.
• First released in February 1955 by David Wechsler
• The WBIS was composed of subtests that consisted of six verbal and five performance
subtests. The verbal subtests were: Information, Comprehension, Arithmetic, Digit Span,
Similarities, and Vocabulary. The Performance subtests were: Picture Arrangement, Picture
Completion, Block Design, Object Assembly, and Digit Symbol.
• A verbal IQ, performance IQ and full scale IQ were obtained.
.
WAIS-R
• A revised form was released in 1981 and this edition did not provide new
validity data, but used the data from the original WAIS.
WAIS-III
It was released in 1997. In this version four secondary indices were introduced
(Verbal Comprehension, Working Memory, Perceptual Organization, and Processing
Speed)
WAIS-IV
• Was released in 2008
• It is appropriate for use with individuals aged 16–90 years.
• Composed of 10 core subtests and 5 supplemental subtests, with the 10 core
subtests comprising the Full Scale IQ.
• The verbal/performance subscales were replaced by the index scores, General
Ability Index (GAI), The GAI is clinically useful because it can be used as a
measure of cognitive abilities that are less vulnerable to impairments of
processing and working memory.
Index scores and scales
• Verbal Comprehension Index (VCI)
• Perceptual Reasoning Index (PRI)
• Working Memory Index (WMI)
• Processing Speed Index (PSI)
Two broad scores can be used to summarize general intellectual abilities, can also be
derived:
• Full Scale IQ (FSIQ), based on the total combined performance of the VCI, PRI,
WMI, and PSI
• General Ability Index (GAI), based only on the six subtests that the VCI and PRI
 Index Task Core Proposed abilities measured
Abstract verbal reasoning; semantic
Similarities CORE
knowledge
Semantic knowledge; verbal
Vocabulary
Verbal Comprehension comprehension and expression
Degree of general information acquired
Information
from culture
Ability to express abstract social
Comprehension SUPPLEMENTARY
conventions, rules and expressions
Visual spatial processing and problem
Block Design
solving; visual motor construction
Nonverbal abstract problem
Matrix Reasoning
Perceptual Reasoning solving, inductive reasoning
Visual Puzzles Visual spatial reasoning
Ability to quickly perceive visual
Picture Completion
details
Figure Weights Quantitative reasoning
Working memory, attention, encoding,
Digit Span
auditory processing
Quantitative reasoning, concentration,
Working Memory Arithmetic
mental manipulation
Working memory, attention, mental
Letter-Number Sequencing
control
Symbol Search Processing speed
Processing Speed Coding associative memory, graphomotor speed
Cancellation
 RELIABILITY AND VALIDITY

• WAIS is a well-established scale and it has fairly high consistency.

• Over a two to twelve week time period, the test-retest reliabilities
ranged from 0.70 (7 subscales) to 0.90 (2 subscales).
• Inter-scorer coefficients were very high, all being above 0.90.
• According to the test manual, the instrument targets three areas as;
psychoeducational disability, neuropsychiatric and organic dysfunction,
and giftedness.
 WECHSLER INTELLIGENCE SCALE FOR CHILDREN (WISC)

• It is an individually administered intelligence test for children between the

ages of 6 and 16.
• It was originally developed in 1949
• WISC-R was published in 1974
• WISC-III was published in 1991 and brought in new subtest as a measure of
processing speed. Four new index scores were introduced:
Verbal Comprehension Index (VCI)
Perceptual Organization Index (POI)
Freedom from Distractibility Index (FDI)
Processing Speed Index (PSI)
• WISC-IV was produced in 2003
• WISC-V introduced in 2014 is the most current version.
• This test takes 45–65 minutes to administer.
• This test also generates a Full Scale IQ (IQ score) that represents a child's
general intellectual ability.
WAIS-V provides five primary index scores:
• Verbal Comprehension Index (VCI)
• Visual Spatial Index (VSI)
• Fluid Reasoning Index (FRI)
• Working Memory Index (WMI)
• Processing Speed Index (PSI)
These indices represent a child's abilities in discrete cognitive domains. Two
subtests must be administered to obtain each of the primary index scores; thus
there are 10 primary subtests. The Full Scale IQ is derived from 7 of the 10
primary subtests
WISC-V also contains five ancillary index scores as;
• Quantitative Reasoning Index (QRI)
• Auditory Working Memory Index (AWMI)
• Nonverbal Index (NVI)
• General Ability Index (GAI)
• Cognitive Proficiency Index (CPI)
Three of these ancillary index scores (NVI, GAI, and CPI) can be derived from
the 10 primary subtests.
Two ancillary index scores termed the expanded index scores were released the
year after the 2014 publication, so are not included in the published manuals.
Verbal (Expanded Crystallized) Index (VECI) and the Expanded Fluid Index
(EFI)
 RELAIBILITY AND VALIDITY
WISC–V is also linked with measures of achievement, adaptive behavior,
executive function, and behavior and emotion. A number of concurrent studies
were conducted to examine the scale's reliability and validity.
Evidence of the convergent and discriminant validity of the WISC–V is
provided by correlational studies with the following instruments: WISC–
IV, WAIS–IV, KABC–II, Vineland–II, and BASC–II.
Evidence of construct validity was provided through a series of factor-analytic
studies and mean comparisons using matched samples of special group and
nonclinical children.
 SCORING AND INTERPRETATION OF WAIS/WISC
Calculating the Examinee’s Chronological Age
• The examinee’s exact age is needed to locate the correct norms tables.
• Enter the date of testing and examinee’s birth of date then Subtract the D.O.B
from the date of testing.
Recording Responses and Scores
• The following standard abbreviations may be useful in recording responses.
• P (pass) – the examinee responded or performed correctly
• F (fail) – the examinee responded or performed incorrectly.
• Q (Question/ Query) – a query or question was asked to clarify the examinee’s
response.
• DK (don’t know) – the examinee indicated by shaking his or her head or saying,
“I don’t know”.
• NR (no response) – the examinee made no response to an item, either verbally
or gestural.
• INC (incomplete) – the examinee did not complete an item within the time limit.
• PC (Points correctly) – the examinee pointed to the missing part or correct
choice on the Picture Completion or Matrix reasoning subtest.
• PX (points incorrectly) – the examinee pointed to an incorrect missing part or
choice on the Picture Completion or Matrix reasoning subtest.
Converting Raw Scores to Scaled Scores
• Scaled scores are based on the examinee’s age (as calculated on the Demographic Page of the
Record Form.) the examinee’s age in years determines which page of the table should be used.
• After you have obtained the raw scores for each subset by summing the item scores, transfer the
raw scores to the raw score conversion table on the Score Conversion Page of the Record Form.
The subtests are listed according to administration order.
• The subtests are ordered according to Verbal/Performance scale and administration order. For each
subtest, find the raw score under the subtest name. Then, reading across from this raw score to the
extreme left/right column, find the equivalent scaled score for the subtest.
• Enter the subtest scaled score in the raw score conversion table in the box to the right of the
previously recorded raw score. Enter the subtests scaled score value in the Verbal or Performance
column and in the VC, PO, WM, or PS column. For example the Picture Completion scaled score
is entered in the Performance column and in the PO column.
•
Obtaining Sum of Scaled Scores
• The examinee’s verbal/performance score is the sum of scaled scores on the
subtests.
• The full scale score is the sum of the verbal score and the performance score;
therefore, it is the sum of 11 subtest scaled scores.
Determining the IQ and Percentile
 IQ LEVELS
IQ Level Descriptive Classification Percentile
130+ Very Superior 98 - 99.9
120 to 129 Superior 91 - 97
110 to 119 High Average 75 - 90
90 to 109 Average 25 - 73
80 to 89 Low Average 9 - 23
70 to 79 Borderline 2-8
69 & below Intellectual Disability .01 - 2
REFERENCES
• https://en.wikipedia.org/wiki/Wechsler_Adult_Intelligence_Scale
• http://www.intelltheory.com/wechsler.shtml
• http://psychclassics.yorku.ca/Binet/binet1.htm
• https://en.wikipedia.org/wiki/Stanford%E2%80%93Binet_Intelligence_Scales
• https://www.slideserve.com/dionne/alfred-binet
• https://books.google.com.pk/books?id=ldF5oRto-
HAC&pg=PA138&lpg=PA138&dq=wais+scoring+manual&source=bl&ots=IdWG
HmhsbI&sig=uGidHCfriMNxKRGRG6HMTRtRtA4&hl=en&sa=X&ved=0ahUKE
wjAzIbzo7XXAhVMvBoKHbATABIQ6AEIVDAI#v=onepage&q=wais%20scorin
g%20manual&f=false