Stanford Binet Intelligence Test

The Stanford Binet Intelligence Test is one of the first options that come to mind when it comes to IQ testing. We come across many tests that measure intelligence/attention for adults in different media. But when it comes to our children, we think several times. Applied IQ tests are sensitive and should be emphasized in terms of discovering and developing their talents and directing them from an early age. Therefore, it is necessary to prefer to get support from experienced and reliable institutions.

By registering your child’s mental development from a young age with an approved certificate from a reliable institution, you may have opened the door to opportunities such as success in many areas, healthy development, and scholarships for the rest of his life. It is also important in terms of early detection of children with mental disabilities and planning the necessary precautions. We tried to compile the basic information about the Stanford Binet Intelligence Test for you.


What is the Stanford Binet Intelligence Test? 

The Stanford-Binet test is a method that measures five different cognitive ability factors and allows to put the intelligence level into numerical data. It is not time-based, but the test, which can be administered from the age of 2, takes an average of half an hour.

Stanford Binet Test;

  • fluent reasoning,
  • information,
  • measurable reasoning,
  • visual-spatial processing
  • working memory

The responses and responses of the person to the questions prepared about the factors of the study are measured and the IQ level is revealed with a composite score.


Why is the Stanford Binet Intelligence Test Needed?

The Stanford-Binet intelligence test is among the most reliable standardized tests used in education today. Underneath this lies its centuries-old history and experience. The results of the experience and the system that constantly renews itself are generally accepted as correct. While people with high scores in this test were considered gifted, those with low IQ scores were generally individuals with cognitive impairment.


The idea of ​​the intelligence test was born in France

The origin of the test is based on the French Binet-Simon scale. The scale, developed by Alfred Binet and his student Theodore Simon, is the first officially accepted intelligence test. Its target was children who were below the average intelligence for their age. The French Government, when updating its education laws, requested a tool that could identify children with below average intelligence for their age.


The test was designed to be applicable to different languages ​​and cultures.

Binet and Simon argue that there is no single descriptor of intelligence. For this reason, they designed a structure that takes into account a child’s age and biological competencies. From these data, a basis on which intelligence can be measured has been established.

The Binet-Simon Scale quickly received praise from the psychology community. A general consensus has developed that this test provides a meaningful way to determine intelligence levels. One of the main reasons why the Binet-Simon Scale has gained such rapid acceptance is that it has been designed to be adaptable to different languages ​​and cultures. It is still used today both throughout Europe and within the borders of the USA.


Stanford University and the Binet-Simon Scale

Binet and Simon’s work was quickly studied by Lewis M. Terman, a psychologist at Stanford University. Terman was the first to develop a variant of the test for humans in the United States. The version of the test was called the Stanford-Binet Intelligence Scale. The first publication of Terman’s US version of the test was published in an article entitled “The Measurement of Intelligence.”


Germans improved IQ

Immediately after the development of the Binet-Simon Scale and the Stanford-Binet Intelligence Scale, the need for better measurement of outcomes was discussed extensively. A meaningful rating scale form suitable for test takers was needed. Different scales were used when these test protocols were created.

German psychologist William Stern developed what is known as the Intelligence Quotient, or IQ. IQ involves comparing the biological age of a child scored on the Stanford-Binet Intelligence Scale or a similar test.

Comparing the age at which a child scores with their biological age, a ratio was created to represent the rate of mental progress as IQ. Lewis M. Terman of Stanford University immediately embraced the concept of IQ and the work progressed.



Stanford Binet Intelligence Test Question Examples

Updated in 2003, the 5th edition of the Stanford Binet Intelligence Test made it more accurate to determine and evaluate children’s intelligence types and mental skills as scores, thanks to the developed techniques and question types.

A parent asks their child, “What is the name of this object?” You can ask a question like In such questions, the picture should be fully focused and the question asked by pointing should be clear.

In informational questions, again, according to the age of the child who was tested, “Why do we use a ruler?” such a question can be asked. As the child may say to measure something, we use it to learn the lengths that can be measured in meters and to understand whether they are short or long, for example, if we are going to sew clothes, the fabric measured in the shop where we will buy the fabric allows us to buy enough for us and make the right payment.” can give answers in different lengths and explanatory forms. These answers are effective in the score he will get on his ability to answer the information correctly and to establish a relationship between the information.

The procedure will ask your child, in sub-questions that measure use of knowledge, to demonstrate how he or she can correctly express using gestures and facial expressions, something that children their age generally know what to do. For example, give an image of ice cream and ask, “Can you visualize what to do with it?” or by putting a piano in front of it, “Can you show me what can be done with it?” questions can be asked.



With Legos, the arithmetic abilities of the child can be measured. For example, when a house-shaped structure is built from several different legos, “If I remove 3 pieces from this structure, how many pieces will remain?” such a question can be asked.

“Twelve-year-old Alp is three years older than his brother. How old will Alp be when his brother is twice as old now?” Some more challenging questions such as may have been added to the test in proportion to age.

Children with literacy skills can also be asked to derive words by giving words with mixed letters or to match this word with an image. Again, by showing different shapes, they can be asked to express which one is different from the others. The types of questions to be increased or decreased in number and level according to the age of the child to be tested can be diversified in the axis of the 5 intelligence scales that we discussed in the next section.



Stanford Binet Intelligence Scale 

The Stanford-Binet Intelligence Scales were designed to measure five factors of cognitive ability. These five factors include fluent reasoning, knowledge, quantitative reasoning, visuospatial processing, and working memory. Both verbal and nonverbal responses are measured. Each of the five factors is given a weight, and the combined score is usually converted into a unit of intelligence or IQ. Theoretically, the Stanford-Binet test measures a person’s ability to learn, these measurement areas can be listed as follows:


1. Fluent Reasoning

Fluent reasoning is the ability to solve problems that require no prior knowledge and are often abstract. The nonverbal aspect of fluid reasoning is tested with object series matrices.

For example, the person starting the test is shown a sequence and asked to complete the pattern. Verbal nonsense and analogies are used to test a person’s verbal reasoning. Verbal nonsense are statements that are simply or impossible. After hearing these statements, test takers are asked to explain why they are ridiculous or impossible. Analogies reveal the relationship between concepts. For example, a person might be asked a classification question on the phrase “apple to fruit, celery __________ similar” and expected to fill in the blank with the word “vegetable”.


2. Information

Information can be defined as accumulated data that has been transferred to long-term memory. This factor is tested with nonverbal subtests, procedural knowledge, and visual nonsense. Similar to verbal bullshit, visual bullshit includes pictures with absurd or impossible scenarios that the test taker is asked to explain. Nonverbal procedural knowledge is tested using gestures. For example, the test taker may be asked to describe basic human needs, such as eating, using gestures. Verbal subtests are word questions that can be administered using toys or reminder cards.


3.Quantitative Reasoning

Quantitative reasoning measures the test subject’s arithmetic ability. Depending on the level of the test subject, the questions in this section may include basic counting, addition and subtraction. At higher levels, measurement, geometry, and word problems are included. Mathematics concepts can be presented in both verbal and non-verbal formats.


4. Visual-Spatial Processing

Visual-spatial processing includes the recognition of both patterns and spatial relationships and the ability to recognize the whole from its parts. The non-verbal portion of this subtest usually involves combining puzzles and patterns. The child who begins the test is usually given a form board or frame and a number of differently shaped pieces (in an amount determined by the child’s age and ability) that can be combined to fill the frame. The verbal part includes questions about direction and tests the child’s ability to identify spatial relationships in pictures.


5. Working memory

Working memory is defined as multiple processes that capture, sort, and transform information in a person’s short-term memory. Nonverbal working memory is assessed using delayed response and block propagation techniques. For example, through a concentration game, the child may be asked to remember a previously presented picture or to read a text and repeat a certain section. Verbal working memory is tested using last word and sentence recall exercises.

In the Stanford-Binet Intelligence Test, the intelligence value of the child is revealed from the IQ type. What reveals this value is all the subtests that make up the components of the test.

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