Intelligence Theory by Terman Merrill, Slides of Psychology of Intelligence

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PSYCHOLOGY OF INDIVIDUAL DIFFERENCES

CBCS 2019 SEMESTER II CC

ON INTELLIGENCE

TERMAN MERRILL

“ Intelligence is a general ability and contains the capacity to reason, plan, solve problems, think abstractly ,understand complex ideas, learn fast and learn from experiences. It does not include rote learning of specific skills learned at school (reading, writing),it does not refer to skilled dealing with intelligence tests. It is a broad and deep capacity that refers to insight in ,and understanding of affairs in the everyday life. It helps to decide what has to be done ,and is distinguished from creativity, character ,personality and other traits.” (Neisser et al , 1996 )/ Reference Neisser,U.,etal.( 1996 ).Intelligence known and unknown. American Psychologist, 51 ( 2 ), 77 - 101

“ Intelligence is the completeness of understanding, inventiveness, persistence in a given task, and critical judgment” —Binet. In other words, Binet’s conception of intelligence emphasizes three characteristics of the thought process: (i) Its tendency to take and maintain a definite direction; (ii) The capacity to make adaptation for the purpose of attaining a desired end; and (iii) The power of auto-criticism.

Mental age is a concept related to intelligence. It looks at how a specific individual, at a specific age — usually today, now — performs intellectually, compared to average intellectual performance for that actual age, measured in time from birth. The physical age of the child is compared to the intellectual performance of the child. If a child can pass the tests suitable for 9 yrs. old, his mental age will be 9 yrs. whatever the chronological age may be. Mental age was first defined by the French psychologist Alfred Binet , who introduced the intelligence test in 1905 , with the assistance of Theodore Simon. following the introduction of a law mandating universal education by the French Government He began developing a method of identifying "slow" children, so that they could be placed in special education programs, instead of being labelled ”sick ”and sent to the asylum.

Timeline YEAR TEST/AUTHORS COMMENT April 1905: Development of Binet- Simon Test announced at a conference in Rome June 1905: Binet-Simon Intelligence Test introduced

SIMPLE 30 ITEMTEST

REVISION OF BINET

SCALE

Binet and Simon INTRODUCED THE MENTAL AGE CONCEPT

YEAR TEST/AUTHORS COMMENT

REVISION OF BINET SCALE

Binet and Simon EXPANDED TO INCLUDE ADULTS 1916 Stanford Revision of Binet Simon Scale Stanford–Binet First Edition by Terman

INTRODUCED THE IQ

CONCEPT

Stanford–Binet Second Edition Stanford–Binet Second Edition by Terman and Merrill

FIRST USE OF

PARALLEL FORMS (L

AND M)

Stanford–Binet THIRD Edition Stanford–Binet THIRD Edition by Terman and Merrill

MODERN ITEM

ANALYSIS METHODS

USED

Although successive revisions differed from one another and from the original scale but there is a body of features that characterize all versions of the revised scales.

1. Items and tasks are grouped on the basis of their difficulty beginning with easy items..
2. They yield a general global measure of intelligence rather than an analysis of separate special abilities He abandoned faculty psychology, and tested general intelligence, as a sum-total of mental processes, like memory, attention, imagination etc. and not as separate faculties. therefore unsuited for measurement of differential aptitudes.
3. TheTests have been constructed to maximize the measurement of a general factor and minimize the influence of group factors or separate abilities. ’ .(G factor of Spearman)

4. The scales are grouped by age levels and measure mental growth of the subject.
5. They are primarily a measure of scholastic aptitude, and heavily loaded with verbal ability, especially at higher levels.
6. They are excellent for identifying children of abnormally slow development. 7 .They are administered individually by a skilled examiner and require high proficiency. 8 .The system of scoring in all Binet tests is tied to the age norms. A child’s mental age indicates the age group for which his performance would be typical.

This test differs from that of 1916 in many details, but it does not differ in its essential and basic conceptions. “ The revision utilizes the assumptions, methods and principles of the age scale as conceived by Binet”(Terman and Merrill).They however regard it as a better standardized and more useful scale than its predecessors. The principle differences are as follows:-

• The 1937 scale has two equivalent forms(L and M),each of which contains 129 items as compared to 90 items in the first Stanford Binet scale.
• Items that proved unsatisfactory in the original were eliminated and new ones were added.
• The 1937 scale extends downward to the level of age 2 and upward through three levels of “Superior Adult”(Superior Adult 1 ,Superior Adult II and Superior Adult III)thus increasing its usefulness.
• The levels below age 5 and above age 14 have been more carefully and validly standardized.

• Scoring standards and instructions for administering the tests are improved.
• From age 2 to age 5 , this test provides groups of test items at half – year intervals. Thus, more accurate and more highly differentiating test results are obtainable.
• Groups of tests were provided at age 11 and age 13 that were absent in the 1916 scale.
• Although the 1937 scale is predominantly verbal in character, it does provide more performance and other non verbal materials at the earlier age levels, especially through age 4 .In all of these , verbal ability is a factor to the extent that verbal directions must be understood.

▪ A 3 rd revision was published in 1960 , it provided a single form (L-M) incorporating the best items from the two 1937 forms. ▪ The 1960 scale did not involve a re-standardization of the normative scale ▪ A major innovation introduced in the 1960 Stanford-Binet scale was the substitution of deviation I.Q.’s for the ratio I.Q. used in earlier forms. These deviations I.Q.s are standard scores with a mean of 100 and an SD of 16. The principal advantages of this type of I.Q. are that it provides comparable scores at all age-levels thus eliminating the vagaries of ratio I.Q.s. ▪ A second innovation is the extension of the IQ tables to include chronological ages 17 and 18 because retest findings indicated that mental development as measured by Stanford – Binet continues at least that long.

Why is the Chronological Age of an Adult

Considered to be 15?

ACTUAL C.A CORRECTED C.A DIVISOR ACTUAL C.A CORRECTED C.A DIVISOR ACTUAL C.A CORRECTED C.A DIVISOR 13 - 0 13 - 0 14 - 0 13 - 8 15 - 0 14 - 4 13 - 1 13 - 1 14 - 1 13 - 9 15 - 1 14 - 5 13 - 2 13 - 1 14 - 2 13 - 9 15 - 2 14 - 5 13 - 3 - 13 - 2 14 - 3 13 - 10 15 - 3 14 - 6 13 - 4 13 - 3 14 - 4 13 - 11 15 - 4 14 - 7 13 - 5 13 - 3 14 - 5 13 - 11 15 - 5 14 - 7 13 - 6 13 - 4 14 - 6 14 - 0 15 - 6 14 - 8 13 - 7 13 - 5 14 - 7 14 - 1 15 - 7 14 - 9 13 - 8 13 - 5 14 - 8 14 - 1 15 - 8 14 - 9 13 - 9 13 - 6 14 - 9 14 - 2 15 - 9 14 - 10 13 - 10 13 - 7 14 - 10 14 - 3 15 - 10 14 - 11 13 - 11 13 - 7 14 - 11 14 - 3 15 - 11 14 - 11 16 - 0 and above 15 - 0 The appropriate chronological age divisors to be applied in computing IQs (Table 4 of Terman Merrill Test Manual)

The C.A of the subject who is between the ages a 13 - 0 and

16 - 0 is counted as 13 - 0 plus 2 / 3 of the additional months he

has lived. This means that a true C.A of 14 is counted as 13 - 8 ;

a true C.A of 15 as 14 - 4 ; a true C.A of 16 as 15 - 0 which is the

highest divisor used in the computation of an IQ. (Table of

Adjusted C.A)

The Computation of IQ:-

❑ Errors can occur in converting years and months into

months.

❑ Confusion arises in case of subjects in between age 13 and

age 16.

❑ We longer cease counting C.A abruptly at a given age but

by degrees.

❑ Upto 13 - 0 the entire C.A is counted, beyond 16 - 0 , none of

it.