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The relationship between achievement on the test of cognitive skills and the Stanford-Binet intelligence scale : fourth edition for elementary school students / Achievement on the test of cognitive skills and the Stanford-binet intelligence scale.Blood, Beverly A. January 1989 (has links)
For many school psychologists the constraints of time create a need to identify an instrument that can be used to screen students referred for comprehensive psychoeducational evaluations. This study examined the relationship between scores students obtained on the group-administered Test of Cognitive Skills (TCS) and those they obtained on the individually administered Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). Comparisons were made between the Cognitive Skills Index (CSI) and Sattler's Factor scores from the SB:FE, and between the CSI and the SB:FE Composite score.The subjects were 75 elementary public school students who were enrolled in regular education classes at least 50% of their school day. The students were referred for comprehensive evaluations because of concern about their academic progress. Archival data from tests administered during the 1987-1988 school year were gathered from the students' cumulative school files.Pearson product moment correlations indicate that (in the sample studied) there was a significant positive correlation between the CSI scores and each of the Factor scores and the Composite scores. Analysis of variance (ANOVA) procedures were used to test mean differences. The data indicate that there was no statistically significant difference between the mean score of the CSI and the Verbal Comprehension Factor score, nor between the CSI and Memory Factor. However, the Nonverbal Reasoning/Visualization and Composite means differed significantly from the CSI mean.The results of this study suggest that the CSI can make a worthwhile contribution to referral information. Correlational and mean difference data derived from this study demonstrate the need for caution when interpreting and applying statistical findings. Additional research is needed to clarify further the relationship among group-administered and individually administered intelligence tests, and between the SB:FE and other individually administered intelligence tests. / Department of Educational Psychology
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The fourth edition of the Stanford-Binet intelligence scale and the Woodcock-Johnson tests of achievement : a criterion validity studyPowers, Abigail Dormire January 1988 (has links)
The purpose of the study was to investigate the validity of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) area and composite scores and Sattler's SB:FE factor scores as predictors of school performance on the Woodcock-Johnson Tests of Achievement (WJTA).The subjects were 80 Caucasian third grade students enrolled in regular education in a rural and small town school district in northeastern Indiana. The SB:FE and WJTA were administered to all students.Two canonical analyses were conducted to test the overall relationships between sets of SB:FE predictor variables and the set of WJTA criterion variables. Results indicated that the SB:FE area scores and Sattler's SB:FE factor scores were valid predictors of academic achievement at a general level.To clarify the results of the canonical analyses, series of multiple regression analyses were conducted. Results of multiple regression with SB:FE area and composite scores indicated that the best single predictor of all WJTA scores was the SB:FE Test Composite Score. No other SB:FE variable provided a significant contribution to the regression equation for reading, math, and written language achievement over that offered by the Test Composite Score.Multiple regression analyses were also employed with Sattler's SB:FE factor scores and the WJTA scores. The optimal predictor composite for reading included the Verbal Comprehension and Memory factor scores. To predict math, the best predictor composite consisted of the Nonverbal Reasoning/Visualization and Verbal Comprehension factor scores. The optimal predictor composite for written language included the Nonverbal Reasoning/Visualization and Memory factor scores.Results of the regression analyses indicated that, without exception, the predictor composites composed of the SB:FE area and composite scores were superior in their prediction of school performance to the predictor composites developed from Sattler's SB:FE factor scores.The regression equation containing the SB:FE Test Composite Score alone was determined to be the preferred approach for predicting WJTA scores. Use of the Test Composite Score sacrifices only a minimal degree of accuracy in the prediction of achievement and requires no additional effort to compute. / Department of Educational Psychology
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A comparison of the Wechsler Intelligence Scale for Children and the Revised Stanford-Binet, Form L, with a group of seven- and eight-year-old public school childrenLubbers, Alvin. January 1954 (has links)
Thesis (M.A.)--University of Detroit, 1954. / "August 1954." Includes bibliographical references (p. 60-63).
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The validity of the subtests of the Wechsler Intelligence Scale for Children with five and six year oldsKureth, Genevieve. January 1953 (has links)
Thesis (M.A.)--University of Detroit, 1953. / "February 1953." Includes bibliographical references (p. 29-34).
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A comparison of performance of students referred for gifted evaluation on the WISC-III and Binet IVMullins, James E. January 1999 (has links)
Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains xi, 182 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 139-143).
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A Comparative Study of the Validities of the Wechsler Adult Intelligence Scale and of the Revised Stanford-Binet, Form L, at Bowling Green State UniversityGiannelli, Antonio S. January 1957 (has links)
No description available.
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A Comparative Study of the Validities of the Wechsler Adult Intelligence Scale and of the Revised Stanford-Binet, Form L, at Bowling Green State UniversityGiannelli, Antonio S. January 1957 (has links)
No description available.
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A Comparison of Mental-Age Scores on the Revised Columbia Mental Maturity Scale and the Stanford-Binet Intelligence Test, Form L, at the Five through Eight Year Mental-Age LevelsFleming, Kathryn Ann January 1962 (has links)
No description available.
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The expression of negativism in three-year-old childrenHaswell, Karen Lois January 1978 (has links)
No description available.
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Comparability of the WPPSI-R and the Stanford-Binet: Fourth EditionBass, Catherine 05 1900 (has links)
The purpose of this study was to compare the performance of children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) with their performance on the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). One hundred and four children between 3 and 7 years of age were administered both tests. A moderate correlation was found between the WPPSI-R Full Scale IQ and the SB:FE Composite Score with a Pearson product-moment correlation of .46. This correlation suggests that the two tests are not interchangeable measures of children's intelligence. They may measure different, equally important aspects of intelligence. As both tests used are relatively new, the current findings should be considered one step in the accumulation of knowledge about the usefulness of the WPPSI-R.
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