Thesis (Ph. D.)--University of Notre Dame, 2006. / Thesis directed by George S. Howard for the Department of Psychology. "December 2006." Includes bibliographical references (leaves 49-52).

This study proposed to evaluate the appropriateness of selected subtests of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) for use with severely to profoundly hearing impaired children. The subjects used in this study were enrolled in a residential/day school for the deaf whose educational methodology was Total Communication. The subjects were tested on both the SB:FE nonverbal selected subtests and the Performance Scale of the Wechsler Intelligence Scale for Children-Revised (WISC-R PIQ). To assess appropriateness, several procedures were employed comparing data gathered from the hearing impaired sample with data reported for the standardized population of the SB:FE. Correlations were computed between the WISC-R and the SB:FE and comparisons of the total composite scores for each measure were made to detect any systematic differences. The results indicated that the correlations reported for the hearing impaired sample are generally similar to the correlations reported for the standardized sample of the SB:FE. The analysis performed between the Area Scores of the SB:FE and the WISC-R PIQ to detect systematic differences revealed a difference of one standard deviation between these two instruments, with the. SB:FE results being lower than the WISC-R PIQ results. It was concluded that the selected subtests of the SB:FE and the WISC-R PIQ could not be used interchangeably. Further research into this area was advised before using this measure to estimate general cognitive ability for hearing impaired children whose levels of language development may be delayed. Further research was also encouraged to confirm the suggestion of greater predictive validity of the SB:FE with academic measures. It was suggested that these findings indicated that the use of language as a cognitive tool may be important in acquiring certain problem solving skills. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The revised Stanford-Binet Intelligence Scale probably is the best instrument we now have for measuring the general intelligence of young people. Using this scale we can foretell to a large degree a child's future mental growth; and with this knowledge as an important part of the total knowledge needed for prediction, we can more scientifically plan his further education and his vocational choice.

Cette étude s'inscrit dans le courant de recherche de la psychologie cognitive différentielle. Ce courant s'intéresse plus particulièrement aux différences individuelles observées dans les tests classiques d'intelligence en utilisant l'approche du traitement de l'information. De façon générale ce mémoire s'intéresse aux possibilités appliquées du modèle de mémoire de travail de Baddeley (1986). L'objectif plus spécifique est d'étudier le rôle de deux composantes de ce modèle soit la boucle articulatoire et la tablette visuo-spatiale dans les sous-tests de l'échelle de mémoire à court terme du Stanford-Binet, quatrième édition. La méthodologie utilisée est celle de la charge mnémonique (memory loading). Il s'agit de comparer la performance obtenue dans le rappel sériel différé de deux types de tâches (spatiales et verbales) en employant comme tâches interférentes les items de l'échelle de mémoire. Il est postulé que la boucle articulatoire est impliquée dans tous les sous-tests. Cependant, un de ces sous-tests sollicite possiblement les ressources de la tablette visuo-spatiale. Un protocole intra-sujet de type quasi-expérimental est utilisé avec seize sujets étudiants universitaires. Les résultats observés ne démontrent aucune interaction significative de la charge mnémonique avec les tâches interférentes. Cependant, pour l'ensemble des conditions, le pourcentage d'erreurs au rappel de la tâche verbale est plus élevé que celui qui est observé pour la tâche visuo-spatiale. Aussi, les sous tests montrent un effet indifférencié aux deux types de tâches.

No description available.

No description available.

Study conducted with 63 rural school children, as measured by the Revised Stanford-Binet Intelligence Scale. Since size of vocabulary is considered to be a relatively valid measure of intelligence and correlates to a high degree with the mental age obtained on the Biney scale, it is concluded in accordance with the results of this study, that the test as a whole may be considered a valid measure of the mental ages of rural school children. However, since the cases used in this study were taken from a limited population, the results are not to be considered conclusive, but due to the high correlation obtained, a need for further study is indicated. / "A Paper." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / "February, 1951." / Typescript. / Advisor: Marcus B. Caldwell, Professor Directing Paper. / Includes bibliographical references.