Stanford-Binet Scores Research Articles

Developmental progress after cardiac surgery in infancy using hypothermia and circulatory arrest.

Seventy-two of 76 long-term survivors who had surgical repair of congenital heart lesions at 11 days to 26 months of age using profound hypothermia and circulatory arrest underwent psychometric testing (Stanford-Binet) late postoperatively. The mean IQ of the 72 patients was 92.9 +r16.5 (SD). Stanford-Binet scores bore no relationship to the duration of circulatory arrest or other aspects of surgical technique. Scores were significantly lower in those who had a low birth weight for gestational age, important neurologic problems preoperatively or were in the lower socioeconomic classes. An "ideal" control group of 69 children randomly selected from patients satisfying certain criteria based on birth and neonatal characteristics had a mean IQ of 106.2 +r11.6. Twenty-five patients who had surgical treatment of cogenital heart disease met the criteria for the control group except for their heart lesions. Their mean IQ was 101.4 +r15.0(NS). We could not demonstrate any significant deleterious effect that could be attributed to the surgical methods. Rather, the postoperative IQ scores reflected characteristics related to individual patients.

Predicting IQ from Mother-Infant Interactions

Longitudinal observations of maternal and infant characteristics were used to investigate the consequences of early day-care intervention for infants at high risk for intellectual retardation due to sociocultural factors. High-risk infants and their mothers were compared on social and intellectual characteristics with a control group not enrolled in an intervention program and with a random sample of mother-child dyads from the general population. Results from group comparisons indicated that mothers of high-risk infants in a day-care intervention group interacted with their infants in ways quite similar to mother of high-risk infants who were not enrolled in the intervention program. Both high-risk groups differed from the general population of mothers on interaction and attitudinal measures. Changes across time on the measures taken were roughly parallel from all three groups. Multiple regression analyses using maternal variables and mother-infant interactional variables to predict 36-month Stanford-Binet scores for the high-risk samples indicated that children's intelligence was predictable from previous maternal behaviors and attitudes, particularly for the control group, and that early day-care intervention apparently had altered the predictiveness of some maternal factors.

A comparison of the Stanford-Binet Intelligence Scale and the McCarthy Scales of Children's Abilities with preschool children

The purpose of the present study was to determine the degree to which performance on the McCarthy Scaies of Children's Abilities correlated with performance on the Stanford-Binet for a group of preschoolers. The sample consisted of 44 children ranging in age from 3–11 to 5–4. It was found that the General Cognitive Index scores of the McCarthy Scales correlated well with the Stanford-Binet IQ scores, rxy = .90. However, 40 of the 44 subjects scored higher on the Stanford-Binet than on the McCarthy Scales.

Consequences of using the 1972 Stanford-Binet intelligence scale norms

Comparison of Stanford-Binet IQ scores obtained with the 1972 and 1960 norms of 228 children indicated that use of the 1972 norms resulted in substantially lower scores except at the lowest levels of functioning. The hypothesis that the 1972 norms reflected accelerated performance at the preschool level and that intelligence scores based on these norms and obtained by evaluating a child during the preschool years might not be an accurate reflection of functioning at a later age was also supported. For a subsample of children whose functioning over time remained constant or increased, use of the 1960 norms during initial evaluation resulted in a more accurate reflection of subsequent scores than did use of the 1972 norms. The implications of these results were discussed in relation to the necessity of using both sets of norms with preschoolers and to reevaluating the decision to retain the old MAs in deriving the 1972 intelligence scores.

Relation between ITPA average deviation and Stanford-Binet intelligence scores

Relation between ITPA average deviation and Stanford-Binet intelligence scores

Relationships between Performances of Young Handicapped Children on Peabody Picture Vocabulary Test and Revised Stanford-Binet Scale

An analysis of the relationship between the Peabody Picture Vocabulary Test and the Revised Stanford-Binet standard scores for handicapped children of chronological ages 3, 4, 5, and 6 yr. indicated uniform underestimation of the Stanford-Binet scores by the Peabody at the lower performance levels. A regression equation for determining estimates of Stanford-Binet performance from Peabody scores was calculated.

Relationship among three measures used in screening mentally retarded for placement in special education.

This study examined the relationship among Wechsler and Stanford-Binet IQ scores, Wide Range Achievement Test scores, and Adaptive Behavior Scale scores for a sample of 129 institutionalized mentally retarded children and adolescents in a Special Education program. Significant but small to moderate correlations (.26 to .50) were obtained between WRAT and IQ scores and between behavior scale scores and IQ. Each measure differentiated between special education training levels. Use of the Adaptive Behavior Scale may provide an important supplement to more frequently used screening procedures such as IQ and achievement scores.

Assertive Behavior and Cognitive Performance in Preschool Children

Summary Assertive behaviors, as measured by teachers, observers, and an experimental task, were related to each other and to Stanford-Binet intelligence scores. All measures of assertion were correlated with each other and with total IQ. Subsequent item analysis of the Binet showed that the more assertive children did better on certain items: comprehension, verbal, and discrimination. These results are discussed as are possible reasons for non-responsiveness of 20% of the sample and the implications of this for future research.

Effects of Part-Time "Mothering" on IQ and SQ of Young Institutionalized Children

SALTZ, ROSALYN. Effects of Part-Time "Mothering" on IQ and SQ of Young Institutionalized Children. CHILD DEVELOPMENT, 1973, 44, 166-170. 81 young children were Ss in a study of the effects of institutionalization on development. A Foster-Grandparent Program (FGP) group received part-time "mothering" by elderly institutional aides for a period of up to more than 4 years. A control group resided in a similar institution which did not provide supplementary " foster grandparent" care. There was a significant difference in IQ in favor of the FGP children. IQ results indicated that the experimental group made average intellectual progress over long periods of institutionalization. The FGP group also made average progress in the development of social competence, as measured by Vineland Social Maturity Scale SQs, over long periods of residence in the institution. Draw-a-Man IQ scores were significantly lower than Stanford-Binet IQ scores for both experimental and control groups.

A six year prospective controlled study of neonatal hypoglycemia

Between 1961–1964, thirty-nine newborns with transient neonatal hypoglycemia (Group I) were matched with 41 controls (Group II) on the basis of 9 weighted clinical criteria. On-going medical and social service care was provided and yearly EEG's, neurological and psychological examinations were done. Computer analysis indicated the infants to be well matched according to medical criteria as well as socio-economic background. The incidence of R.D.S., sepsis, hyperbilirubinemia, polycythemia and C.N.S. problems was similar in both groups. Nevertheless, the clinical course of Group I was more severe due to the manifestations of hypoglycemia. Recurrent hypoglycemia was seen in 4 children; there were no deaths in either group. The follow-up data on physical development indicate that Group I showed a significant lag in height and weight until 3 years of age, after which both groups were in the 25th percentile. Head size, significantly smaller at birth in Group I, remained below the 3rd percentile at age 6. An analysis of 214 EEG's failed to reveal any significant differences in abnormalities between the groups. Stanford-Binet scores at age 5 showed a mean IQ of 87 ± 4 in Group I (22) vs 94 ± 4 in Group II (20) children. At age 6, the mean IQ was 88 ± 4 in Group (14) and 96 ± 3 in Group II (18) children. These differences are not significant. W.I.S.C. scores at age 5 and 6 were similar in both groups. To date, the prompt and vigorous treatment of symptomatic neonatal hypoglycemia would appear to obviate marked differences in development.

Examiner differences on the Stanford-Binet.

The Stanford-Binet scores of 1154 4-yr.-old children were analyzed with the aim of determining whether E-bias was a significant factor affecting results in the individualized test situation. Each child was randomly assigned and tested twice, 1 yr. apart, by a team of four school psychologists, unknown to Ss. Significant differences were found between group means by E for all four testing periods. It was concluded that even with highly trained and experienced Es, using the Stanford-Binet in the context of experimental research, measurement error can be introduced and that researchers should build into their designs controls for E-differences and report results by Es separately.

Examiner differences among Stanford-Binet items.

Two reports noted examiner (E) differences for Stanford-Binet IQ scores. Relevant data provided the hypothesis that Es elicit higher IQs from Ss of the opposite sex. 5 male and 5 female Caucasian Es each tested at least 9 4-yr.-old Negro Ss ( N = 446). A factorial design evaluated effects of sex of Ss, sex of Es, between- E differences, and several interactions. Major dependent variables were IQs and an index of number of items administered each S. The expected interaction between sex of Es and sex of Ss was not obtained. Significant ( p < .05) E differences were found for IQs and for number of items administered, but only between female Es. There was no relationship between rank orderings of the female Es on the two variables. There were significant ( p < .05) E differences for pass-fail scores on 11 of the 28 items administered, disregarding all sex differences. The most dominant item characteristic related to E differences was item-difficulty level. Briefly discussed is the need for extensive investigation of E differences for other objective psychometric instruments.

Predictive Relationships Between Items on the Revised Stanford-Binet Intelligence Scale (SBIS), Form L-M, and Total Scores on Raven's Progressive Matrices (PM), Between Items on the PM and Total Scores On the SBIS, and Between Selected Items on the Two Scales

Predictive Relationships Between Items on the Revised Stanford-Binet Intelligence Scale (SBIS), Form L-M, and Total Scores on Raven's Progressive Matrices (PM), Between Items on the PM and Total Scores On the SBIS, and Between Selected Items on the Two Scales

A Comparison of Wechsler Children’s Scale and Stanford-Binet Scores for Eight- and Nine-Year Olds

(1955). A Comparison of Wechsler Children’s Scale and Stanford-Binet Scores for Eight- and Nine-Year Olds. The Journal of Experimental Education: Vol. 24, No. 1, pp. 91-94.

The Effect of Chronological Age on Revised Stanford-Binet Vocabulary Score at the Moron and Imbecile Levels

The Effect of Chronological Age on Revised Stanford-Binet Vocabulary Score at the Moron and Imbecile Levels

Comparison of Stanford-Binet and Kent Oral Emergency Scores

Comparison of Stanford-Binet and Kent Oral Emergency Scores

EFFECTS OF VITAMIN B1IN SCHIZOPHRENIA

1. Ten schizophrenic male patients were given large doses of synthetic vitamin B1 orally and intravenously for a period of eight weeks. 2. None showed clinical improvement that could be correlated with the medication. No deleterious effects were seen. 3. The Stanford-Binet scores showed only random changes. 4. No significant changes were observed in blood pressure, pulse rate, oxygen consumption rate, venous carbon dioxide and glutathione levels. 5. Decreases in venous oxygen and lactic acid levels were observed. 6. Three patients were given in addition four weekly injections of vitamin B1 intrathecally without significant effects. 7. Extension of the study with other catalytic agents is regarded as desirable.