home Social science Stanford-Bine mental development scale. Evaluation of the results of the survey Test of the study of intelligence Binet Simon

Stanford-Bine mental development scale. Evaluation of the results of the survey Test of the study of intelligence Binet Simon

Attempts to express human intelligence with a numerical value have been known since the beginning of the 20th century. In 1912, the German scientist William Stern first introduced such a thing as the IQ. This idea turned out to be very timely and already in 1916 was used in an earlier system of intellectual calculus, known as the Stanford-Binet scale.

These days, IQ tests have become very popular and relevant. The abbreviation IQ itself correctly stands for intelligence quotient, which in English means intelligence quotient. Accordingly, the IQ test determines the level of intelligence of a person, based on the obtained coefficient, the calculation of which also takes into account his age. The most popular is the test of Hans Jurgen Eysenck.

The mathematical formula for IQ is a fraction multiplied by 100, in the numerator of which is the mental age of a person, and in the denominator is his chronological age. Currently, the fourth edition of the IQ measurement scale is used in psychodiagnostics.

Today, many companies are engaged in IQ testing, checking employees applying for a particular vacancy. Even children can pass the intelligence test. Thus, the IQ test helps to determine the ability of people who have been tested to perform certain tasks.

An interesting fact is that this test is not an erudition exam and does not require special knowledge, but rather reveals the ingenuity and ingenuity of a person, which is intelligence in essence.

The proposed test consists of forty questions that must be answered in exactly thirty minutes. There are no pauses, time-outs and breaks. Since the IQ test is an important indicator, for its purity the conditions for all subjects are exactly the same. At the same time, more inattentive people will have less chance of high IQs, which, in fact, is quite fair.

Passing testing, it is best to skip questions that are not solved immediately. It is not difficult to calculate that, on average, the program allocates 45 seconds for each question. This time is, of course, conditional, since rarely anyone manages to solve all forty problems correctly, however, if you linger too long on difficult questions, then the chance of not having time to reach the tasks potentially solved by the test subjects increases.

It happens that a simpler task takes longer to solve a complex one. This may occur as a result individual features person being tested, and will be reflected subsequently his IQ. Skipping intractable tasks, the test-taker returns to them again, but having already answered all the "easy" questions. This approach is more rational and therefore effective.

It is interesting! It turns out that intelligence and intelligence tests were first developed ... in the 7th century by Chinese employers. At that time, based on the results, officials were divided into three classes: a public service official (one out of a hundred contestants), a mandarin (one out of a hundred public service officials) and, finally, an inspector (one out of a hundred mandarins).

The Binet-Simon test is the most common method for quantifying the level of ability development.

Appearance history

Developed in 1905 by A. Binet and T. Simon by order of the Ministry public education France with the aim of screening out children who are not sufficiently developed to study in a mass school. Initially, the test contained 30 tasks, which were selected according to the degree of difficulty so that they could be solved by 75% of children of a certain age, whose mental development could be considered normal. The number of correctly solved tasks characterizes the so-called mental age.

Test modifications

The most famous modification was developed by L. Theremin at Stanford University (USA); the so-called Stanford-Binet test he created is the most recognized method for diagnosing intelligence. Based on it, the IQ is calculated. However practical use this test, like most

similar methods allows us to quantify individual differences in mental capacity without revealing their nature and development prospects. This makes it difficult to use the test results in making a psychological diagnosis and predicting the development of intelligence.

A tool for diagnosing the development of intelligence, proposed in 1905 by A. Binet and T. Simon. At first, the test consisted of 30 verbal, perceptual, and manipulative tasks, grouped according to the criterion of increasing difficulty into the corresponding age cohorts: each task of this age cohort was to be solved by 75% of children of this age with normal intellectual development. By the number of tasks correctly solved by the child, his mental age was determined.

"Binet-Simon test" in books

A. Binet (1857–1911)

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BINET ALFRED.

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2. Binet-Simon scale. The concept of "mental age". Stanford–Binet scale

From the book Psychodiagnostics: Lecture Notes author Luchinin Alexey Sergeevich

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1. Questionnaires. Introspectionism as the theoretical basis of the method. Works by F. Galton, A. Binet, R. Woodworth

From the book Psychodiagnostics: Lecture Notes author Luchinin Alexey Sergeevich

1. Questionnaires. Introspectionism as the theoretical basis of the method. Works by F. Galton, A. Binet, R. Woodworth psychological diagnostics associated with the development various methods personality diagnostics. For this purpose, most often not tests are used, but

3. Behaviorism as a theoretical basis for testing. Behavior as a set of reactions of the organism to stimuli. Works by J. M. Cattell, A. Binet

author Luchinin Alexey Sergeevich

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4. Binet-Simon scale. The concept of "mental age". Stanford-Binet scale. The concept of "intellectual quotient" (IQ). Works by V. Stern

From the book Psychodiagnostics author Luchinin Alexey Sergeevich

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7. Tests of achievements. Questionnaires. Introspectionism as the theoretical basis of the method. Works by F. Galton, A. Binet, R. Woodworth

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Alfred Binet: Identifying Learning Abilities

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From the book The Intelligence of Success author Sternberg Robert

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4. Binet-Simon scale. The concept of "mental age". Stanford-Binet scale. The concept of "intellectual quotient" (IQ). Works by V. Stern

The first scale (a series of tests) Binet-Simon appeared in 1905. Binet proceeded from the idea that the development of intelligence occurs independently of learning, as a result of biological maturation.

A. Binet scale in editions (1908 and 1911) was translated into German and English languages, differed in that it expanded the age range of children - up to 13 years old, increased the number of tasks and introduced the concept of mental age.

The tasks in the Binet scales were grouped by age (from 3 to 13 years). Children under 6 years old were offered four tasks each, and children over 6 years old were offered six tasks. Tasks were selected by examining a large group of children (300 people).

The indicator of intelligence in the Binet scales was the mental age, which was determined by the success of the test tasks.

The second edition of the Binet scale served as the basis for the verification and standardization work carried out at Stanford University (USA) by a team of employees led by L. M. Termena. This option was proposed in 1916, had many major changes compared to the main one and was called the Stanford-Binet scale. There were two main differences from Binet's tests: the introduction of an intelligence quotient (IQ) as an indicator of the test, which is determined by the relationship between mental and chronological age, and the use of a test evaluation criterion, for which the concept of a statistical norm was introduced.

IQ score was offered V. Stern, who considered a significant drawback of the indicator of mental age that the same difference between mental and chronological age for different age levels has a different value. Stern proposed to determine the quotient obtained by dividing mental age by chronological age. This figure, multiplied by 100, he called the coefficient of intelligence. So you can classify normal children according to the degree of mental development.

Another innovation of Stanford psychologists was the use of the concept of "statistical norm". The norm became the criterion by which it was possible to compare individual test indicators and thereby evaluate them, give them a psychological interpretation.

The Stanford-Binet scale was designed for children aged 2.5 to 18 years. It consisted of tasks of varying difficulty, grouped according to age criteria.

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A. Binet - T. Simone

Diagnosis of children 3-4 years old

To begin with, the child is asked to complete the tasks marked in columns 3-14. By using symbols the results are recorded in the table: "+" - the task is completed, "+?" - the task was not completed completely, "-" - the task was not completed. Then the diagnostics of cognitive processes is carried out: attention, perception, memory, thinking and speech, the results of which are also recorded in the table.

The educational psychologist evaluates the level of development of attention and speech by observing the child during the examination, analyzing his activities and answers to the questions posed.

For attention researchused game What changed? . Three colored plastic cups are placed in a row in front of the child and asked to remember their location. Then the location of the cups changes, and the child is asked to determine what has changed.

Also level development of attentiondiagnosed withtechniques "Finding similarities". A picture is laid out in front of the child with 4-6 almost identical images (for example, snowmen). The instruction is as follows: “Look at these snowmen: they are all at least somewhat different from each other, but still two of them are exactly the same, try to find them and show me. Be very careful, you need to work quickly." For the examination, it is necessary to prepare 2-3 forms with stimulus material. Forms are offered to the child in turn. It is necessary to measure the time for completing the task for each form separately and record the results at the end. Working time - no more than 5 minutes per incentive form. General indicator development of observation S o6 calculated by the formula:

S o6 \u003d ∑С / ∑t,

where C is the number of differences in the drawings indicated by the child;

t is the time taken to complete the task.

Color perceptionchecked duringgame "Spread the circles into boxes."The child is offered a set of circles with a diameter of about 3 cm of primary colors (two for each color) and boxes of the corresponding color. The task of the child is to sort the circles into boxes according to their color. It is important that during the game the adult does not name the color of the circles.

Level development of visual memoryresearched withsubject pictures.The teacher-psychologist lays out seven pictures depicting familiar objects in front of the child and invites him to look at them carefully. After some time, he removes the pictures and asks to name those that the child remembers.

Diagnostics of thinking (the ability to analyze, synthesize, make generalizations) is conveniently carried out usinggame "The Fourth Extra".As a stimulus material, you can use pictures from the manual “Practical material for conducting a psychological and pedagogical examination of children” (authors S.D. Zabramnaya, O.V. Borovik) or material didactic game"Find the fourth extra - 2. Educational game for preschoolers" (2012). The child is presented with a picture that depicts objects. Instruction next: “Look at the card. There are four items shown here. Three of them fit together, and the fourth is superfluous. What item is missing and why?

To assess the level of speech development can be usedtechnique "Seasons". The child is shown drawings and asked, after carefully looking, to say what season is depicted in each of them (from the manual by S.D. Zabramnaya and O.V. Borovik). The child must name the corresponding season and explain why he thinks so, indicate those signs that, in his opinion, indicate that this part of the drawing shows this, and not any other season.

If the child correctly named and associated all the pictures with the right seasons, while indicating 3-4 signs confirming his opinion, then this indicates high level speech development. If he correctly identified the seasons in all the pictures, while indicating 1-2 signs confirming his opinion, then this indicates middle level . Low level observed when the child correctly identified the seasons only in 1-2 pictures out of four and indicated only one sign to confirm his opinion. If the child could not correctly determine any season and did not name exactly a single sign, then we can conclude thatvery low speech development.

Diagnostic examination on a scale of mental development

A. Binet - T. Simone

Diagnosis of children 4-5 years old

To begin with, the child is asked to complete the tasks marked in columns 3-12. Also, with the help of symbols in the table, the results are recorded, after which the diagnostics of cognitive processes is carried out: attention, perception, memory, thinking and speech.

Features of attention explored through games"Find identical cups” and “What has changed?”For example, four colored plastic cups (or toys) are placed in front of a child, two of which match in color, size and shape, and they are asked to find identical objects. Then the same objects are put in a row and the child is asked to remember their location. After that, the location of the cups is changed and the question “What has changed?” is asked.

Can be usedmethods "Finding differences in paired pictures", "Correction tests"(now you can find on the Internet many interesting options for proofreading tests for preschool children).

When studying the features perception game task is used"Fold the picture"using split pictures of three or four parts (material from the manual by S.D. Zabramnaya and O.V. Borovik).

Color perceptionresearched during the game "Spread the circles by boxes ". Instructions: the child is offered a set of circles with a diameter of about 3 cm of primary colors (two for each color) and boxes of the corresponding color. The task of the child is to sort the circles into boxes according to their color. It is important that during the game the adult does not name the color of the circles.

Form perceptionchecked with games -

Diagnostics perception of magnitudeconvenient to carry out during the game"Arrange nesting dolls by height"

Grade auditory perceptioncarried out using. text comprehension tests. The teacher-psychologist reads out to the child a sentence: "Vitya washed, did his exercises, had breakfast, took a toy car and went to kindergarten," and then asks about Vitya's procedure.

When researching auditory memory use the variant todiki "10 words", presenting the child with eight words.

State of the artvisual memorydetermined with the help of subject pictures (option with geometric shapes).

For the diagnosis of thinking variant is usedmethodology "Classification according to a given principle".The teacher-psychologist lays out a set of pictures, half of which depict several objects, the other - only one. The task of the child is to arrange the pictures in two piles, based on the number of objects depicted.

Estimate level speech development and thinking processes allows Phrase Completion Method.The instruction of the teacher-psychologist is as follows: “Let's compose a story. I will begin, and you will finish my phrases. So, the girl took the cube and ... "Then other sentences are sequentially presented:

"The boy laughed merrily because...",

“If it rains, then ...”, etc.

Diagnostic examination on a scale of mental development

A. Binet - T. Simone

Diagnosis of children 5-6 years old

The child is asked to start with the tasks displayed in columns 3-8. In the comparison task, it is proposed to compare the children of the group from ethical and moral points of view (Who is the most accurate in the group? Why? Who is the kindest? Why? Etc.).

used to diagnose attention. game task "Compare pictures"Two pictures are placed in front of the child, differing in minor details, and they are given the instruction “Carefully look at the pictures, compare them and find the differences”

Features diagnostics perception begins with color perception, which is being explored duringgames "Spread the circles into boxes" (complicated version).Boxes are placed in front of the child, painted in primary and tint colors (red, blue, yellow, green, brown, black, white, gray, pink, blue, purple, orange, light green, beige), and a set of multi-colored circles corresponding to the boxes are laid out. The teacher-psychologist offers the child to arrange the circles into boxes according to their color.

Form perceptionchecked withclassification "Expand geometric shapes"The child is given a tablet, in the cells of which various geometric shapes of one specific color and the same size are depicted: a circle, a square, a triangle, a rectangle. Then a set is laid out in front of the child geometric shapes(of the same color and size as in the tablet) and offer to decompose the figures into the cells of the tablet in accordance with their shape.

Diagnostics perception of magnitudecarried out with the helptasks "Spread the stripes". 5-7 strips of the same color are laid out in front of the child, but differing from each other in length by 2 cm. The teacher-psychologist suggests laying them out from left to right, first in descending order, and then in ascending order.

Grade auditory perceptioncarried out throughtext comprehension test.The child is offered to listen to a short text consisting of several sentences, for example: “Tanya got up in the morning, washed herself, brushed her teeth, did her exercises, got dressed, had breakfast, took an album and paints and went to kindergarten. Happy in kindergarten Tanya played, drew, walked, dined. In the evening, Tanya's mother came for Tanya, and they went home. At home, Tanya had dinner and went to bed. After reading the text, the teacher-psychologist asks about what Tanya did at different times of the day.

For research auditory memory is used technique "Ten words"

The teacher-psychologist gives the following instruction: “I will say the words, and you listen to them carefully and try to remember. When I'm done, you'll repeat the words you memorized in any order. Listen: clock, iron, elephant, cat, stain, straw, apple, loto, sun, road. Upon repeated presentation, the following setting is given: “Now I will say the same words again. You will repeat them after me again, and you will say both the words that you called last time and the new ones that you will remember. At the third and fourth presentations, the instruction is: "Listen again." At the fifth, last presentation: “Now I will speak the words in last time, and you try to remember and repeat as many words as possible. The examination of auditory memory takes 5-7 minutes. good result is the child's repetition of 5-6 words after the first presentation and 8-10 words after the fifth presentation.

State of the artvisual memorydetermined using"Variable methodology" L.A. Yasyukova.The child is invited to look at the tablet with the image of various objects, numbers, letters, geometric shapes familiar to the subject. The teacher-psychologist gives instructions: “Pictures are drawn here. Look and remember. Then you will tell me everything that you remember, in any order. The presentation time is 20-30 seconds, then the plate is removed, and the child is asked to name the pictures that he remembered. When the child is silent, you need to tell him: “Try to mentally imagine a picture, maybe you will see something else.” For words that are identical in meaning in naming pictures, 1 point is given (for example, a ship or a yacht or a boat). For incomplete or erroneous answers - 0.5 points. A good result would be naming more than 7 pictures.

For researchmental performancechildren can be used test Toulouse - Pierona (modified by L.A. Yasyukova for preschool children).

Assess level speech development and thought processes allows methodology "Sequence of events" A.N. Bernstein. A series of 3-5 pictures is being prepared, reflecting ordinary situations from the life of children (you can take plot pictures from children's books by V. Suteev). All drawings for one plot, made on separate cards, are presented to the child at the same time. The teacher-psychologist explains that some event is depicted in the pictures, and offers to arrange the pictures in order so that it is clear where the beginning is, where the end is, and come up with a story based on them.

To get a holistic picture, you can use techniques that exploreemotional-volitional and personal spheres, for example: "Anxiety test" (authors - R. Tamml, M. Dorki, V. Amen), "Children's apperceptive test", the "Crocodiles" method by N. Akimova and L. Lebedeva, the "Drawing of a man" test (authors - K . Machover, F. Goodenough), the technique of "Non-existent animal" and others.

Secondary diagnosis of school readiness

The survey uses the following methods:

methodology for psychological and pedagogical assessment of the child's readiness for the beginning schooling, including the subtests "Continue the pattern", "Count and compare", "Words", "Encryption", "Drawing of a man" by N. and M. Semago;
social awareness test;
methodology "Isolation of the fourth superfluous", "Classification", "Sequence of events";
diagnostics of visual and auditory memory (“Variable method” by L.A. Yasyukova and “10 words”);
diagnostics learning motivation"DUM-1" N.N. Melnikova and D.M. Polev.

After analyzing the results of the final diagnosis of children in preparatory groups for school, an analytical report is compiled. Educators and parents of children at risk get acquainted with the results, recommendations are given to overcome the existing difficulties.