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Introduction to the Structure and Application of the Stanford-Binet Intelligence Scale-Fourth Edition.
Peer reviewed Peer reviewed
Glutting, Joseph J. – Journal of School Psychology, 1989
Introduces Stanford-Binet Intelligence Scale-Fourth Edition (SB4) as an attempt to revitalize Stanford-Binet by maintaining links with previous editions while simultaneously incorporating more recent developments found in other popular tests of intelligence. Discusses the SB4's theoretical foundation, materials and administration, scaling,…
Descriptors: Intelligence Tests, Models, Test Reliability, Test Use
Joint Confirmatory Factor Analyses of the DAS and WISC-R.
Peer reviewed Peer reviewed
Stone, Brian J. – Journal of School Psychology, 1992
Investigated joint factor structure of Differential Abilities Scale and Wechsler Intelligence Scale for Children-Revised for 115 children. Compared theoretically supportable models (Spearman's General factor; Wechsler's Verbal, Performance, and Freedom from Distractibility factors; Elliott's verbal, nonverbal, spatial, and diagnostic perspective)…
Descriptors: Ability Identification, Adolescents, Comparative Analysis, Elementary Secondary Education
Determining a Child's Strong and Weak Areas of Functioning on the Stanford-Binet: A Simplification of Sattler's SD Method
Peer reviewed Peer reviewed
Kaufman, Alan S.; Waterstreet, Mary A. – Journal of School Psychology, 1978
The aim of this paper was to develop a simplification of Sattler's technique (in the form of a table) to make it easier to use and to apply to the Binet profile of any child tested. An illustration is included. (Author)
Descriptors: Elementary Secondary Education, Intelligence Quotient, Intelligence Tests, Models
Confirmatory Factor Analysis of the Stanford-Binet: Fourth Edition for a Normal Sample.
Peer reviewed Peer reviewed
Gridley, Betty E.; McIntosh, David E. – Journal of School Psychology, 1991
Studied structure of Stanford-Binet: Fourth Edition for normal children who were not part of standardization sample. Found that, for children aged 2-6 years, either 2- or 3-factor model could be supported. For students aged 7-11, neither of 2 models studied was supported. Alternative model with verbal reasoning, quantitative reasoning,…
Descriptors: Age Differences, Children, Construct Validity, Elementary Education
Factor Structure of the PASS Cognitive Tasks: A Reexamination of Naglieri et al. (1991).
Peer reviewed Peer reviewed
Kranzler, John H.; Weng, Li-Jen – Journal of School Psychology, 1995
Investigated the factor structure of a battery of tasks hypothesized to measure the constructs of the planning, attention, and simultaneous-successive (PASS) process model of human cognition. Results suggest that the original PASS model provides an improper factor solution. Recommends further refinement of the PASS theory or tests. (RJM)
Descriptors: Cognitive Measurement, Cognitive Processes, Cognitive Psychology, Construct Validity