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Author Spelliscy, Richard
Title Theoretical and factorial conceptualizations of human intelligence: An evaluation of the Stanford-Binet Intelligence Test Fourth Edition
book jacket
Descript 298 p
Note Source: Dissertation Abstracts International, Volume: 53-02, Section: A, page: 0475
Supervisor: H. L. Janzen
Thesis (Ph.D.)--University of Alberta (Canada), 1991
Theoretical and factorial conceptions of human intelligence have been mainstays of psychological research since the turn of the century. The early work of Alfred Binet and the development of factor analysis are identified as key elements in shaping subsequent theoretical and psychometric trends. The Fourth Edition of the Stanford-Binet is influenced by developments in both of these areas through the adoption of a hierarchical model of intelligence
The theoretical and empirical basis of this instrument is examined by a review of the development and evolution of the Binet scales, major theories of intelligence and existing factorial studies. The Stanford-Binet protocols of 371 Education clinic clients between the ages of 3 and 23 years were analyzed using both exploratory and confirmatory factor analytic techniques. These results were compared to the test authors' technical data
The three level hierarchical model espoused by Thorndike, Hagen and Sattler (1986) was not supported by the Clinic data. Modest support was found for both developmental and modified test models. On the basis of these results it is tentatively concluded that a two tier model with a General factor at the highest level and Verbal, Abstract/visual, Quantitative and Short term memory factors at the lower level, under certain restrictions, best describes what the Stanford-Binet Fourth Edition measures
Test users, as a result, are cautioned against the strict implementation of Stanford-Binet Fourth Edition theoretical model. Ethical and practical considerations in the interpretation of this instrument were provided. Suggestions for future research were made
School code: 0351
Host Item Dissertation Abstracts International 53-02A
Subject Education, Tests and Measurements
Education, Educational Psychology
0288
0525
Alt Author University of Alberta (Canada)
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