Binet-Simon Mental Development Test.

In 1905, by order of the French Ministry of Education, A. Binet first developed a method with which it was possible to assess the mental development of children. For each age, tests of mental development were developed, which were solved by children of a certain age from an experimental sample of 300 subjects. Solving problems for 80-90% of children was a criterion for assessing the norm of a given chronological age.

The test began with the completion of normative tasks. If the subject coped with the proposed test, he was offered tasks for an older age. If he could not solve the problem, testing was stopped. The maximum age at which the child could solve the tasks was recorded as his basic mental milestone.

Children under six years of age were asked to complete four tasks, children over six years old - six. Each task completed above the age standard reflected two months (6 tasks for 2 months = 12 months). For example, if a child whose chronological age is six years old solves all the problems for six years and completes three tasks for seven years, then his mental age will be six years and six months. The discrepancy between mental and chronological age was considered either an indicator mental retardation(when the child failed to cope with the normative tasks of his age), or giftedness (when the child solved the problems of the older standard).

American psychologist L. Theremin is the co-author of the Wiene-Simon test. Having improved this test (Stanford-Vine scale), he brought it to the so-called intelligence index. Currently, this indicator is most popular in studying the general mental abilities of people. The intelligence quotient allows one to correlate the test subject’s level with the average level of a social, age or professional group.

The Stanford-Vine scale is based on the Gauss-Laplace law of normal distribution. Average, corresponding to the population norm, is 100 points. The so-called average zone, limited by a standard deviation of ±15-16 points, includes the values ​​of indicators IQ approximately 68% of subjects. The remaining results represent high and low scores IQ. There are very few people with very low and very high levels of ability (Figure 3.1). If a child’s result is higher than the test norm and reaches 116 points, then, according to the authors, he is considered gifted.

The Stanford-Vinet scale is used all over the world and is known in several editions (1937, 1960, 1972, 1986).

However, psychologists can hear a lot of criticism towards her.

Rice. 3.1.

“Progressive matrices” by J. K. Raven are intended to assess a person’s ability for systematized, planned, methodical intellectual activity. The test consists of non-verbal tasks (matrices), which has great value, since this reduces the influence on its results of knowledge acquired in the process of life of the subjects.

The instructions for the method provide information only about the procedural side of problem solving. The principles laid down as decisive rules, are not disclosed.

The method consists of 60 task tables (five series). In each series, the tables are compiled in order of increasing difficulty and complexity from series to series. The subjects, looking through the matrices, identify a certain pattern and choose the correct answer, from their point of view. Series "A" is built on the principle of establishing connections in the structure of matrices, using the operation of supplementing the entire structure with the missing fragment. Series "IN"- on the principle of analogy between pairs of figures, the use of a mental operation of searching for similar features in drawings, as well as determining the axis of symmetry, according to which the figures are located in the main sample. Series "WITH" - Based on the principle of progressive changes in the structure of matrices, the operation of searching for the principle of development of the pattern of matrices is used. Series "D" - based on the principle of regrouping figures and searching for this regrouping in the horizontal and vertical directions. "Series E" is based on the principle of decomposing the figures of the main image into elements; mental operations of analysis and synthesis are used.

The correctness of solving matrix tasks is checked using a “key” and assessed in accordance with the conversion table into points (Appendix 3). 20 minutes are allotted for solving all tasks.

Intelligence test CFIT(literal translation from English is “free cultural intellectual test”), created in 1949 by R. B. Cattell and A. K. Cattell, belongs to tests free from cultural influence. It appeared as a result of the authors' efforts to overcome shortcomings in measuring general intellectual abilities (intelligence) using traditional methods. These methods contain predominantly verbal material, reflecting the properties of the cultural layers of the society to which their compilers belonged.

1. Catch the ball

1 point – the child did not begin to cooperate even after training and behaves inappropriately (throws the ball, puts it in his mouth, etc.).

2 points - the child has learned and began to cooperate, tries to roll the ball and catch the ball, but this is not always possible in practice.

3 points – the child began to cooperate independently, but it is not always possible to catch the ball due to motor difficulties; after training the result is positive.

4 points – the child immediately began to cooperate with the adult, successfully catching and rolling the ball.

2. Hide the balls

1 point – the child did not understand the task, does not strive for the goal; After training I didn’t understand the task.

2 points – the child did not understand the task; after training, he strives to achieve the goal, but he does not have correlating actions; indifferent to the final result; does not complete the task independently.

3 points – the child immediately understood the task, but difficulties arose when performing matching actions (could not match the corners of the lid with the box); interested in the results of his activities; After training he completes the task.

4 points – the child immediately understood the task; completed the task and at the same time used correlating actions; interested in the end result.

3. Disassembling and folding the matryoshka doll

1 point – the child has not learned to fold a matryoshka doll; After training, he acts inappropriately on his own: he takes it in his mouth, throws it, knocks, holds it in his hand, etc.

2 points – the child completes the task while imitating the actions of an adult, but does not complete the task independently.

3 points – the child accepted and understood the task, but completes it after the help of an adult (pointing gesture or verbal instructions); understands that the final result has been achieved; After training, he folds a matryoshka doll on his own.

4 points – the child immediately understood and accepted the task; performs it independently; the presence of correlating actions is noted; interested in the end result.

4. Disassembling and folding the pyramid

1 point – the child acts inappropriately: even after training, he tries to put the rings on the rod, which is closed with a cap, scatters the rings, holds them in his hand, etc.

2 points – the child accepted the task; does not take into account the dimensions of the rings during assembly. After training, he strings all the rings, but still does not take into account the size of the rings; the leading hand is not defined; there is no coordination of the actions of both hands; indifferent to the final result of his actions.

3 points – the child immediately accepts the task, understands it, but strings the rings onto the rod without taking into account their size; after training, completes the task without error; the leading hand is determined, but the coordination of the actions of the hands is not expressed; adequately evaluates the result.

4 points – the child immediately independently disassembles and assembles the pyramid, taking into account the size of the rings; the leading hand is determined; there is a clear coordination of the actions of both hands; interested in the end result.

5. Paired pictures

1 point – the child, after training, continues to act inappropriately: turns the pictures over, does not fix his gaze on the picture, tries to take the picture from an adult, etc.

2 points – the child understands the task, but cannot complete it immediately; during the learning process compares paired pictures; he is indifferent to the evaluation of his activities and does not complete the task independently.

3 points – the child immediately understands the conditions of the task; makes one mistake, but after training acts confidently; understands that the final result has been achieved.

4 points – the child immediately understands the task and confidently compares paired pictures; interested in the end result.

6. Colored cubes

1 point – the child does not distinguish colors even after training.

2 points – the child compares colors, but does not identify the color from the word even after training; indifferent to the final result.

3 points – the child compares and identifies colors according to the word; shows interest in the result.

4 points – the child compares colors, identifies them according to the word, names the primary colors; interested in the end result.

7. Cutting pictures

1 point – the child, after training, acts inappropriately: does not try to correlate the parts of the cut picture with each other.

2 points – the child folds a cut picture with the help of an adult; he is indifferent to the final result and cannot put together a picture on his own.

3 points – the child immediately understands the task, but puts together the picture with the help of an adult; After training, he puts together a picture on his own; understands that the end result is positive.

4 points – the child understands the task; independently folds a cut picture; interested in the end result.

8. Stick construction

1 point – the child, after training, continues to act inappropriately: throws sticks, puts them nearby, waves them; indifferent to the result.

2 points – after training, the child tries to build a figure, but compliance with the model is not achieved; indifferent to the final result.

3 points – the child correctly understands the task, but builds a “hammer” only after imitating the actions of an adult; interested in the end result.

4 points – the child correctly completes the proposed task according to the model; interested in the end result.

9. Get the cart

1 point – the child does not understand the task; does not strive to achieve the goal.

2 points – the child tries to reach the target with his hand; After several unsuccessful attempts, he refuses to complete the task.

3 points – the child tries to reach the cart by one end of the ribbon; after two or three attempts he achieves the result; understands the end result of his actions.

4 points – the child immediately finds the right decision and completes the task; interested in the end result.

10. Draw

1 point – the child does not use a pencil to scribble on paper; behaves inappropriately to the task; does not follow verbal instructions.

2 points – the child has a desire to depict something (scratching); indifferent to the final image; the leading hand is not highlighted; there is no coordination of the actions of both hands.

3 points – the child understands the instructions; tries to draw a path, depicting it with multiple broken lines without a specific direction; understands the end result of his actions; the leading hand is determined, but there is no coordination of the actions of both hands.

4 points – the child completes the task according to verbal instructions; interested in the final result (in most cases This straight continuous line); the leading hand is clearly defined, coordination of the actions of both hands is observed.

Based on the total score, the examined child can be classified into one of four groups.

First group(10–12 points) – these are children who are not guided in their actions by instructions, do not understand the purpose of the task, and therefore do not strive to complete it. They are not ready to cooperate with an adult; not understanding the purpose of the task, they act inappropriately. Moreover, this group of children is not ready to act adequately even under conditions of imitation.

The indicators of children in this group indicate deep disadvantage in their intellectual development. These children need to form emotional contact with adults. Emotional communication between an adult and a child arises on the basis of joint actions, which should be accompanied by a friendly smile and a gentle voice. An adult should gently touch the child, stroke him, take his hand, etc.

These children must be taught to understand basic instructions and perform actions in accordance with verbal instructions consisting of one word denoting the action. At the same time, it is necessary to teach children to understand the purpose of the action; develop in them the actions of grasping with two hands, one hand; develop attention, gaze fixation, and eye tracking of a moving object.

In addition, these children need to be physical exercise, focused on the development of all basic movements, as well as general developmental exercises aimed at strengthening the back muscles, coordination of movements, and development of balance.

When teaching children of this group, the main methods are joint actions of the child with an adult and imitation of the actions of an adult.

To the second group(13–23 points) includes children who cannot complete the task independently. They have difficulty coming into contact with adults and act without taking into account the properties of objects. The nature of their actions is marked by the desire to achieve a certain result, therefore they are characterized by chaotic actions, and later - refusal to complete the task.

In a learning environment, when an adult asks them to complete an imitation task, many of them do it. However, after training, the children of this group cannot complete the task independently, which indicates that the principle of action remained not realized by them. At the same time, they are indifferent to the results of their activities.

This group of children needs to develop ways of assimilating social experience. The first condition for this is the formation of cooperation between the child and the adult. The basis of such cooperation is, on the one hand, the emotional contact of an adult with a child, and on the other hand, correct definition way of setting educational and upbringing tasks for the child. It is important to develop in children the ability to imitate the actions of an adult, the ability to understand and use gestural instructions and pointing gestures, the ability to work according to a model and verbal instructions.

A special place in correctional work with these children should be given to physical education. It is aimed at the timely development of motor skills, abilities and physical qualities, at developing interest in the various types of motor activity available to the child.

At the same time, attention must be paid to improving manual motor skills, developing the dominant hand, coordinating the actions of both hands, as well as developing fine movements of the hands.

The central task of working with this group of children is the formation of guidelines for face-to-face cognitive activity: the development of practical orientation to the properties and qualities of objects, the formation of targeted tests, practical trying on, and then visual correlation. The main thing is to remember that the development of perception comes from the ability to distinguish objects, their properties, the relationship to their perception on the basis of an image, and then to the fixation of the image in a word, that is, to the appearance of an image-representation.

In the future, correctional work on the development of orientation-cognitive activity should be aimed at forming the relationship between the main components of mental activity: action, word and image.

One of the main areas of work with these children is speech development. It is carried out throughout the child’s life and in special classes where specific tasks are solved: the development of communication, cognitive and regulatory functions.

In addition, the main correctional task in working with these children is the formation play activity and prerequisites for productive activities (drawing, design).

Children need to develop an interest in didactic and story-based toys, play actions with these toys, and the ability to play next to peers, and later together.

Considering all of the above, it is necessary to remember that in all these children it is necessary to form the correct behavior taking into account a certain situation, as well as some personality traits of each child, where the main attention is paid to such qualities as mutual assistance and responsiveness. This possibility is ensured by the creation of a positive microclimate as in preschool institution, and in the child’s family.

Third group(24–33 points) are children who cooperate with adults with interest. They immediately accept tasks, understand the conditions of these tasks and strive to complete them. However, in many cases they cannot find an adequate way to do it on their own and often turn to an adult for help. After being shown how to complete a task, many of them can complete the task on their own, showing greater interest in the result of their activities.

In children of this group, it is necessary to clarify the primary disorders. Regardless of the primary disorder, all children need to develop an active interest in the properties and qualities of objects and develop perceptual actions (testing, trying on). At the same time, it is necessary to develop productive activities: modeling, appliqué, drawing, design.

An important direction in correctional work with these children is the formation of a holistic understanding of the surrounding reality, of a person and of interactions between people, familiarization with various types activities.

In all cases, corrective work is carried out with these children on speech development. Depending on the primary disorder, a specific system for including the child’s speech in the process is created. sensory knowledge surrounding reality.

Fourth group(34–40 points) are children who accept all tasks with interest, complete them independently, acting at the level of practical orientation, and in some cases at the level of visual orientation. At the same time, they are very interested in the results of their activities. These children, as a rule, achieve a good level of mental development.

Thus, the proposed psychological and pedagogical examination allows us to identify early age deviations in mental development and helps psychologists and speech pathologists outline ways of corrective work with each of the examined children, taking into account their individual structure of the disorder.

Stanford-Binet test for children over 3 years old

Among the numerous translations and adaptations of Binet tests, the most viable was the Stanford-Binet test (restandardized in 1972). It is designed to measure IQ from 3 years to adulthood. However, according to Western psychologists, the Stanford-Binet scale is not suitable for testing adults, and especially those whose intellectual development is within or above normal limits.

Based on our own experience, we can say that this scale is most applicable for examining children from 3 to 5 years old, so subtests are given here only for these ages, and it is better to examine children from 4 years of age and older using Wechsler tests WPPSI And WISC.

The test battery for each age level consists of six tests.

Tests within each age level are approximately equal in difficulty and are arranged without taking into account the complexity of the tasks. For each age level, a reserve test of the same degree of difficulty is provided, which is used as needed instead of any of the tests of this level, for example, when one of the main tests cannot be used because it is not suitable for a given individual or something prevents it from being presented.

Four tests from each level, in accordance with their validity and representativeness, are selected for an abbreviated scale, which is used in cases where time does not allow presenting the full scale. Comparisons IQ, obtained using full and shortened scales on different groups of subjects, conducted by Western psychologists, established a fairly complete correspondence between them, the correlation is approximately as high as the reliability coefficient of the full scale. Average value IQ, however, it decreases slightly on the short scale. This discrepancy also manifests itself when comparing the number of subjects who showed higher results in each version of the scale. Over 50% of them receive lower values ​​in the short version compared to the full version IQ and only 30% have a value IQ higher.

Like most intelligence tests, the Stanford-Binet test requires well-trained experimenters, since the presentation and processing of many tests is quite complex. Therefore, it is impossible to accurately conduct the test without sufficient familiarity and experience with the scale. Indecision and ineptitude can have a detrimental effect on mutual understanding with the child. Minor changes in wording can change the difficulty of items. The test is also complicated by the need to process it immediately after presentation, since the subsequent administration of the test depends on how the child completed the tasks of the previous levels.

Many clinicians view the Stanford-Binet test not only as a standardized test, but also as a diagnostic interview. The Stanford-Binet test allows you to observe the methods of intellectual work of the subject, his approach to the problem and other qualitative aspects of completing tasks. The experimenter can also judge some personal qualities, such as activity level, self-confidence, persistence, ability to concentrate. Of course, any qualitative observations during the Stanford-Binet test should be recorded as observations, but not interpreted in the same way as objective test indicators. The value of qualitative observations depends on the skill, experience and psychological insight of the psychologist.

In the Stanford-Binet test, no one subject is tested on all tasks. The individual is presented only with those tasks that correspond to his intellectual level. It usually takes 30–40 minutes to test young children.

If the child being examined copes with all the proposed tasks for three-year-old children, then this level of his development is called basic age.

Testing continues in increasing order (for four years, five years) until at some level the subject begins to fail in all tests. This level is called the ceiling age. Once this level is reached, testing ends.

Jobs are processed on an all-or-nothing basis. The instructions for each test establish the minimum level of execution from which the test is considered completed. Certain tests are given at different age levels, but the criteria for their completion are different for each level. Such a test is presented only once, and its completion is determined according to the age level to which the child is classified. The tasks solved or not solved by the test subject give a certain spread to adjacent age levels. It is not the case that subjects pass all tests of their mental age or below and fail all tests above their level. In addition, successfully solved tests are distributed across several levels from the basic to the ceiling age of the subject. The mental age of an individual in the Stanford-Binet scales is determined by taking the base age and adding two additional months to it for each correctly solved test above this level.

For example, a child of 3 years and 2 months is examined (38 months is calendar age). The child completed all the tasks for three years; this means his base age is 36 months. And then he completed two tasks for the age of four. Consequently, another four months are added to him (two months for each task). Since he could not cope with a single task for five-year-old children, his mental age is 40 months. IQ is calculated using the formula:

that is (40:34) × 100 = 110.

For age 3 years (6 tests, one every 2 months)

1. Indicate: nose, eyes, mouth, hair (norm – 3 answers out of 4).

2. Name: key, cup, penknife, watch, pencil (3 out of 5).

3. Name three objects in each picture (1 of 3; Fig. 1–3):

a) “Mother and daughter”;

b) “On the river”;

c) “At the post office.”

4. State your gender (“Tell me, are you a boy or a girl?”).

6. Repeat a phrase of 6–7 syllables (1 of 3):

a) “We have a kitten”;

b) “Peter gave me a toy”;

Additional test. Repeat 3 rows of numbers (1 of 3): 6‑4‑1; 3‑5‑2; 8‑3‑7.

Additional tests are offered only as an exception in cases where for some reason one or another main test cannot be used. Replacing an incorrectly solved main test with an additional one is not allowed.

For age 4 years (6 tests, one every 2 months)

1. Comparison of lines. There are 3 options available (3 out of 3): Which line is longer and which is shorter?

___________________________________________________________

_________________________________________

2. Difference in shapes: circle_______ square_________ triangle_________

4. Draw a square (1 of 3): 1 2 3.

5. Questions of the first degree of difficulty “What needs to be done?” (2 of 3):

a) When you want to sleep_________________________________;

b) When you are cold_________________________________;

c) When you feel like eating___________________________.

6. Repeat 4 numbers (1 of 3): 4‑7‑3‑9; 2‑8‑5‑4; 7‑2‑6‑1.

Additional test. Repeat a phrase of 12–13 syllables (1 out of 3 without errors or 2 times with one error in each phrase):

a) “His name is Maxim. He is studying at school";

b) “Sasha heard the whistle and saw the train”;

c) “In the summer there were a lot of mushrooms and berries in the forest.”

For age 5 years (6 tests, one every 2 months)

1. Comparison of weights (2 of 3): 3‑15 g________ 15‑3 g_______ 3‑15 g_________.

2. Name the 4 colors on the dice (without mistakes): red ________yellow _______blue _________green_______.

3. Aesthetic comparison. “Which people do you like best in each couple?” (no errors):

Top pair ________Middle pair ___________Bottom pair_______.

4. What are the following items (4 of 6) used for?

Chair______________? Doll______________?

Automobile______________? Pencil______________?

Fork______________? Table______________?

5. Folding a rectangle from two triangles (2 out of 3; 1 minute for each execution):

6. “Remember and complete three instructions” (without mistakes): Place the key on the table.

Close the door______________. Give me a box______________

Additional test. State your age.

Stanford-Binet intelligence scale(Stanford-Binet Intelligence Scale) - a scale for assessing intelligence, developed in 1916. The test uses a single indicator of intelligence level - . The equation for calculating IQ was proposed in 1912 by the German psychologist W. Stern. IQ is equal to the quotient of the subject's mental age and his real age, multiplied by 100. It is important that both ages are measured in months.

Now the Stanford-Binet scale is used mainly in Western countries to assess readiness for school, assigning students to schools of different levels and for admission to universities.

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History of creation. Binet-Simon scale

In the early 1900s, compulsory universal education was introduced in France. In this regard, the need arose to separate children potentially capable of learning from children with congenital defects, for whom they were created. special schools. Alfred Binet was commissioned to create methods by which future students could be assessed. A. Binet, together with A. Simon, conducted experiments to study attention, memory and thinking in children different ages. They determined what requirements are imposed on children in elementary school(repeat phrases, know the names of body parts, compare segments with each other, etc.), offered tasks on these points to children of different ages, and then selected those tasks that 50-80% of children of each age could cope with. As a result, 10 sets of 6 tasks were selected, each set corresponded to ages from 3 to 12 years.

A. Binet himself initially intended only to compare two indicators - real or chronological age and mental age. This was the first presentation of an intelligence scale, it was called the Binet-Simon Scale and was published in 1905.

But later it became clear that, for example, for a 5-year-old and a 12-year-old child, the difference between chronological and mental age of 30 months is not the same. In the first case, this is half of the real age, and in the other, only a fifth. In this regard, Stern proposed calculating the ratio of two indicators. So, IQ = 100 is considered average, standard deviation σ = 16. That is, if a child scores less than 84 points, he is considered mentally retarded, and if more than 116, then he is gifted. At the same time, Binet's tests came to the United States, where they were adapted by Lewis Terman for an American sample. The study was conducted at Stanford University, so the resulting scale was called the Stanford-Binet scale, L. Terman introduced it in 1916.

Current state

The Stanford-Binet scale has become widespread and has become known as a reliable method for psychodiagnostics.

The test consists of four parts:

• Verbal reasoning;
• Quantitative Reasoning (Calculations);
• Abstract visual reasoning;
• Short-term memory.

The total score is presented as an IQ score.

The Stanford-Binet test can be used to assess the abilities of normal children as well as for children with developmental disabilities. G. Lefrancois writes that it can serve as an early diagnostic test for identifying autism, and the technique can also be used to identify gifted children. Along with the Stanford-Binet test, the Wechsler Test (WISC) is currently very popular.

Literature

1. Lefrancois G. Applied educational psychology. - SPb.: PRIME-EVROZNAK, 2007. - 576 p.
2. Godefroy J. What is psychology? Volume 2. - M.: Mir, 1992. - 376 p.

Stanford-Binet test (1972 edition) The content of tasks changes over time. The test is designed to measure the intelligence of children from 2 to 18 years old. It is a set of tasks in the form of questions that need to be answered, or in the form of tasks. The tasks are grouped into blocks of 6 tasks, in accordance with the chronological age of the children. The blocks of tasks are designed in such a way that most children of the same age are able to complete all the tasks contained in a given block.

Test tasks (for a 9 year old child):

1. indicate today's date (day of the week, day, month, year). Correct answers assume that the child has an understanding of chronology and uses a calendar in his life.

2. distribute 5 items into specific classes. It assumes that the child has abilities for abstraction and generalization.

4. repeat 4 numbers in reverse order. The ability to hold numbers in memory, combine mental operations to arrange them in order in the mind.

5. construct a meaningful sentence containing 3 words. (boy, river, ball). It assumes the child’s ability to construct sentences and establish semantic connections between words.

6. find a rhyme to 3 different words. (losh-cat, day-stump, sun-shovel). Being tested vocabulary child. The skill finds the right words at the right time.

Successful completion of the test presupposes that the child has certain knowledge and certain mental skills.

Thus, in light of this test, INTELLIGENCE- a set of knowledge and mental skills that allow a person to solve certain problems.

Classifications of intelligence:

1. crystallized intelligence– (Grace Craig, author “developmental psychology”) - an area of ​​intellect that includes the ability to formulate judgments, analyze problems, draw conclusions based on accumulated knowledge and experience. This intelligence develops under the influence of accumulated experience, and can increase throughout a person’s life.

2. current intelligence- the area of ​​intelligence that covers the abilities used to learn something new. The experience itself is relegated to the background. It is determined by anatomical and physiological inclinations, reaches the peak of its development in youth, about 20 years, and begins to decline with age.

According to Hans Eysenck, all intelligence tests measure both crystallized and fluid intelligence, but to varying degrees. The tasks in the Stanford-Binet tests are clearly not new, and this test most likely diagnoses crystallized intelligence.

Raven's test– measures current intelligence– test of gradually more complex matrices. (add a figure according to its meaning to the matrix of 9 icons.)

General intelligence- a general mental ability on which the success of solving a variety of problems depends. The existence of general intelligence was discovered and described by an English psychologist Charles Spearman. He gave his subjects several tests aimed at measuring different mental abilities. For example, the ability to understand relationships, operate with numbers, spatial orientation, memory properties. It turned out that for each person, the degree of success in completing one test is positively correlated with the degree of success in all others. If one test is performed on high level, then others are more likely to perform well too. He concluded that intelligence is general ability, independent of the content of test tasks. Called him - Factor G (General).

D. Guilford believes that intelligence is the sum of individual abilities. All problems can be classified into 120 types, and the success of solving them depends on specific, specific mental abilities.

By the way, Teplov also wrote about this. There are special and general talents. Talented children have general talent.

G. Gardner believes that intelligence is not only logical, but everything else. Gardner states that there is 6 types of special intelligence:

1. linguistic intelligence – the ability to speak and understand language.

2. spatial intelligence – for designers and architects

3. musical intelligence

4. mathematical intelligence

5. personal intelligence – occurs in the form of the ability to self-knowledge, the ability to achieve social success.

6. kinesthetic intelligence - the ability to move, expressed in dancers and athletes.

7. emotional intelligence- a new paradoxical category (what is this? - Kapustin himself does not know.)

Theory of intelligence F. Vernon.

Hierarchical theory of intelligence. A person has a general intelligence - factor G, general ability to solve common tasks, There is general group factors (GGF), which influence the solution of certain problems, further minor group factors (MGF), influencing the success of solving smaller problems, hereinafter - Group-specific factors (SGF).

Test subjects are offered blocks to solve by age, starting with problems for more younger age(A 9-year-old is given a task for an 8-year-old). Afterwards, a block for his age is presented, if he copes, then the age increases (for a 10-year-old). If he solves 3 problems out of 6, then he is given a task of the next level. He solves 1 out of 6, and the test stops here, because... he solved less than half.

Calculated child's mental age- years and months are summed up: for a whole block of tasks - 1 year, for half a block - 6 months, for 1 task - 2 months.

IQ = mental age/chronological age * 100%

CREATIVITY test – the ability to be creative. (Student! Look at the textbook!)

Among the numerous translations and adaptations of Binet tests, the most viable was the Stanford Binet test (restandardized in 1972). It is designed to measure IQ from 3 years to adulthood. However, according to Western psychologists, the Stanford Binet scale is not suitable for testing adults, and primarily those whose intellectual development is within or above the norm.

Based on our own experience, we can say that this scale is most applicable for examining children from 3 to 5 years old, so subtests are given here only for these ages, and it is better to examine children from 4 years of age and older using Wechsler tests WPPSI And WISC.

The test battery for each age level consists of six tests.

Tests within each age level are approximately equal in difficulty and are arranged without taking into account the complexity of the tasks. For each age level, a reserve test of the same degree of difficulty is provided, which is used as needed instead of any of the tests of this level, for example, when one of the main tests cannot be used because it is not suitable for a given individual or something prevents it from being presented.

Four tests from each level, in accordance with their validity and representativeness, are selected for an abbreviated scale, which is used in cases where time does not allow presenting the full scale. Comparisons IQ, obtained using full and shortened scales on different groups of subjects, conducted by Western psychologists, established a fairly complete correspondence between them, the correlation is approximately as high as the reliability coefficient of the full scale. Average value IQ, however, it decreases slightly on the short scale. This discrepancy also manifests itself when comparing the number of subjects who showed higher results in each version of the scale. Over 50% of them receive lower values ​​in the short version compared to the full version IQ and only 30% have a value IQ higher.

Like most intelligence tests, the Stanford Binet test requires well-trained experimenters, since the presentation and processing of many tests is quite complex. Therefore, a clear test is impossible without sufficient familiarity and experience with the scale. Indecision and ineptitude can have a detrimental effect on mutual understanding with the child. Minor changes in wording can change the difficulty of items. The test is also complicated by the need to process it immediately after presentation, since the subsequent administration of the test depends on how the child completed the tasks of the previous levels.

Many clinicians refer to the Stanford Binet test not only as a standardized test, but also as a diagnostic interview. The Stanford Binet test allows you to observe the test subject's methods of intellectual work, his approach to a problem, and other qualitative aspects of completing tasks. The experimenter can also judge certain personality traits, such as activity level, self-confidence, perseverance, and ability to concentrate. Of course, any qualitative observations during the Stanford Binet test should be recorded as observations, but not interpreted in the same way as objective test indicators. The value of qualitative observations depends on the skill, experience and psychological insight of the psychologist.

In the Stanford Binet test, no subject is tested on all tasks. The individual is presented with only those tasks that correspond to his intellectual level. It usually takes 30–40 minutes to test young children.

If the child being examined copes with all the proposed tasks for three-year-old children, then this level of his development is called basic age.

Testing continues in increasing order (for four years, five years) until at some level the subject begins to fail in all tests. This level is called the ceiling age. Once this level is reached, testing ends.

Jobs are processed on an all-or-nothing basis. The instructions for each test establish the minimum level of execution from which the test is considered completed. Certain tests are given at different age levels, but the criteria for their completion are different for each level. Such a test is presented only once, and its completion is determined by the age level to which the child is classified. The tasks solved or not solved by the test subject give a certain spread to adjacent age levels. It is not the case that subjects pass all tests of their mental age or below and fail all tests above their level. In addition, successfully solved tests are distributed across several levels from the basic to the maximum age of the subject. The mental age of an individual in the Stanford Binet scales is determined by taking the base age and adding two additional months to it for each correctly solved test above this level.

For example, a child of 3 years and 2 months is examined (38 months is calendar age). The child completed all the tasks for three years; this means his base age is 36 months. And then he completed two tasks for the age of four. Consequently, another four months are added to him (two months for each task). Since he could not cope with a single task for five-year-old children, his mental age is 40 months. IQ is calculated using the formula:

that is (40:34) × 100 = 110.

For age 3 years (6 tests, one every 2 months)

1. Indicate: nose, eyes, mouth, hair (norm – 3 answers out of 4).

2. Name: key, cup, penknife, watch, pencil (3 out of 5).

3. Name three objects in each picture (1 of 3; Fig. 1–3):

a) “Mother and daughter”;

b) “On the river”;

c) “At the post office.”

4. State your gender (“Tell me, are you a boy or a girl?”).

6. Repeat a phrase of 6–7 syllables (1 of 3):

a) “We have a kitten”;

b) “Peter gave me a toy”;

Additional test. Repeat 3 rows of numbers (1 of 3): 6 4 1; 3 5 2; 8 3 7.

Additional tests are offered only as an exception in cases where for some reason one or another main test cannot be used. Replacing an incorrectly solved main test with an additional one is not allowed.

For age 4 years (6 tests, one every 2 months)

1. Comparison of lines. There are 3 options available (3 out of 3): Which line is longer and which is shorter?

___________________________________________________________

_________________________________________

2. Difference in shapes: circle_______ square_________ triangle_________

4. Draw a square (1 of 3): 1 2 3.

5. Questions of the first degree of difficulty “What needs to be done?” (2 of 3):

a) When you want to sleep_________________________________;

b) When you are cold_________________________________;

c) When you feel like eating___________________________.

6. Repeat 4 numbers (1 of 3): 4 7 3 9; 2 8 5 4; 7 2 6 1.

^ Additional test. Repeat a phrase of 12–13 syllables (1 out of 3 without errors or 2 times with one error in each phrase):

a) “His name is Maxim. He is studying at school";

b) “Sasha heard the whistle and saw the train”;

c) “In the summer there were a lot of mushrooms and berries in the forest.”

^ For age 5 years (6 tests, one every 2 months)

1. Comparison of weights (2 of 3): 3 15 g________ 15 3 g_______ 3 15 g _________.

2. Name the 4 colors on the dice (without mistakes): red ________yellow _______blue _________green_______.

3. Aesthetic comparison. “Which people do you like best in each couple?” (no errors):

Top pair ________Middle pair ___________Bottom pair_______.

4. What are the following items (4 of 6) used for?

Chair______________? Doll______________?

Automobile______________? Pencil______________?

Fork______________? Table______________?

5. Folding a rectangle from two triangles (2 out of 3; 1 minute for each execution):

6. “Remember and complete three instructions” (without mistakes): Place the key on the table.

Close the door______________. Give me a box______________

Additional test. State your age.