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The Stanford–Binet Intelligence Scale is an individually administered intelligence test that was revised from the original Binet-Simon Scale by Lewis M. Terman, a psychologist at Stanford University. The Stanford–Binet Intelligence Scale is now in its Fifth Edition. It is a cognitive ability and intelligence test that is used to diagnose developmental or intellectual deficiencies in young children. The test measures five weighted factors and consists of both verbal and nonverbal subtests. The five factors being tested are knowledge, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning. The development of the Stanford–Binet Intelligence Scales initiated the modern field of intelligence testing and was one of the first examples of an adaptive test. The test originated in France, then was revised in the United States. It was initially created by the French psychologist Alfred Binet, who---following the introduction of a law mandating universal education by the French government---undertook to develop a method of identifying "slow" children for their placement in special education programs (rather than removing them to asylums as "sick").〔Nicolas, S., Andrieu, B., Croizet, J.-C., Sanitioso, R. B., & Burman, J. T. (2013). (Sick? Or slow? On the origins of intelligence as a psychological object. ) ''Intelligence, 41''(5), 699–711. doi:10.1016/j.intell.2013.08.006 (This is an open access article, made freely available by Elsevier.)〕 As Binet indicated, case studies might be more detailed and helpful, but the time required to test many people would be excessive. In 1916, at Stanford University, the psychologist Lewis Terman released a revised examination which became known as the "Stanford–Binet test". == Development == The Stanford–Binet Intelligence scale is a modified version of the Binet-Simon Intelligence scale. The Binet-Simon scale was created by the French psychologist Alfred Binet and his student Theodore Simon (Fancher & Rutherford, 2012). Due to changing education laws of the time, Binet had been requested by a government commission to come up with a way to detect children with significantly below-average intelligence and mental retardation (Fancher & Rutherford, 2012). To create their test, Binet and Simon first created a baseline of intelligence (Fancher & Rutherford, 2012). A wide range of children were tested on a wide range of measures in an effort to discover a clear indicator of intelligence (Fancher & Rutherford, 2012). Failing to find a single identifier of intelligence, children were instead compared in each category by age (Fancher & Rutherford, 2012). The children’s highest levels of achievement were sorted by age and common levels of achievements considered the normal level for that age (Fancher & Rutherford, 2012). Because this testing method merely compares a person's ability to the common ability level of others their age, the general practices of the test can easily be transferred to test different populations, even if the measures used are changed (Fancher & Rutherford, 2012). One of the first successful intelligence tests the Binet-Simon test quickly gained support in the psychological community, many of which further spread it to the public (Fancher & Rutherford, 2012). Lewis M. Terman. Terman, a psychologist at Stanford University, was one of the first to create a version of the test for people in the United States, naming the localized version the Stanford–Binet Intelligence Scale (Fancher & Rutherford, 2012) (Becker, 2003). Terman used the test not only to help identify children with learning difficulties but to also find children and adults who had above average levels of intelligence (Fancher & Rutherford, 2012). In creating his version, Terman also tested additional methods for his Stanford revision, publishing his first official version as The Measurement of Intelligence: An Explanation of and a Complete Guide for the Use of the Stanford Revision and Extension of the Binet-Simon Intelligence Scale (Becker, 2003). The original tests in the 1905 form include: # "Le Regard" # Prehension Provoked by a Tactile Stimulus # Prehension Provoked by a Visual Perception # Recognition of Food # Quest of Food Complicated by a Slight Mechanical Difficulty # Execution of Simple Commands and Imitation of Simple Gestures # Verbal Knowledge of Objects # Verbal Knowledge of Pictures # Naming of Designated Objects # Immediate Comparison of Two Lines of Unequal Lengths # Repetition of Three Figures # Comparison of Two Weights # Suggestibility # Verbal Definition of Known Objects # Repetition of Sentences of Fifteen Words # Comparison of Known Objects from Memory # Exercise of Memory on Pictures # Drawing a Design from Memory # Immediate Repetition of Figures # Resemblances of Several Known Objects Given from Memory # Comparison of Lengths # Five Weights to be Placed in Order # Gap in Weights # Exercise upon Rhymes # Verbal Gaps to be Filled # Synthesis of Three Words in One Sentence # Reply to an Abstract Question # Reversal of the Hands of a Clock # Paper Cutting # Definitions of Abstract Terms 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Stanford–Binet Intelligence Scales」の詳細全文を読む スポンサード リンク
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