Wechsler’s Scales of Intelligence and Stanford-Binet Intelligence Scales Research Paper

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Various psychologists have different opinions on the meaning of the word intelligence. Some define it as the ability to act wittingly, reasonably, and adapt efficiently to the prevailing circumstances (Gregory, 2011). This has led to the conclusion that intelligent kids in school always fair well in life. However, this is not so and has led others to have a different definition. Thus, they have attached emotions to intelligence; they say that intelligence is the ability to control one’s emotions and that of others (Gregory, 2011). This is because; the ability to work with others and handle a crisis is affected by emotions.

Intelligence tests are used in employing workers and admitting students in schools and colleges. Therefore, it is very critical to have standardized tests since they are used to determine the fate of individuals. Some of these tests proclaim others to be superior to others. This is very demoralizing and annoying especially when the racial factor is present. For example, the US uses intelligence tests to determine the type of support people should get. A person suffering from a genetic disorder will pass as an intelligent person. Therefore, no aid will be provided for him. However, he will require continuous close care till death. The person suffering from a genetic disorder requires as much aid as a mentally ill person; who is regarded as unintelligent (Gregory, 2011).

Dr. David Wechsler defined intelligence as the total ability of a person to work wittingly, act reasonably and adapt efficiently to the prevailing circumstances. Wechsler formulated his first test in 1939 called Wechsler- Bellevue Intelligence Scale (Wechsler, 2000). This scale was to assess the rational performance of individuals. He later established intelligence tests meant for kids below 16 years and one for adults. On the other hand, Binet’s tests are best used in determining the different talents in children and individuals with special needs (Wechsler, 2000).

Wechsler’s scales have a general measurement for IQ and index scores. The universal mean for variables is 100 and the normal variation is 15 for the entire tests and age sets. Finally, his tests (WPPSI-III, WISC-IV and WAIS-IV) have a general subtests for diverse test versions and share a regular value of nine subtests.

Compared to the recent Wechsler intelligence measurement scales, Stanford- Binet fifth publication on intelligence tests (SB-V) is the latter and more impressive in measuring individual’s intelligence; the (SB-V) scale was formulated in 2000. Despite the fact that it is less utilized as compared to Wechsler’s, it is best used in assessing talented children or individuals. It also brings out more knowledge on education styles, strengths and failures compared to Wechsler’s scale (AERA, 2004).

Binet’s scale is a uniformed measure composed of ten subtests each having a verbal and non verbal composite in each of the five central parts. The five areas examined in SB-V instrument are: knowledge, quantitative analysis, fluid way of thinking, visual-spatial dispensation and short term memory (Gregory, 2011). This scale gives an Oral IQ, Full level Intelligence Quotient (IQ), Nonverbal IQ measure and five compound scores in the parts evaluated. On the other hand, Wechsler’s scale consists of fourteen to fifteen standardized sub tests.

In conclusion, Wechsler’s scale does not consider people with special needs. This is bound to raise ethical issues when it comes to allocating aid to people who are mentally ill as demonstrated earlier. However, the Wechsler’s scale is able to able to divide the test IQ for adults and children separately (AERA, 2004). This aspects takes rejects a social belief that the IQ of a person never increases once a certain age is reached. Since the Binet’s scale does not include the age bracket, it might give hurtful results if they show that an eight year old is smatter than his father. Despite of these differences, these scales are used in various areas depending on their strengths and weaknesses.

References

AERA. (2004). Standards for educational and psychological testing. Washington, DC: AERA.

Gregory, R. J. (2011). Psychological testing: History, principles, and applications. Boston: Allyn & Bacon.

Wechsler, D. (2000). Intelligent Scale. New Orleans: Sage Publications, Inc.

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