The field of intelligence testing has been in development for nearly a century. As there appears to be no hard and fast definition of intelligence, individual researchers have focused on developing tests to measure various components of intelligence according to their own personal interests. One such example is “the Flynn Effect”, James R. Flynn’s discovery that “IQ scores increased from one generation to the next for all countries for which data existed” (Flynn, 1994).
Beginning with the standardized test developed by Alfred Binet in 1905, the field has expanded to include hundreds of tests. One highly regarded example is the Stanford-Binet Intelligence Scale.
Alfred Binet (1859-1911) was a pioneer in the field of intelligence testing. Unlike most professionals of his time, Binet’s interest lay in the processes of the healthy mind. In the hope of helping all children to achieve the highest available level of formal education, he developed a test to measure their reasoning abilities, aside from knowledge gained from education. To set the standard, children were tested according to chronological age on skills such as following commands, arranging objects, naming items and copying patterns. Later, children were given tests meant for children of different ages, the goal being to determine the child’s “mental age.” The data from these trials would lead to the concept of the “intelligence quotient” (IQ).
The Research paper on Intelligence Test Tests Intelligences
INTRODUCTION: In 1917, as the United States mobilized its vast resources for the war against Germany, Professor Lewis Terman of Stanford University traveled east to meet with a group of prominent psychologists. Terman was an expert on intelligence testing, for he had pioneered the application of a French Intelligence test (developed by Alfred Binet) in the U. S. Terman, a devoted member of the ...
In 1916, Stanford University psychologist Lewis Terman revised Binet’s format to provide comparison standards for American children and adults.
The Stanford-Binet Intelligence Scale was further revised in 1937 and 1960 to adjust for changes in attitudes and the evolution of natural abilities. Over the years, the Stanford-Binet has come to place more emphasis on the taker’s verbal ability, making it “culturally biased” in the eyes of many researchers. Regardless of arguments for or against, it is one of the most widely used intelligence tests. The “Flynn Effect” explores the results of standardized tests given to various populations over time. His research showed that, regardless of the country tested, IQ scores increased from one generation to the next.
Some explanations for the effect include the increasing quality of education in general; the fact that most societies become more sophisticated over time; and better overall nutrition worldwide. Because the effect showed in the results of non-verbal tests, Flynn came to think his subjects’ problem solving abilities increased rather than their level of intelligence. While there are arguments to support or deny the validity of intelligence testing, the fact remains that most modern societies rely heavily on their results. Those who fare well on the tests receive a great deal of attention and encouragement. They are often provided with opportunities not usually offered to “normal” people. This can lead to enormous pressure on children to strive for perfection and absolute success.
Those who score in the normal or low range are most often ignored by teachers, or “socially promoted”, as long as they are well behaved.
