Stanford-Binet Intelligence Test

Stanford-Binet Intelligence Test

The Stanford-Binet intelligence test is administered to measure the mental abilities of individuals aged 2 to 5 years 11 months. In the IQ test, we reveal the child's intellectual potential by assessing attention and concentration, which show the level of visual and auditory attention; motor skills; verbal reasoning, which measures the ability to express oneself; quantitative reasoning; and short-term memory capacity.

Within the counselling provided after the test, we guide you, as valued families, by evaluating together the child's intellectual potential, academic success, behaviours and attitudes in family relationships and problems identified in peer relationships, and on how to support the areas where intellectual capacity is advanced and develop the areas where it lags behind.

History of the Stanford-Binet Intelligence Test

Stanford-Binet is the first intelligence test. Alfred Binet and his colleague Theodore Simon administered it to students in Paris for the French school system, trying to identify intellectual disability or learning difficulties in children.

The first Stanford-Binet Intelligence Test was completed in 1905. In its administration, the tester started from the first question and ended the test at the question the child could not answer. By 1908, enough data had been collected to estimate the performance of an average child in each age group.

The Stanford-Binet Intelligence Test has been revised four times since 1916. 

The reasons for the revisions can be summarised as follows:

• Language is a concept that renews itself over time. Since these changes in language directly affect intelligence test results, changes were made in the verbal reasoning areas.

• Cultural differences and differences in vocabulary and expression skills could cause test results to vary by region and country; changes were made to prevent this.

• Changes were made to prevent answers to some questions from differing depending on whether the child tested was a girl or a boy.

The parts of the test found to be lacking were revised and reorganised to measure 4 mental abilities.

These are:

• Verbal Reasoning,

• Abstract/Visual Reasoning,

• Quantitative Reasoning,

• Short-Term Memory

Verbal Reasoning: Examines the child's ability to understand and interpret information acquired from school, home and social environment. This item measures the child's vocabulary and awareness skills when facing problems.

Abstract/Visual Reasoning Examines the child's spatial perception, three-dimensional thinking and shape copying skills using logical abilities.

Quantitative Reasoning: Examines the child's knowledge and practice of numerical skills.

Short-Term Memory: Examines the child's concentration skills, short-term memory and immediate attention. In this section, the child's visual and auditory short-term memory is measured using sentences and numerical sequences.

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