BINET KAMAT TEST OF INTELLIGENCE

Introduction: The term intelligence is a very popular term used widely to mean many things quick understanding, fast learning, accuracy in learning, clever thinking, quick doing etc. The term intelligence comes from a Latin word coined by Cicero to translate a Greek word used to cover all cognitive processes. Intelligence is the capacity to acquire knowledge and to learn things. Intelligence is the innate capacity which facilities effective dealing with environment. One of the popular and recent definitions is that of Wechsler, It is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with the environment. Intelligence grows or increases up to 16 years in a normal individual. The growth of intelligence is influenced to great extent by biochemical, cultural and hereditary factor. The work on intelligence was started by Binet in 1896 in collaboration with Simon. His first scale known as Binet Simon scale published in 1905 consisted of 30 items in order of increasing difficulty. This was further revised by Binet in 1908. Stanford University revised and improved in 1916 and 1937 and latest revision was brought in 1960. As the test scores do not give a clear picture of a previous intelligence, Binet introduced the concept of M.A. The MA or the mental age of an individual can be expressed in terms of its CA to which the psychological functions belong. William Stern went ahead and introduced the concept of I.Q. It is the ratio of MA and CA and the product is multiplied by 100 to avoid the small fractions. Binet Simon Scale of Intelligence: The first intelligence test was developed by Alfred Binet (1857 1911). His test followed a simple promise if performance on certain tasks or list of items improved with chronological age, then performance could be used to distinguish more intelligent people from less intelligent people, within a particular age group. Using this principle, Binet developed the first test of intelligence called Binet Simon Scale (1905). This test consists of 30 problems or tests arranged in ascending order of difficulty. The difficulty level was determined empirically by administering the test to 50 normal children aged 3 11 years and to some mentally retarded children aged 3 11 years and the adults. The 1905 scale was present as preliminary and tentative instrument and no precise objective method for arriving at total score was formulated. In the second or 1908 scale, the number of tests was increased. Some unsatisfactory tests from the earlier scale were eliminated.

A third revision of the Binet Simon Scale appeared in 1911. In this scale, no fundamental changes were introduced. Minor revisions and relocations of specific tests were instituted. More tests were added at several years and the scale was extended to the adult level. Intelligence Testing In India: The first attempt at fairly wide and scientific lines goes as far back as 1922, when Dr. C. H. Rice of Lahore developed his Hindusthani Binet - Performance point scale meant primarily for the children of Punjab 1939. Dr. Kamat of Bombay University issued his revision of Binets tests which could be used among Marathi and Kannada speaking children. In 1942 Dr. Lahalal of U.P constructed and standardized a verbal scale of intelligence test for II plus school going children of UP. This was in Hindi and Urdu. Since 1940 intelligence testing seems to acquire more and more momentum. The Present Revision: (1934) The 1934 revision of the Binet scale was undertaken to suit the Indian conditions. For this purpose, the Stanford revision of the scale was selected and modified. The children on whom the experiment was conducted, were taken from Dharwad town (Karnataka), and were expected neither very advanced nor backward. Therefore, the children tested were considered a fair representation of the general population of Indian children. The test was, first of all, translated into 2 languages Kannada and Marathi. Some of the test and materials of the scale were unsuitable for Indian children and had to be replaced, and some had to be amended to suit Indian condition. Thus, Indian coins substituted for American coins, the pictures required for the aesthetic comparison and missing features are given Indian appearances while retaining the original Binet features. Pictures representing Indian life are substituted for pictures of western life in the description of pictures, test for slip knot substituted for bow knot, the vocabulary tests are made up from words in Kannada and Marathi. The original passages are translated into Indian language retaining the original meaning and difficulty and containing the same number of syllables. The Binet Kamat test consists test for 13 age levels 3, 4, 5, 6, 7, 8, 9, 10, 12, 14, 16, 19 and 22. Application: The Binet Kamat test of intelligence is one of the widely used test of intelligence in clinical and educational set up. In the clinical set up, it is used for assessment of mentally challenged, learning disabled children with speech and language problems, slow learners etc. It can also be used to assess intellectual level and functioning on different areas like language, reasoning, memory, social competence etc.

In educational set up, BKT is used to assess general intellectual level of students to compare it with their academic performance and achievements. Based on the functioning level of students, educational training of students with learning disabilities can be undertaken. The test has also been widely applied in educational and psychological researches. Validity The validity of the scale as a whole was further tested by correlating the IQs as determined by the scale with the teachers estimation of intelligence. The children in each class were of normal age of for the class, they were selected and then grouped into 5 classes as very inferior, inferior, average, superior and very superior. According to the estimates of the teachers, the I.Qs were also grouped into 5 classes as follows: below 70; 70-75; 86-115; 116-130 and above 130. Thus the correlation coefficient between the I.Qs and the teachers estimates were worked out. This was nearly 0.5 which is fairly high. Reference: 1. Kamat V. V. (1967). Measuring Intelligence of Indian Children. Oxford University Press. 2. Feldman R. S. (2004). Understanding Psychology (6th ed.). New Delhi. Tata Mc. Graw Hill

BINET KAMATH TEST OF INTELLIGENCE

Test no: Date: Problem: Determination of I.Q and the functional analysis of Binet Kamat test of intelligence for children. Materials:
i. ii. iii. Manual for direction and norms. Stop watch Writing materials

Tester: Client:

Plan: Administer the test, determine the I.Q. of the client and find out the functional analysis using Binet Kamat test of Intelligence. Procedure: The basal age must be approximated from the clients chronological age. Hence, the testing starts by administering the items of a particular year, lesser than the clients chronological age. The basal age is determined until the client passes all the items for the year. The test is continued until the client fails all the items in a particular age and that age becomes the terminal age. Scoring: Basal age is the basic functioning level of the child. It is the age where the child is able to pass all the items successfully. Terminal age is the age at which the client fails in all the items. Credit score is the score given when the client has passed in some items and failed in some other items in a given age level. The test has a partial crediting system. From 3 to 10 years each item passed, get a credit of 2 month. A credit of 4 months is given for each item passed from ages 12-16 years and for ages 19 and 22 each item passed gets a credit of 6 months. All the partial credits (months) obtained upto the terminal age are added to the basal age. This gives the M.A of the client. To calculate the IQ, IQ = MA / CA * 100 By referring to the classification of IQ, ones intelligence is determined.

Results and Discussion Name: P.G Age: 9 years Sex: male Table: Basal Age Terminal Age Mental Age Chronological Age I.Q Interpretation

4 years 12 years 7 years 3 months 9 years 81.48 dull normal

The purpose of administering Binet-Kamath test of intelligence was to assess the current level of intellectual functioning of the child named P.G, aged 9 years. Behavioural Observation: The child was co-operative and maintained adequate eye-contact. He seemed to be attentive, but very quiet and passive. Interpretation of Score and Discussion: P.G, aged 9 years was referred for I.Q testing as he was not performing up to the mark in his school. The child was administered BKT for this purpose. Results indicate that his basal age is 4 years and terminal age is 12 years, thereby indicating M.A of 7 years 3 months. The I.Q obtained was 81.48 implying dull normal level of intelligence. The childs highest performance was seen in non- meaningful memory, numerical reasoning, non-verbal reasoning and visuo-motor ability. The childs lowest performance was seen in language, verbal reasoning, meaningful memory, conceptual thinking and the child is average in social intelligence domain. The memory component of this test comprised of meaningful and non-meaningful memory. The child performed well on non-meaningful memory, while performing poorly on meaningful memory. This shows that the child could perform well on areas requiring rote learning and has a good immediate auditory and short-term memory. He can scan complex visual mental images also. The childs performance on the numerical area shows that he has logical reasoning required for the analysis of numerical problems and sufficient mathematical knowledge. The childs performance on visuo-motor domain shows that he has the mental development for form perception. The childs performance on non-verbal reasoning shows he has sensorial intelligence and he has a clear understanding of the goals to be reached. It also shows that he has good abstract thinking in the non-verbal area. The childs poor performance on meaningful memory shows that he is not able to do tasks requiring reproduction of meaningful memory. This is also attributed to very low verbal intelligence and poor language development required for his age.

The child failed in the subtest requiring non-verbal reasoning as the subtest required a minimum mental age of 12 years, which surpassed his mental age. His performance on the conceptual thinking shows that he is poor in verbal concept formation and had limited abstraction skills in the verbal area, but in subtest requiring form perception, he was able to perform, indicating adequate form perception and has kinaesthetic imagery. The social intelligence domain shows mental alertness and ability to interpret external social situations. The childs performance in this domain shows that he is average in all these. Conclusion: 1. The child is good in rote learning and has a good immediate auditory and short-term memory. He also has logical reasoning required for the analysis of numerical problems and has good form perception and has good abstract thinking in the nonverbal area. 2. The child has average ability to interpret external social situations. 3. The child has poor verbal intelligence and language development. 4. The childs current level of intellectual functioning is dull normal. Suggestion: Adequate training and coaching can be given to the child to improve his verbal intelligence and his language. He must be made to do tasks that involve more use of language and verbal components. His numerical ability seems to be good and hence can be enhanced further with more practice. His performance in school will not be upto the expectation. Hence, the child may require individual attention and more practice instead of being forced to perform like others in class.