title: The Stanford-Binet, Fourth Edition: a small study of concurrent validity.
abstract: To date most studies of construct and concurrent validity of the Stanford-Binet Intelligence Scale, Fourth Edition, have employed an established measure of ability as the criterion. Here achievement, assessed by the Wide Range Achievement Test-Revised and the Peabody Individual Achievement Test, was the criterion for establishing concurrent validity. The sample consisted of a naturally occurring group of 21 children referred for learning difficulties. The results provided partial support for the theoretical model of the Stanford-Binet IV. Intercorrelations among individual Stanford-Binet IV and achievement subtest scores were examined to generate explanatory hypotheses for those predictions which were not empirically supported. Finally, correlations between the WISC-R and the achievement measures were compared with those between the Stanford-Binet IV and the achievement measures. Examination shows that the correlations of the Stanford-Binet IV with achievement are as strong as and sometimes stronger than those between the WISC-R and achievement.
authors.affiliation: Psychology Department, Cleveland State University, Ohio 44115.
authors.forename: C L
authors.initials: CL
authors.lastname: Hollinger
authors.forename: C
authors.initials: C
authors.lastname: Baldwin
mesh_terms: D000124:Achievement; D000293:Adolescent; D002648:Child; D004519:Education, Special; D005260:Female; D006801:Humans; D007361:Intelligence Tests; D007859:Learning Disabilities / Q000523:psychology; D008297:Male; D011594:Psychometrics; D013195:Stanford-Binet Test