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Intelligence tests are widely used in modern industrialized societies to measure various kinds of mental abilities. Some people argue that their results may reveal cultural differences by race and class rather than underlying intelligence. This entry briefly describes the origins of the most famous of these instruments and looks more generally at what the tests attempt to measure and why their results are sometimes challenged.

Early Tests

Serious scientific concern with human intelligence and its causes and consequences began somewhat independently in England and France in the middle of the 19th century. In England, Sir Francis Galton attacked the problem by characterizing the accomplishments of highly talented individuals, but he failed to provide any reliable and valid measurement instruments (mental ability tests).

The Stanford-Binet Test

In France, Alfred Binet developed the first true intelligence tests in response to requests from the French Ministry of Instruction to provide reliable diagnosis of mental ability levels in children considered subnormal. Binet's famous test was made up of a number of different measures of mental ability (now called subtests), and some were incorporated into the Stanford-Binet (S-B), which was made famous by Louis Terman when IQ tests were introduced into the United States at the beginning of the 20th century. The current S-B is in its fifth edition (S-B5) and a brief description of the ten subtests can be found at the publisher's Web site http://www.riverpub.com/products/sb5/details.html.

The wais for Adults

The S-B was initially constructed to measure intelligence in children and did not measure intelligence in adults adequately. Consequently, in the late 1930s, David Wechsler, a clinical psychologist working with patients in the Bellevue hospital in New York City, developed the Wechsler-Bellevue Scale of Intelligence, which in 1955 morphed into the Wechsler Adult Intelligence Scales (WAIS). The WAIS is now in its third edition (WAIS-III). Aversion of the WAIS for children is called the Wechsler Intelligence Scale for Children (WISC, now in its fourth edition).

Like the S-B and the WAIS, intelligence tests have generally been developed for practical purposes: to aid educators, clinical psychologists, military recruiters, employment services, and so on. Apart from these famous IQ tests, numerous intelligence tests and specialized measures of mental ability are available. The Buros Institute of Mental Measurements provides reviews of nearly 4,000 tests. The Educational Testing Service has a test collection of more than 25,000 instruments and other mental measurement devices.

What Tests Measure

Employing modern factor analytic methods, all mental ability tests are positively correlated because they share a broad common factor called g, after the work of the English Psychologist Charles Spearman; g is the underlying theoretical construct most intelligence tests are trying to approximate with their IQ score. Of course, g is not the only mental ability; it is simply the broadest one. According to Carroll, there are about ten other broad mental ability factors and numerous narrow abilities.

A typical intelligence test like the WAIS-III or the S-B5 is made up of a group of specific mental ability tests that are believed to provide a good assessment of the theoretical construct, “human intelligence” or g. Consequently, it is often argued, particularly by those who dislike intelligence tests, that intelligence is whatever an intelligence test measures. The explicit implication is that every intelligence test measures something different, sometimes a little different and sometimes a lot different. It turns out that this argument is incorrect. Most authors of intelligence test batteries were correct in their assertion that a reasonably broad sample of mental ability tests give a good approximation to the general factor or g and that the g in one battery is highly related to the g in another battery.

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