TEST NO: 3

Title:

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) (name the test)

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 has subtests from Age III to XXII. The Binet Kamat test consists test for 13
age levels 3, 4, 5, 6, 7, 8, 9, 10, 12, 14, 16, 19 and 22.
For each item passed the child earns a credit of 2 months, 4 months or 6 months depending on
the corresponding age.
IQ =

Mental Age

100

Chronological Age
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.

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.

Recent Research

A recent study by Marc L. Seal, Simon F. Crowe & Peter Cheung in 2010 on Deficits in
Source Monitoring in Subjects with Auditory Hallucinations May be Due to Differences in
Verbal Intelligence and Verbal Memory. Previous research has proposed that the experience
of auditory hallucinations in schizophrenia represents a failure to monitor self-generated
verbal mental imagery. However, recent neuropsychological investigations into this matter
have provided inconclusive and even contradictory findings with respect to the proposed
relationship. This study compared the performance of three groups of adult males,
schizophrenic inpatients (hallucinators and nonhallucinators), and normal controls, matched
for age, education, and medication, on a source monitoring task. Initial analysis indicated that
performance on a Verbal IQ and Verbal Memory test were significantly related to
performance on the source monitoring task. Comparisons between groups were made on the
basis of state and trait group characteristics with respect to hallucinations. After controlling
for the influence of Verbal IQ and Verbal Memory on task performance, no between-group
differences were found for overall accuracy in attribution of self-generated items or in the
number of self to experimenter misattribution errors.
This finding suggests that the inconsistent findings previously noted in this field may be due
to a failure to identify and control for these important covariates.

OBJECTIVE:

To determine IQ using The Binet Kamat Intelligence Test

METHEDOLOGY:
Sample
Age- 15
Gender Male
Emotional status-Neutral
Material

Verbal Test of Intelligence Scale

Manual for direction and norms.

Scoring Key Stationary

Procedure:
The test administer arranged the required materials and the participant was called and
made to sit comfortably and rapport was established. Since it was a test of intelligence it was
necessary to emphasize the importance of giving honest answers. The test administrator said "We have different like, dislikes, intelligence, thinking pattern. Most of us like to know more
about them in a person. In this test you will know a little more about yourself in a person. You
have to answer honestly according to what you think. The test administer read out the
instructions for every subtest one after the other and marked the answers given by the
participant. The non verbal behavior was also noted down. She was given a feedback after her
performance after calculating the scores by the test administrator.
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

Observation:
The participant was in a stable emotional and physical state, was co-operative and
attentive and was keen on performing the test.

Interpretation of Score and Discussion:

The participants IQ was found out to be 84.5 which is a low average. His
performance on the conceptual thinking indicates 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 well. 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.
Training and guidance 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.

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