Hollinger C L, Baldwin C
Psychology Department, Cleveland State University, Ohio 44115.
Psychol Rep. 1990 Jun;66(3 Pt 2):1331-6. doi: 10.2466/pr0.1990.66.3c.1331.
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.
迄今为止，大多数关于斯坦福-比奈智力量表第四版的结构效度和同时效度的研究都采用一种既定的能力测量方法作为标准。在这里，通过《广泛成就测验修订版》和《皮博迪个人成就测验》评估的学业成绩是确立同时效度的标准。样本由一组自然形成的21名因学习困难而被转诊的儿童组成。结果为斯坦福-比奈智力量表第四版的理论模型提供了部分支持。对斯坦福-比奈智力量表第四版各分测验分数与学业成绩分测验分数之间的相互关系进行了检验，以便为那些未得到实证支持的预测生成解释性假设。最后，将韦氏儿童智力量表修订版与学业成绩测量之间的相关性与斯坦福-比奈智力量表第四版与学业成绩测量之间的相关性进行了比较。检验表明，斯坦福-比奈智力量表第四版与学业成绩之间的相关性与韦氏儿童智力量表修订版与学业成绩之间的相关性一样强，有时甚至更强。
