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    Sit 4

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    rushna
    The document discusses Slosson's Intelligence Test-4 (SIT-4), including fluid vs crystallized intelligence, verbal vs non-verbal cognitive ability, the history and uses of SIT-4, and the development and qualifications needed for a test user.

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    Sit 4

    Uploaded by

    rushna
    280 views7 pages
    The document discusses Slosson's Intelligence Test-4 (SIT-4), including fluid vs crystallized intelligence, verbal vs non-verbal cognitive ability, the history and uses of SIT-4, and the development and qualifications needed for a test user.

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    SIT-4

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    The document discusses Slosson's Intelligence Test-4 (SIT-4), including fluid vs crystallized intelligence, verbal vs non-verbal cognitive ability, the history and uses of SIT-4, and the development and qualifications needed for a test user.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    280 views7 pages

    Sit 4

    Uploaded by

    rushna
    The document discusses Slosson's Intelligence Test-4 (SIT-4), including fluid vs crystallized intelligence, verbal vs non-verbal cognitive ability, the history and uses of SIT-4, and the development and qualifications needed for a test user.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 7

    Slosson’s Intelligence Test—4

    For Children
    SIT-4
    Intelligence Testing

    Fluid intelligence vs Crystallised Intelligence

    1. Fluid intelligence is responding in a current situation with reason


    and ability not necessarily acquired before.
    2. Crystallised intelligence is using, experiencing and responding with
    the acquired knowledge.
    SIT-4
    Intelligence Testing

    Verbal Cognitive Ability vs. Non Verbal Cognitive Ability

    Discuss examples.

    Slosson Intelligence Test-4


    Uses
    Helps with a quick estimate of general verbal cognitive ability.

    1. Screening purposes for educational, counselling, clinical &


    vocational situations to determine if further in-depth evaluation of
    verbal cognitive ability is needed. Frequently used to screen
    exceptional children in school.
    Uses

    Helps with a quick estimate of general verbal cognitive ability.


    2. Tentative Diagnosis of verbal ability, strengths, and weaknesses of
    a child, often followed by any other battery formally diagnosing and
    providing in-depth evaluation.
    Uses

    Helps with a quick estimate of general verbal cognitive ability.

    3. Confirmation of other test results.


    History
    History

    When Richard L. Slosson designed the SIR, he saw the necessity of an


    instrument that was user friendly and respected the constraints of busy
    professionals. The initial version was finalised in 1963.

    Over the ensuing half century, the SIT has remained what Richard L.
    Slosson intended: an instrument that quickly yields valid and reliable scores
    of verbal ability. Slosson did not intend that his instrument would be a
    diagnostic instrument to compete with Wechsler I telligence Scale for
    Children or Stanford Binet Intelligence tools.
    • The SIT was simply designed as a screening instrument to provide useful
    information about a client’s verbal cognitive ability and help determine if a
    more thorough evaluation would be needed.

    Development of SIT-4
    • The SIT-4 includes:
    • Norm calibrations that allow interpretations at six months interval.
    • Like SIT-R3, the SIT-4 has a more even distribution of the number of
    questions in each category: General Info; Similarities & Differences;
    Vocabulary; Comprehension; Arithmetic; Auditory Memory.

    Test User Qualifications


    • The SIT-4 is a level B Test (Erford, 2013)and should not be administered by
    untrained person because the accuracy of test results would be in question.
    • The SIT-4 Test User should be able to: administer,score and interpret
    individualised tests, especially in the area of achievement, ability, aptitude &
    intelligence.
    • Should be able to apply and interpret basic statistics, including the concepts of
    mean, standard deviation, and correlation.
    • Should be able to apply & interpret standard scores , percentiles, and
    confidence intervals.
    • Should be able to establish effective rapport with clients.
    • The examiner needs to know the procedure, scoring, raw score to standard
    score conversions from the norm tables, analysis & interpretation.

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