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BHATIA’S BATTERY OF PERFORMANCE TEST OF INTELLIGENCE
Experiment No : 02 Name of the Experimenter: A.T Date of the Experiment: 16 - 09 - 2021 Name of the Subject: A.T.R AIM: To assess the Intelligence Level of the subject by means of Performance using Bhatia’s Battery of Performance Test of Intelligence. MATERIALS REQUIRED: ❖ Bhatia’s Battery of Performance Test of Intelligence consisting of Koh’s Block Design test, Alexander’s Pass along test, Pattern drawing test, Immediate memory for digits and Picture Construction test ❖ Manual ❖ Stop Clock ❖ Recording Sheets ❖ Few Plain Sheets DESCRIPTION OF THE MATERIALS: Bhatia’s Battery of Performance Test of Intelligence is constructed by C.M Bhatia to assess the intelligence of Indian Population. The test comprises of five subtests which are as follows ❖ Koh’s Block Design Test This test consists of 16 blocks, the surfaces of which are painted as one side red, one side blue, one side yellow, one side white, one side partially red and white and the sixth side partially blue and yellow. The subtest includes 10 designed cards.
❖ Alexander Passalong Test This consists of 4 trays of different sizes painted red and blue on 2 sides. It also has construction blocks of different shapes and colours and includes 8 designed cards. ❖ Pattern Drawing Test This test consists of 8 patterns of increasing difficulty from the first to the 8th card ❖ Immediate Memory for Digits [Direct and Indirect/Reversed] This test consists of 3 sets of numbers ranging from 2-9 for direct reproduction and 3-6 for reverse reproduction. ❖ Picture Construction Test This test consists of 5 graded subtests. Each subtest uses 2,4,6,8 and 12 pieces to form a picture. PROCEDURE: GENERAL INSTRUCTIONS TO THE EXPERIMENTER ❖ The Participant should be seated comfortably in a well illuminated room ❖ Note the particulars of the subject as required in the Scoring Sheet. ❖ Note whether the subject is literate or illiterate ❖ Record the time carefully ❖ Establish rapport to obtain Confidence of the subject ❖ Talk in subject’s own dialect but stick to the Procedure of the test Strictly ❖ Request the participant’s co operation to carry out the Experiment INSTRUCTIONS FOR TEST ADMINISTRATION Koh’s Block Design Test (Test No.1)
● Proceed to next designs with the appropriate boxes and after having placed the blocks properly in the initial position as required in the test. The initial position is obtained by simply reversing the colored ends of the box. The colored ends of the box must however be finally placed before the subject as in the Design Card, which must be presented to the subject with the number of the card up. ● When the subject fails in a particular design within the time limit, demonstrate the design after he has failed. Do not discuss. Do not let him again try this design. Pass on to the next which, of course, he must again try independently. ● Stop the test when failure has been recorded twice in succession. ● The time limit for Design 1 to 4 is 2 minutes each and for designs 5 to 8 is 3 minutes each. ● In the remarks column you may note anything particular or peculiar you find about the subject in solving the designs. Pattern-Drawing test (Test No.3) ● There are eight patterns of increasing difficulty from the 1st to 8th ● .Give the following instructions to the subject: ‘Here is paper and a pencil. I shall show a figure to you’. (Place a card before the subject. Let the card be displayed so that the number of the card appears at the top before the subject). Now make a figure like this without tracing the line again and without lifting your pencil, once you have started drawing’. The card should remain in full view of the subject throughout. ● Let the subject try successive patterns. Stop when failure is recorded twice in succession. ● Provide a plain white sheet of paper to the subject to draw the patterns. Successive patterns may be drawn on the same sheet as long as there is space to draw. Put the name of the subject at the top corner. ● Allow a maximum of 2 minutes for each of the first four patterns. Allow a maximum of 3 minutes for patterns Nos. 5 to 8. The subject may make as many attempts on the paper as he likes within the time limit. ● Demonstrate the first pattern, if necessary. It is only meant to give the subject confidence and facility in drawing.
● When a failure occurs in one of the patterns, demonstrate this, but do not let the subject try this pattern again. Pass on to the next. Stop when failure is recorded in two successive designs. ● Watch the subject while he is drawing. If he repeats a line or lifts his pencil, remind him of the conditions. Ask him to commence after proper thought. If he makes a drawing wrong, cross it out and ask him to start fresh. Encourage him to try as many times as he likes within the time limit before you record a failure in a particular pattern. ● Try out the patterns yourself first. You will be able to see the device. Solutions other than those given are also possible and should be familiar to you. Immediate Memory for Digits (a) Direct (Test No.4) ● Immediate memory too has a close relation with mental development of general intelligence. ● Numbers are used to test the memory ● Give the instructions to the subject: ● I will say some numbers. Listen attentively. Repeat it after I have finished. Listen’’ ● Start with two numbers. This is merely to give practice to the subject. Read out distinctly and with even intonation. Proceed with more numbers till failure is recorded. Under each head we have given three alternative sets of numbers. If failure is recorded in the first set, try the second and the third alternative sets. If failure is recorded in all the three alternatives, a final failure is recorded and stopped. Do not proceed with the series any more. Immediate Memory for Digits (b) indirect/Reversed (Test No.4) ● The instructions in this part are: Whatever I say you must say backwards. If I say “2-4” you have to say “4-2”. Explain this reversal process clearly to the subject, if necessary using another set of two digits as a second example. ● Proceed up the series till failure is recorded. Failure means a failure in all the three alternatives of a particular set. Instructions for Picture Construction Test (Test No.5)
● You can find out the solutions of the sub-tests easily yourself but they are given below to make you perfectly sure about them. Make yourself familiar with the solution before you give the test. Solutions for Sub-test 2 1 2 4 3 Solution for Sub-test 3 4 1 3 6 5 2 Solution for Sub-test 4 7 5 4 8 3 1 6 2 Solution for Sub-test 3 12 9 6
SCORING:
MAXIMUM POSSIBLE SCORE FOR THE WHOLE BATTERY- 95
Koh’s Block Design Test [Maximum possible Score – 25] For the first five designs, and for each design: 2 marks for success within a minute. 1 mark for success between 1 minute and 2 minutes 0 Mark for a failure, or success after the time limit. For design No. (s). 6 to 10 and for each design. 3 marks for success within a minute. 2 marks for success between 1 minute and 2 minutes (but excluding 2 minutes). 1 mark for success between 2 and 3 minutes. 0 mark for a failure or success after the time limit. Passalong Test [Maximum possible Score – 20] For the first four sub-tests, and for each sub-test. 2 marks for success within a minute. 1 mark for success between 1 minute and 2 minutes.
One mark each for the number of digits or sounds in the maximum correct reversed reproduction. [Maximum possible Score – 6] Picture Construction Test [Maximum possible Score – 15] Picture 1 to 3, and for each of them- 2 marks for success within a minute. 1 mark for success between 1 minute and 2 minutes 0 mark for a failure or success after the time limit. Pictures 4 and 5, and for each of them. 3 marks for success within a minute. 2 marks for success between 1 minute and 2 minutes (but excluding 2 mins). 1 mark for success between 2 and 3 minutes. 0 mark for a failure or success after the time limit. For pictures 4 and 5, however, credit in addition to that earned according to the above schedule is to be given as under: For picture 4: 1 mark, provided that at least 6 of the 8 parts have been correctly put within the time limit. For picture 5: 2 marks provided that at least 9 of the 12 parts have been correctly put together, and 1 mark provided that at least 6 of the 12 parts have been correctly put together, both within the time limit. The total raw score is converted into IQ score using the norms given in the manual. The IQ scores are interpreted using the IQ classification table. Time The total time taken in the administration of the battery to an individual is rather less than an hour.
RESULT:
Table I shows Individual data for Koh’s Block Design Test, Alexander Passalong Test, Pattern Drawing Test, Immediate Memory for Digits [Direct and Indirect] and Picture Construction Test in Bhatia’s Battery of Performance Test of Intelligence. Table II shows Group Data for Bhatia’s Battery of Performance Test of Intelligence. GENERAL DISCUSSION: Bhatia’s battery of intelligence was designed by Dr. C.M. Bhatia, former director of Uttar Pradesh Manovigyanshala, constructed this test for Indian Population in 1955. This test does not have any language constraints and hence it can be used for both literates and illiterates but cannot be used with mentally challenged persons. This test is used for individuals above the age of 11 years. This test battery contains of five Sub – Tests: ● Koh’s Block Design ● Alexander Pass along ● Pattern Drawing Test ● Immediate Memory Test ● Picture Construction Test Koh’s Block Design Test: 10 types of tests out of the Koh’s Block Design Test have been included in the battery. There is one card on every subject upon which is depicted a colour design. The Subject or the examinee sees design and makes a similar one out of the block as shown in the figure below. These designs become correspondingly more complex, having been simple at the start. Alexander Pass Along Test: The Bhatia battery also includes the Alexander Pass Along Test; there are some blocks inside a box. The subject is asked to shift the coloured pieces in an open box and place them with a similar design. Pattern Drawing Test: This test has been developed by Dr. Bhatia himself. In this there are eight cards on each of which there is a particular form. The subject draws a particular pattern after seeing this form without lifting the pencil and not drawing over the same line. This becomes harders correspondingly.
Intelligence has been defined in many ways: the capacity for logic, understanding, self-awareness, learning, emotional knowledge, reasoning, planning, creativity, critical thinking, and problem- solving. “Intelligence is the ability to adjust oneself to a new situation.” (W. Stern 1914) “Intelligence is the ability to think abstractly.” (Terman 1921) “Intelligence is sometimes described as the ability to learn quickly and to retain learning .” (Haber and Fried 1975) “Intelligence is the capacity to understand the world, think rationally and use Resources effectively when faced with challenges.” (Feldman, Known) Intelligence if measured using Questionnaires and measured in IQ (Intelligence quotient). Intelligence quotient There are two primary measures used to test a person’s intellectual functions — intelligence tests and neuropsychological assessment. Intelligence tests are the more common type administered and include the Stanford-Binet and the Wechsler scales. Neuropsychological assessment — which can take up to 2 days to administer — is a far more extensive form of assessment. It is focused not just on testing for intelligence, but also on determining all of the cognitive strengths and deficits of the person. Neuropsychological assessment is most usually done with people who have suffered some sort of brain damage, dysfunction or some kind of organic brain problem, just as having a brain hemorrhage. The most commonly administered IQ test is called the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV). It generally takes anywhere from an hour to an hour and a half to administer, and is appropriate for any individual aged 16 or older to take. (Children can be administered an IQ test especially designed for them called the Wechsler Intelligence Scale for Children – Fourth Edition, or the WISC-IV.) IQ of a person can be measured in various types, one of which is discussed below. Theories of Intelligence
Different researchers have proposed a variety of theories to explain the nature of intelligence. Here are some of the major theories of intelligence that have emerged during the last 100 years. General Intelligence British psychologist Charles Spearman (18 63 – 1945) described a concept he referred to as general intelligence or the g factor. After using a technique known as factor analysis to examine some mental aptitude tests, Spearman concluded that scores on these tests were remarkably similar. People who performed well on one cognitive test tended to perform well on other tests, while those who scored badly on one test tended to score badly on others. He concluded that intelligence is a general cognitive ability that can be measured and numerically expressed. Primary Mental Abilities: Psychologist Louis L.Thurstone (1887–1955) offered a differing theory of intelligence. Instead of viewing intelligence as a single, general ability, Thurstone's theory focused on seven different primary mental abilities; word fluency, verbal comprehension, spatial visualization, number facility, associative memory, reasoning, and perceptual speed. Triarchic Theory of Intelligence: This theory is based on the definition of intelligence as the ability to achieve success based on your personal standards and your sociocultural context. According to the triarchic theory, intelligence has three aspects: analytical (Your ability to evaluate information and solve problems), creative (Your ability to come up with new ideas) , and practical (Your ability to adapt to a changing environment) (Sternberg, 1985). Gardner’s theory of multiple intelligence: The theory of multiple intelligences proposes the differentiation of human intelligence into specific “modalities of intelligence”, rather than defining intelligence as a single, general ability. The theory has been criticized by mainstream psychology for its lack of empirical evidence, and its dependence on subjective judgement. Spearman’s theory of intelligence: Charles Spearman first described the existence of general intelligence in 1904. Those who hold this view believe that intelligence can be measured and expressed by a single number, such as an IQ score. The idea is that this underlying general intelligence influences performance on all cognitive tasks.
ones, hence checking only the non verbal skills of the subject. Such performance tests can be used on childrens and adults of any ethnicity and language with near to zero deviation. Characteristics and application of Performance tests
- A performance test is an assessment that requires an examinee to actually perform a task or activity, rather than simply answering questions referring to specific parts. The purpose is to ensure greater fidelity to what is being tested. They are particularly used in the assessment of nonverbal aspects of behaviour such as motor performance.
- An example is a behind-the-wheel driving test to obtain a driver's license. Rather than only answering simple multiple-choice items regarding the driving of an automobile, a student is required to actually drive one while being evaluated.
- Performance tests are commonly used in workplace and professional applications, such as professional certification and licensure. When used for personnel selection, the tests might be referred to as a work sample. A licensure example would be cosmetologists being required to demonstrate a haircut or manicure on a live person. The Group-Bourdon test is one of a number of psychometric tests which trainee train drivers in the UK are required to pass. According to the rate of performance, psychological tests are often classified as
- Speed tests These are usually timed and the scoring will be done with regards to how fast the given task is completed by the subject. This examines the speed of responding to the subject. Example - Koh’s Block test
- Power tests - In this type of test, the subject is given enough time to respond to all the questions, and the questions are arranged in an ascending order of difficulty. These types of tests are taken to gauge the knowledge of the subject. The scoring for power tests depends on the number of questions answered, and answered correctly. Eg. - Raven’s Progressive Matrices. Performance tests are usually used in the workplace and or organisations for professional application and certification liek licensure. Apart from this, such performance tests can also be used for early detection of MR in kids as they have no age bar.
Individual test: These are conducted to one individual at a time and can be administered to the age group of 2 - 18 years of age. The child may for instance fit a board with depression on some geometrical forms or arragnge in ascending or descending order. E.g Koh’s block test, revised tests by Terman, Wechsler performance Test etc. Individual performance tests have the drawback of taking a long period. Their validity is also called into doubt because transient response sets or work habits could play a significant effect in determining score. Habits that are rewarded on one test may result in a bad score or high scores on another. Group test : These can be administered toa group of people at the same time. These are more useful because they cover a wide range of subjects in schools, industry, the military, and the general public. These are reliable and have good predictive validity under favourable administering settings, and may be compared favourably to individual tests. Advantages of performance tests : (i) These are generally useful for measuring specific abilities, but particularly useful for testing some category of persons. These include deaf persons, those who are educationally backward, and those who are discouraged in verbal talks due to school failures. (ii) These are highly useful in vocational and educational guidance. (iii) For the study of pre-school children, who have not begun reading and writing these are only suitable tests. (iv) These are useful for clinical purposes, for testing neurotics and mentally defective (or feeble- minded). (v) These are useful for adults over 30, who have lost interest in numbers and words. (vi) Performance tests are culture-free. No verbal test can boast of having no relation with the linguistic cultural background of the nation. That is why verbal tests in English prepared in the U.K. will not suit Indian children. The mention of tennis, spoon, fork, omnibus and such other words in the verbal tests may not evoke proper response from Indian students, because they may not be familiar with these things.
● diseases can have an influence on an individual's IQ. Types of intelligence: ● Logical-mathematical intelligence. ● Linguistic intelligence. ● Spatial Intelligence. ● Musical Intelligence. ● Bodily-kinesthetic Intelligence. ● Intrapersonal Intelligence. ● Interpersonal Intelligence. ● Naturalistic intelligence. Tests to assess intelligence: The most common types of IQ tests are: ● Stanford-Binet Intelligence Scale. ● Universal Nonverbal Intelligence. ● Differential Ability Scales. ● Peabody Individual Achievement Test. ● Wechsler Individual Achievement Test. ● Wechsler Adult Intelligence Scale. ● Woodcock Johnson III Tests of Cognitive Disabilities. General adult intelligence measures ● AH4 Group Test of General Intelligence ● AH5 Group Test of High Grade Intelligence ● AH6 Group Test of High Level Intelligence ● British Ability Scales ● California Test of Mental Maturity ● Columbia Mental Maturity Scale ● Comprehensive Test of Nonverbal Intelligence (CTONI)
● Concept Mastery Test - Form T ● Culture Fair Intelligence Test ● Dominion Group Tests of Learning Capacity ● General Ability Index (GAI) ● General Ability Measure for Adults (GAMA) ● Henmon Nelson Tests of Mental Ability ● Kaufman Brief Intelligence Test (K-BIT) ● Kaufman Adolescent and Adult Intelligence Test ● Kaufman Functional Academic Skills Test ● Kaufman Survey of Early Academic and Language Skills ● Kaufman Test of Education Achievement (K-TEA) ● Leiter Adult Intelligence Scale ● Leiter International Performance Scale ● Leiter International Performance Scale-Revised (Leiter-R) ● Lorge Thorndike Intelligence Test ● Multidimensional Aptitude Battery ● Otis Self-Administering Tests of Mental Ability ● Peabody Picture Vocabulary Test ● Raven’s Advanced Progressive Matrices ● Raven Coloured Progressive Matrices ● Raven's Progressive Matrices ● Raven’s Progressive Matrices and Vocabulary Scales ● Reynolds Intellectual Assessment Scales ● Reynolds Intellectual Screening Test ● Shipley Institute of Living Scale ● Slosson Intelligence Test ● Stanford-Binet IQ test ● Test of Nonverbal Intelligence (TONI, TONI-2, TONI-3) ● Thurstone Primary Mental Abilities Test ● Thurstone Test of Mental Alertness ● Universal Nonverbal Intelligence Test
