Hostname: page-component-77c89778f8-cnmwb Total loading time: 0 Render date: 2024-07-22T14:13:56.033Z Has data issue: false hasContentIssue false
  • English
  • Français

Assessing Cognitive Development in Early Childhood: A Comparison of the Bayley-III and the Stanford-Binet, Fifth Edition

Published online by Cambridge University Press:  23 February 2012

Dorian Kamppi  and
Linda Gilmore
Dorian Kamppi
Affiliation:
Queensland University of Technology, Australia.
Linda Gilmore*
Affiliation:
Queensland University of Technology, Australia. l.gilmore@qut.edu.au
*
*Address for correspondence: Linda Gilmore, School of Learning and Professional Studies, Queensland University of Technology, Victoria Park Road, Kelvin Grove, QLD 4059 Australia.
Get access

Abstract

The Bayley Scales of Infant Development, Third Edition (Bayley-III) and Stanford-Binet Intelligence Scale, Fifth Edition (SB5) were administered in a sample of 26 typically developing children (12 males and 14 females) aged 24–42 months. Children completed the assessments in two separate sessions, counterbalanced for order of administration. Scores on the two instruments were not significantly related, with the exception of the SB5 Knowledge score, which was moderately correlated with the Language score on the Bayley-III (r = .41, p = .04). Despite no other significant correlations, for 22 of the 26 children, scores were very consistent across the two instruments. Implications for test selection are discussed.

Keywords

Bayley Scales of Infant and Toddler DevelopmentBayley-IIIStanford-BinetSB5cognitive assessment
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 27 , Issue 2 , 01 December 2010 , pp. 70 - 75
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)