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Introduction
To be labeled as being “intelligent” makes one feels positive, encourages one’s self-esteem and sense of worth (Pal, Pal & Tourani, 2004). However, there is no one true definition to intelligence, and according to the implicit theory, different people has different beliefs about what intelligence is (Garcia-Cepero & McCoach, 2008). Despite the multitude of different views, many psychologists share the similar idea that intelligence is a facet of mind underlying our capacity to think, solve novel problems, acquire and apply knowledge and reason logically, having cognitive capacities that enable us to adapt to the environment and think abstractly (Cohen, Swerdlik & Sturman, 2013). According to Boring (1923), intelligence is what is measured by intelligence tests – a method for assessing one’s mental aptitudes, such as reasoning, comprehension and judgment, and comparing them with others using numerical scores.

Francis Galton believed that the most intelligent people were those equipped with the best sensory abilities, such as reaction time and grip strength, and intelligence was a matter of having the right genes (Cohen et al., 2013). He reasoned that intelligence is a result of superior physical development of brain and body and tried to measure intelligence scientifically, with tests of visual acuity or hearing ability. However, Alfred Binet criticized Galton’s approach to intellectual assessment and approached more complex measurements of intellectual ability. He viewed intelligence as inseparable abilities with different aspects such as reasoning, judgment and memory that interact to produce solution to a particular problem requiring complex measurements instead of distinct processes that could be assessed only by individual tests (Cohen et al., 2013).

The Cattell-Horn-Carroll (CHC) Model of cognitive abilities proposed by McGrew (1997) is an important theory that guided the development of many recent intelligence tests, including the Stanford-Binet Intelligence Scales, specifically the fourth (SB:FE) and fifth (SB-5) edition, which this paper aims to explore. Rather than using a single general ability (g) factor, which lacks utility in psychoeducational evaluations, it makes use of broad cognitive abilities and narrow abilities, which is deemed to allow better clarification of an individual’s cognitive strengths and weaknesses (Reynolds & Fletcher-Janzen, 2007). Stanford-Binet Intelligence Scales

SB:FE and SB-5 are the more recent editions of the Stanford-Binet Intelligence Scales. With laws requiring all French children to attend school, it was important to identify children with developmental disabilities, who required specialized assistance in Paris schools. Therefore, Binet was approached by the French government to develop a test to screen for c...

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