ASSSESSMENT OF INTELLIGENCE OF CHILDREN

USING MALIN’S INTELLIGENCE SCALE FOR INDIAN

CHILDREN

INTRODUCTION :

WHAT IS INTELLIGENCE?

The word intelligence derives from the Latin word “intelligere” that means to understand or
recognize.

Intelligence is a bunch of different abilities like -understanding novel stimuli, learning, language,
and communication, being aware of the environment, the ability to reason, plan and solve
problems creatively.

An individual’s aptitude can be defined as their innate ability to acquire skills. An aptitude test
will tell you what an individual can accomplish given the right conditions and training. If they
are trained properly, a person with a high mechanical aptitude can be successful as an engineer.
Similarly, a person with good language skills can excel as a writer.

A person’s interest is the preference he or she has for a particular activity as compared to others.
An assessment on student’s interests can be used to help them choose subjects or courses they
are likely to enjoy and find satisfying. Knowledge of interests facilitates making choices that
promote life satisfaction and performance at work.

Intelligence is an inferred process that humans use to explain the different degrees of adaptive
success in people’s behaviour.

It has been defined by various psychologists. They are as follows:

● The ability to judge well, to understand well, to reason well. -by Binet & Simon
● Intelligence is the total capacity of an individual to act purposefully, think rationally and
deal effectively with the environment.- by Wechsler’s (1944)
 ● The capacity to form concepts and to grasp their significance.- by Terman (1916)
● The ability of the individual to adapt adequately to relatively new situations in life. -by
Pinter (1921)
MALIN'S INTELLIGENCE SCALE FOR INDIAN CHILDREN (MISIC)

Malin in 1969 adapted MISIC from the American test WISC developed by Dr. David Wechsler.
The Indian Scale was constructed by Dr Arthur J. Malin of Nagpur. During adaptation, an almost
total revision had to be made of the test, especially of the culturally biased verbal items. So the
test was named as Intelligence Scale for Indian Children- ISIC or MISIC. English is the only
language that applies universally throughout India; hence WISC has adapted English for English
Speaking children in India. Later it was also adapted in Hindi and Marathi as India is a country
dominated by many regional languages.

MISIC is an intelligence test for children from the ages of 6 to 15 years 11 months. It is
administered individually and takes about 2 to 2-1/2 hours. The test comprises 11 subtests
divided into two groups, Verbal and Performance. Verbal Scale consists of 6 subtests and
Performance Scale consists of 5 subtests.

VERBAL SCALE

1. Information Test: The test consists of questions about factual knowledge of persons,
places, and common phenomena. It has a total of 30 questions. Questions 1-5 are used for
children below 8 years old or suspected mental defects. Each item is scored 1 or 0. The
subject above 8 years is given credits for question 1-5 directly, if the subject passes items
6,7 & 8. Discontinue the test after 5 consecutive failures.
Examples- How many ears do you have?

2. General Comprehension Test: The test consists of questions about certain practices and
behavior under certain situations. It measures conventional knowledge and knowledge of
social appropriateness. It has a total of 14 questions. The test is discontinued after 3
consecutive failures. Each item is scored from 0-2. Items 1-5 are scored 2 points if the
subject takes personal responsibility; and 1 point if the subject knows what is to be done,
but the responsibility is shirked away. For item 6-14, 2 points are given when the subject
gives 2 good reasons , and 1 point when the subject gives one reason.
 Example- What should you do if you cut your finger?

3. Arithmetic Test– The test consists of questions based on a simple mathematical

calculation which are solved mentally. Problems 1-3 are for the subjects below 8 years or
suspected mental defectives. Discontinue after 3 consecutive failures. Each item is scored
1 or 0. Credit is given to the subject for the first 3 items if the subject above 8 years
solves the item 4 and 5 correctly.
Example- if I break this pencil in half, how many pieces will there be?

4. Analogy & Similarity test– Analogy: The test consists of 4 incomplete sentences based
on analogies that the subject has to complete. The test is for subjects below 8 years old.
Each correct analogy is given a score of 2.
Example- Lemon is sour, but sugar is…

Similarity– The test consists of questions where the subject has to find the similarity
between the two things. It measures verbal concept formation. This test is for subjects
above 8 years. Discontinue the test after 3 consecutive failures or return to the analogy.
Each item is scored from 0-2, depending on the answer. If the subject answers the 3 items
correctly in similarity, the subject is given the credit for 4 analogies.

5. Vocabulary Test– The test consists of the question that measures the subject’s general
intelligence. It reflects the subject’s breadth of experience and ideas developed over the
years. The test has 40 items. Discontinue the test after 5 consecutive failures. Each item is
scored from 0 to 2. Except items 1-6 which are scored as 0 or 2. Subject can start directly
from the 10th item. The subject is credited 2 points directly for the previous 9 items if
he/she gives 2 point definition for 10th– 14th items.
Example- cycle, shoe, etc.

6. Digit Span Test– In this test the subject is told a sequence of numbers verbally. The
subject is supposed to repeat the number in the same order. The test is divided into 2
types. They are:
Digit Span Forward- the digits are repeated as they are called out.
 Digit Span Backward- the digits are repeated in the reverse order.The score of the test is
the highest number of digits repeated without error, both forward and backward digits
together.

PERFORMANCE SCALE

1. Picture Completion Test– The test consists of twenty pictures in which some part of each
picture is missing. The subject is supposed to tell which part of the picture is missing. The
subject gets fifteen seconds to examine each picture. The test was discontinued after four
failures.

2. Block Design Test– The test consists of 7 coloured blocks and a booklet with pictures of the
block arranged according to specific geometric designs. The subject has to arrange the blocks
according to the design shown in the picture. The task requires concept formation.

3. Object Assembly- This test consists of puzzles that the subject has to rearrange in meaningful
design. It requires visual-motor coordination, plan fullness and concept formation. The test has
four puzzles. They are manikin, horse, face and auto.

4. Coding– The test consists of certain symbols that are paired with numbers or shapes. The
subject has to learn them and pair them with the appropriate corresponding numbers.
Concentration and speed of work are important factors in this test. The test has two parts, Coding
A & Coding B.

Coding A: this part is for subjects under 8 years or suspected mental defects. The test should be
completed in 120 seconds. The score is the number of designs completed in that time. (Excluding
samples) If the subject completes the test before time bonus point is given.

Coding B: this part is for subjects above 8 years. This section has to be completed in 120
seconds. 1 point is given for each correct response.

5. Mazes– The test requires the subject to trace through the maze and reach the end point. The
test has 5 mazes which have to be completed in the given time limit.
Theoretical basis for Malin’s Intelligence Test

Stanford-Binet Intelligence Scale

Stanford University psychologist Lewis Terman is one professional who took Binet's original
test and standardized it using a sample of American participants. Initially, this was known as the
Revised Stanford-Binet Scale but is now known more commonly as the Stanford-Binet
Intelligence Scale.

The Stanford-Binet test, which was first published in 1916, was adapted from the original test in
that French terms and ideas were translated into English. It also included new terms, using two
scales of measurement versus one to provide a more accurate score.

The Stanford-Binet intelligence test provided a single number, known as the intelligence quotient
(IQ), to represent an individual's score on the test. It remains a popular assessment tool today,
despite going through a number of revisions over the years since its inception.

Wechsler’s Intelligence Scales

Much like Binet, American psychologist David Wechsler believed that intelligence involved
different mental abilities. But he wasn't happy with the limitations of the Stanford-Binet so, in
1955, he published his new intelligence test known as the Wechsler Adult Intelligence
Scale (WAIS).
Wechsler developed two different tests specifically for use with children: the Wechsler
Intelligence Scale for Children (WISC) and the Wechsler Preschool and Primary Scale of
Intelligence (WPPSI). The adult version of the test has been revised since its original publication
and is now known as the WAIS-IV.

The theoretical basis for the WISC and the other Wechsler scales is Wechsler’s belief that human
intelligence is a complex ability involving a variety of skills.
Because intelligence is multifaceted, Wechsler believed, a test measuring intelligence must
reflect this diversity. After dividing intelligence into two major types of skills—verbal and
performance—Wechsler used a statistical technique called factor analysis to determine which
specific skills fit within these two major domains.

The Wechsler Adult Intelligence Scale (WAIS) is an IQ test designed to measure intelligence
and cognitive ability in adults and older adolescents. Original WAIS (Form I) was published in
February 1955 by David Wechsler, as a revision of the Wechsler–Bellevue Intelligence Scale,
released in 1939. It is currently in its fourth edition (WAIS-IV) released in 2008 by Pearson, and
is the most widely used IQ test, for both adults and older adolescents, in the world. Data
collection for the next version (WAIS 5) began in 2016 and is projected to be complete in 2019.
This theory differed greatly from the Binet scale which, in Wechsler's day, was generally
considered the supreme authority with regard to intelligence testing. A drastically revised new
version of the Binet scale, released in 1937, received a great deal of criticism from David
Wechsler (after whom the original Wechsler–Bellevue Intelligence scale and the modern
Wechsler Adult Intelligence Scale IV are named)

Psychometric Properties Of Malin’s Intelligence Test

1) Reliability- MISIC was established with the test-retest method and yielded a Pearson’s
Product Moment correlation coefficient of 0.91 for full-scale IQ result.

2) Validity- MISIC established concurrent as well as congruent validity. The former was
established from school ranking whereas later was obtained from an adapted version of
California short-form test of Mental Maturity for the upper age level and from the good
enough Draw a Man test for the lower age level. Both yielded a coefficient of 0.63
3) Norms- Indian norms are based on percentile points which were converted into IQs by
Thomson formula. Using this formula anchor IQs were obtained on the basis of the standard
deviation of 15 IQ.

Application:

❖ Used as a tool in the educational setting as well as clinical setting.

❖ Helps teachers and parents in guiding students for educational and vocational
planning.
❖ Used to diagnose learning disabilities in students.
❖ To identify children with ADHD problem
❖ Used to identify talented and gifted students, and mentally challenged students.
❖ Used in identifying student’s cognitive strengths and weaknesses.
❖ Used in tracking intellectual development.

Limitations:

- MISIC takes about 2 to 3 hours for the complete administration, and hence sometimes due to
reasons of shortage of time, human resource, incomplete, damaged, and/or non-availability of the
performance subtest materials, the performance subtests are not administered by the
psychologists.

- The practice of adding up 6% as proration to obtain the full-scale IQ is based on incorrect

assumptions and erroneous attempt to match the Indian norms with the American norms. It will
be almost impossible to exactly know how much to add or subtract to obtain full-scale IQ if
either verbal or performance scales are not administered.

- Malin compares the American and Indian children using WISC and MISIC and reports that
Indian children (normative group) have performed better in verbal tests and poorer in
performance tests compared to American children. The 'performance/raw scores' can be
compared across the cultures/countries, and the 'IQ norms' cannot be compared across the
cultures/cultures.

- Poor performance on a test may attach a stigma to children and thereby adversely affect their
performance and self-respect. The tests may invite discriminating practices from parents,
teachers and elders in the society

Review of Literature

(Dhavale, Bhagat, & Thakkar, 2009) analyse maladjustment among adopted and non-adopted
children in India, with the goal of determining the consistency of these findings with those in
other countries. Using the snowball sampling method, a sample of 60 children was acquired, 30
of whom were adopted and 30 of whom were with their birth parents. It includes children of 5 to
10 years of age, with no history of psychiatric illnesses, belonging to two parent families. The
comparison was made across several parameters i.e. Parent Symptom Questionnaire (PSQ),
Malin’s Intelligence Scale for Indian Children (MISIC), ADHD Rating Scale, Alabama
Parenting Questionnaire, Social Adjustment Inventory for Children and Adolescents (SAICA)
and DSM-IV to check for possible childhood psychopathologies. In contrast to the literature
reviewed, the study found no differences in mean IQ scores of adopted and non-adopted
children, with adopted children having lower social competency. The study concludes that
adopted children are more likely to have proportionately more behavioural difficulties when
compared to non-adopted children. However, the sample size was limited, obtained using
snowball sampling, which may not be representative. Besides, there was insufficient data on the
children's genetic heritage or pre-adoption care.

(Ranjan, Mehta, Sagar, & Sarkar, 2016) The cross-sectional study explores the existence of a
link between cognitive functioning and adjustment issues among children and teenagers with
Dissociative Identity Disorder (DID). The study was on a sample size of 50 children and
adolescents, of age group 8- 16 years, diagnosed with DID as per International Classification of
Disorders (ICD). Malin’s Intelligence Scale for Indian Children (MISIC), N-Back Task, Rey’s
Auditory Verbal Learning Test (RAVLT), Memory for Design Test (MDT), Colour Cancellation
Test (CCT), Bell’s Adjustment Inventory were employed to assess the sample’s visual and verbal
learning, memory, intelligence, sustained attention and adjustment. The Mean IQ of the sample
was lower than the normal range, especially on the performance scale. Impairment in verbal
memory and recall was also observed. In accordance with the reviewed studies, the findings
pointed to a close link between lower IQ and poor adjustment in a typical academic setting. The
study suggests exploration of the same through further studies with a greater sample size. Other
than the limited size, the sample mostly involves children from nuclear families of the rural
population. Besides, the study isn’t conclusive of the possible changes relationship between
cognitive abilities and adjustment over an extended period.
AIM: To assess the intelligence of children using Malin’s Intelligence Scale for Indian Children
(MISIC) developed by Arthur J. Malin

MATERIALS REQUIRED:

● Test booklet
● Materials for test (MISIC box)
● Response sheet
● Writing materials (pen, pencil, eraser)
● Stop clock
● Scoring Manual

● Norms

PROCEDURE: The subject is seated comfortably in a well lit and ventilated room, free of
disturbance. Rapport is established and the subject is briefed about the test.

INSTRUCTIONS:

1. Information Test: “The test consists of questions about factual knowledge of persons,
places, and common phenomena. I will be going to ask you some basic knowledge
question you just have answer.”
2. General Comprehension Test: The test consists of questions about certain practices and
behavior under certain situations. It measures conventional knowledge and knowledge of
social appropriateness. I will be going to ask you some basic knowledge question you just
have answer.
3. Arithmetic Test– The test consists of questions based on a simple mathematical
calculation which are solved mentally. I will give you some mathematical question you
have solve them without using the pen and paper.
 4. Analogy & Similarity test– I will be going to ask some questions from which you have to
find the similarity between the two things.
5. Vocabulary Test– The test consists of the question that measures the subject’s general
intelligence. Example- cycle, shoe, etc.
6. Digit Span Test– I will going to give you a set of numbers. What you have to do is you
have to repeat the set of numbers in the same sequence.
b) I am going to give you a set of numbers. What you have to do is you have to repeat the
set of numbers in the reverse sequence.
7. Picture Completion Test– The test consists of twenty pictures in which some part of each
picture is missing. The subject is supposed to tell which part of the picture is missing.
The subject gets fifteen seconds to examine each picture. The test is discontinued after
four failures.
8. Block Design Test– The test consists of 7 coloured blocks and a booklet with pictures of
the block arranged according to specific geometric designs. The subject has to arrange the
blocks according to the design shown in the picture. 
9. Object Assembly- This test consists of puzzles that the subject has to rearrange in
meaningful design.
10. Coding– The test consists of certain symbols that are paired with numbers or shapes. The
subject has to learn them and pair with the appropriate corresponding numbers
11. Mazes– The test requires the subject to trace through the maze and reach the end point.
The test has 5 mazes which have to be completed in the given time limit.

PRECAUTIONS:

1. Ensure that all the environmental conditions such as pleasant room temperature, adequate
ventilation, lighting and comfortable sitting arrangement were provided to the subject.
2. All relevant materials to be concealed and taken out when required.
3. Adequate assistance to be given so as to provide the subject with a sense of ease and
comfort so as to ensure correct responses.
4. Instructions to be read out thoroughly and the subject must be encouraged to clarify
her/his doubts.
Behavioral observation to be noted while the subject is performing the test