Binet- Kamat Test

The Binet-Kamat Test (BKT) of Intelligence, developed in 1967 by V.V. Kamat, is the

Indian adaptation of the Stanford-Binet test. The scale was standardised among children from

Dharwad town in Karnataka. The children were neither from a very advanced nor very

backwards; therefore, the sample was considered a representative one for the Indian population.

The test was translated into two languages Kannada and Marathi. It has several subtests from the

Stanford-Binet version, but some were replaced according to the Indian social context. For

example, pictures representing western life are substituted with those that fit Indian life. The

vocabulary passages are in Indian languages and so on (Roopesh, 2020).

The BKT measures six domains of intelligence, namely, Language, Conceptual Thinking,

Reasoning, Memory, Visuomotor and Social Intelligence. The test consists both verbal and

non-verbal (performance) subtests. The test is applicable for the age range of 3 to 22 years. It

consists of various subtests grouped under 13 age levels. Each age level consists of 6 subtests.

Many tests are retained from the Stanford- Binet Test, and some are modified according to Indian

standards.

Reliability

The reliability coefficient of the BKT of intelligence is reported to be 0.7, which indicates

high reliability (Gopalkrishnan & Venkatesan, 2019).

Validity

Based on the teacher’s estimate of their student’s intellectual capacities, students were

grouped into five classes as very superior, superior, average, inferior and very inferior. Further,

based on IQ scores, the students were classified into five groups. The correlation coefficient
between the teacher’s estimate and the IQ scores was 0.5, which is fairly high (Gopalkrishnan &

Venkatesan, 2019).

Significant Research Findings

The relationship between blood lead levels and neurological functions was studied. The

BKT and Wide Range Assessment of Visuomotor Activity (WRAVMA) were used to assess

intelligence and visuomotor activity. It was found that IQ and WRAVMA scores were inversely

related to blood lead levels. Children with the highest blood level had IQs of 95.6 ± 13.3, and

those with the lowest blood lead levels had 102.0 ± 22.5 (Belliniger et al., 2013).

The prevalence of mental retardation in Mangalore city was found using the BKT for

assessing intelligence and other tests like Seguin Form Board and Vineland Social Maturity

Scale in school-going children. There were 561 cases of mental retardation of the total

disabilities recorded, which was higher among males than in females (Bhagya & Ramakrishna,

2013).

Applications of BKT

It is widely used in the clinical setting to assess for intellectual disability, learning

disorders, and speech or other language problems. It is also used in the education setting to

identify learning disabilities or slow learners. It tests various intellectual abilities such as

reasoning, language, social competence and memory.

Psychodiagnostic Report

Name: R. P

Age: 21 years

Gender: Female

DOB: 15/08/2001
Education: B.Sc Psychology

Referred by: Self-referred

Presenting Concern: NIL

Test Administered: Binet-Kamat Test

Purpose of Testing

To measure the IQ and analyse the intellectual functioning of the subject using the

Binet-Kamat Test.

Behavioural Observations

The subject performed the first half of the test without much difficulty. Towards the end,

the subject seemed to be bored and tired. The subject completed the test in a calm and composed

manner

Test Results

Table 1

Mental Age of the Subject in Various Domains and Sub-domains of Intelligence in BKT

Domains Sub-domains Mental Age (months)

Language - 264

Memory Meaningful 264

Non-meaningful 264

Conceptual Thinking - 228

Reasoning Non-verbal 264

Verbal 192

Numerical 168

Visuomotor - 228

Social Intelligence - 144

 BKT IQ 131

Wechsler IQ 125

Interpretation Gifted or Superior

Intelligence

Test Interpretation

From Table 1, it can be observed that the subject has BKT IQ of 131. The corresponding

Wechsler IQ is 125, which indicates a gifted or superior level of intelligence. The subject’s basal

age is 16 years (192 months), and the terminal age is above 22 years. The mental age is 252

months, and the chronological age is 192 months. The subject has attained the maximum mental

age in all the domains except verbal and numerical reasoning.

The subject has succeeded in all the age levels except age level 19, where they have

failed in the first two subtests corresponding to verbal and numeric reasoning and have attained

mental age of 192 months and 168 months, respectively. For their age, they might be fairly good

at interpreting verbal or numerical data to solve problems using logic and mental calculations.

The subject, however, has attained mental age of 264 in non-verbal reasoning skills. They might

have high fluid intelligence, and they might be good in academics (Bouchefra et al., 2022).

The subject’s mental age in the domain of language and both subdomains of memory is

264, which is the maximum possible age in this test. They might have good comprehension and

understanding of language. They could have great listening, speaking, reading and writing skills.

They might be very good at grasping subject concepts.

Memory assessment consists of both meaningful and nonmeaningful memory, which the

subject performed exceptionally well. They have attained mental age of 264 in both the

sub-domains. This could indicate that the subject can reproduce information by understanding
the meaning conveyed as well as recalling information that is not very coherent or is

non-meaningful. The subject tends to have a working memory capacity.

In conceptual thinking, the subject has a mental age of 228 months, so they might be

excellent in understanding relationships, similarities and differences between complex concepts.

They might have high abstract thinking skills. When trying to understand or solve mathematical

problems, they might not just rely on procedural strategy but also incorporate a conceptual

meta-strategy approach to arrive at a solution after having a thorough understanding of the

concepts behind the problem (Hejný et al., 2006).

The subject’s performance in visuomotor shows that they have attained the highest age

level of 228 months. They performed the tasks fast without any difficulties. They might be very

good at perceiving shapes, colours, form and orientation of visual images or objects. High

visuomotor intelligence may be linked to artistic abilities, and they might have high motivation

(Brenner & Gillman, 2008).

The subject has a high level of social intelligence with a mental age of 144 months. They

might have a good understanding of social relationships, can comprehend social situations

correctly, and behave accordingly based on previous experiences (Kihlstrom & Cantor, 2000).

Final Impression and Recommendations

The subject has an IQ of 125, which is indicative of gifter or superior intelligence. The

subject has performed well in all age levels. They have high capacities in the six domains of

intelligence measured, such as language, reasoning, memory, conceptual thinking, visuomotor

and social intelligence. The subject has failed in only two subtests corresponding to verbal and

numerical reasoning. The subject can play word games such as crosswords or word searches and

also try to learn new interesting facts to update their vocabulary and knowledge about the world.
The subject could take up chess training to improve and maintain their cognitive abilities,

especially non-verbal reasoning, language and memory (Joseph et al., 2016).

Summary

R. P, a 21-year-old female, was administered the Binet-Kamat Test of

Intelligence to measure their IQ and understand intellectual capacities in various domains and

subdomains of intelligence. Their IQ is 125, which indicates a gifted or superior level of

intelligence. They seem to be very good in language, memory, conceptual thinking, visuomotor

abilities and social skills. They are also good at non-verbal reasoning. They are fairly good at

verbal and numerical reasoning. They can practice crossword puzzles or word searches and try to

learn new interesting facts to build verbal reasoning skills. And they can take up chess as a

hobby to improve their other cognitive abilities.

 References

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