A

DBDA: A RETROSPECTIVVE MAAINUAL

Psychological testing began, it will be re- special ability should, whenever possible,
called, with efforts to device scientific in- be so defined, as not to overlap with other
struments for the measurements and study that
of individual differences in intelligence.
special abilities. Ability thus
the task can be performed now, if the
implies
Measurement and analyses of this com- necessary external circumstances are
plex mental process has continued to be present; no further training is needed. To
the most important and widespread compare ability with similar phenomenon
of psychological testing. It is
type
desirable, it is seen that:
therefore, to examine the definitions and
theories of intelligence, both for their his- Aptitude (which formerly carried impli-
torical value and their current
significance
in test construction and utilization. Knowl-
cations of innateness) has now been spe-
cialized in technical writing to refer to the
edge of these will give the student a fuller fact that the individual can be brought by a
understanding of current tests. specified amount of training to a specified
level of ability, either general or special,
The method ology for measuring mental but usually the latter.
ability stands at the crossroads between
the traditional clinical-empirical mode of Capability is the maximum effective-
development and the increasingly ness a person can attain with optimum
favoured psychometric approach. At training.
present the traditional clinical methods
are serving as the basis and support for Capacity is a loose synonym for ability
tests of sing le individuals, while the statis- or even for aptitude, often with implica-
tical approach is being employed in pro- tions of innateness.
gressively more group tests.
Talent is a high degree of ability or of
Inthe past, the investigators developed aptitude.
certain tests to measure intelligence ac-
cording to their preconceived notions of Gift and endowment are popular
what in functionalterms, ability really meant terms for high ability, largely innate.
to them. Those who defined ability as the
activity to learn, developed various tests Competence is fitness either for a par-
to measure quality. Similarly,
this those ticular kind of task or fitness in general.
ability as synonymous with
who regarded Various theories have come up in the past
intelligence, constructed reasoning prob-
few years to highlight the different meth-
lems and tasks to evaluate intelligence. In odologies to be adopted for measuring
this Wayability tests developed
assembled
into a con-
tasks or- differential abilities. Among the most
geries of empirically prominent ones is that of Group Factor
ganized'according to various operational
deititions of this psychological phenom- Theories. Such theories were originally
Conceived by (Thurstone whose work re-
sulted in the construction of a set of mea-
etiie this phenomenon we can say sures called Tests of Primary Mental Abili-

Taallity is the actual power to perform ties. According to group factor theory
expression of innumerable
a Ljiysical or mental, whether or not ability not an

highly specific factors, nor is it the expres-

EledD training and/or education. sion primarily of a general factor that per
etlaelneoility is concerned with all sorts
EESSitspecially those of a cognitive vades all mental activities.)Infact, the analy-
ehitelleoiuar nature. Special ability has sis andinterpretation of group factor theo-
rists lead to the conclusion that certain
id defined kind of tasks. Each
 SCt1AC
Cte-a o
a test/battery was essentially required
background or previous experience abilities
which could delineate specific
Another view of mental abilities grows based on current occupational/vocational
from Thurstonian American tradition of in- needs and life-styles.
vestigation. Its chief advocate is J.P
Guilford, who deviced a theoretical Struc- Thus, the stimulus for the development of
ture-of-Intellect model (SI) in which he clas- David's Battery of Differential Abilities
sifies human mental abilities in three di- (DBDA) came largely from the growing
mensions. The first is defined by the kind realization that, although most of the pri-
oftest content confronting the individual mary ability traits had been isolated and
figural", "symbolic", "semantic", or "be- studied, the available standardized test
havioural. The second is defined by the batteries of intelligence and abilities did
types of mental "operations" necessary to not reflect currently accepted views of the
deal with the various content forms number and nature of the psychological
"cog-
-

nition", "memorization", "convergent think- constructs involved. The overall guiding

ing", "divergent thinking", and "evaluation". principal in the development of the DBDA
The last deals with the outcome or
"prod-
ucts" yielded by the various mental opera-
was to provide a battery of. short tests so
as to provide investigators with an eco-
tions applied to the various content forms.
nomical vehicle for assessing a wide
There are six products: units of informa- rangeof the important ability constructs.
tion, classes of units, relations between
units, systems of informations, transfor- Thus, keeping the above concept in mind,
mations, and implications. With four kinds the David's Battery of Differential Abili-
of contents, five kinds of operations and ties (DBDA) Revised Version is being
six kinds of products involved in mental devised in order to have an accurate mea-
performances. Guilford postulates 120 sureof an individuals'various mental abili-
14x5x6) distinct mental abilities in the SI
He reports that about sixty of these
ties. The DBDA (Revised Version) is a
sfandardized procedure for objectively
model.
iave been isolated through factor an alytic
measuring what a person is able to do at
the time he is being assessed and under
aavestigations. theconditions of the assessmentncluded
Perhaps the most important application of in this concept is the realization that indi-
mental ab ilities vidual behaviour including mental pro-
Ector-analytic studies of
Esabeen the increasinguse of."multi- cesses, is neither consistent nor stable.
Although scores for groups may be rela-
ptitude: test batteries in educationaland
ational guidance. These batteries are tively stable, it does not follow that the
individual score within a group will be simi-
Composed of a series of individual tests
tatound the findings of factor analysis, larly stable. And the fact that DBDA may
ertain degree each of the general have high predictive validity does not mean
subtests assesses a specific that any individual taking this test may be
One such battery is the Differential accorded th same predictability as the
e Test (DAT) for use with high group itself. Because ability is a product
students; the DAT contains seven of natureas well as nurture, an individuals
that measure verbal reasoning, mental functioning will be influenced by
lyability. abstract reaso ning many extrinsic factors such as cultural ex
eations, mechanical reasoning. posures, including quality of education,
IeTteciseedand accuracy, and language as well as intrinsic factors such as person-
sige 0tDAT and other such batteries ality characteristics)The most we may say
sieptesures
oentlý exist do not intend to be for the DBDA sCores is that it describes
of single "factors, they howthe individual performs here and now,
d oioef a. profile of anindividual's and that all things being equal, he will
oTitifSiehgths and weaknesses. There- probably continue to function in a like
ioit.t:lelodihis aspect into consideration manner.
 Co

Reasoning. The
verbal factor was ide
on tests
in c o m m o n a "pri- "loadings
mental operations have fied by its heavy
that gives them psychologi- analogies, grammar
mary' factor that differenti-
reading,
synonyms,
Similarly. Thurstone's
functional unity and
cal and and vocabulary. identified by loadings
other mental operations. number factor
was
ates them from multiplication
operations, than constitute tests as
addition,
Out of this
These mental on such
reasoning.
mental op-
A second group of
'group." and
arithmetical
the "multi-apti-
a fac- first of
erations has its own unifying primary research
came the mental
and so on. In batteries, the primary
has a third; tude" test investigations

tor; a third group of groups Later,

are a number of fac-
tests.
other words, there abilities number
which has its that the
abilities each of showed,
however,
considerably
on
of mental the group a depended back-
primary factor, giving tors
isolated
environmental
own
cohesiveness. Each and
o n the
functional unity and the
educational
t e s t e d and
factors is said to
be rela- the subjects the
of these primary grounds of of tests
used in
others. and types that
independent of number shown
even
tively It was
mental
factor analysis. "primary
abili- called
Thurstone's work on "primary mental Thurstone's
so
positively
with e a c h
us for many
years, correlated
of a
has been with abilities"
the presence
ties" methods of multiple-
other which
suggests mental
factor
based on the
new
such ability general
of s o m e six basic and the British
factor analysis still more
by
workers in this been argued
factors. Whereas,
other a
pss yhad long
chologist Charles Spearman.
Spearman in Britain
area such a s Charles
(par-
in US, had argued analysts
and Karl Holzinger each among
factor
for studying Recent thinking has
ticularly Spearman) of human
intelligence
less for its own concep- about the
nature
is rep-
separate ability c o n t r i b u t i o n to different
i d e a s . One
and more for its Jead 1o s)ight)y tradition
tual sense
factor British
intellective or 'g' by
Spearman's

the' overall
central
Thurstone's neo
resented
exemplified by Philip
investigation, in
eneral intelligence. of
of human abilities
multiple factor theory-gave, Vernon's
structure
analytic tool- ability
construct abilities a r e arranged
each broad which human mental factor
instead, and set investi-
importance with a broad general
in a hierarchy
roughly equal precisely defin- "group" factors,
the task of and split into two major
m o r e
gators to factors found in
the ability verbal and educa-
the limits of o n e distinguished by
ng list
and extending the the other by prac-
this éarly
research tional abilities (v:ed) and
abilities" beyond
ffsuche"primary
mental
tical or performance
abilities (k:m). Each
research.
in the pioneering is the differ-
tesik found of these major group factors
like
entiated into more specific factors
intelligence as a
characterised Thurstone's verbal, number, and space.
hurstone
abilities. His approach found in
Seiestof distinct different from that of These finally break into factors
Was rsomewhat mental
Weschsler, who assumed specific types of test. Thus, any
iorndike or performance can be described as involv
sub-tests were pure
tihêir individual ing percentages of g. v:ed, verbal and
leesires of the designated ability. Ac-
others until all the factors needed to ac
Thurstone, an ability is isolated
eingito count for the performance have beende
zeig'mental tests to a great number of termined. The scheme of Horn and Catte
1etassenandthen determining, through a (1966) has some similarity to Vernon
EALEaical-process known as "factor
zudys the least number of abilities structure. Cattell distinguishes betwee
itaeetiytto explain the correlations fluid and crystallized intelligence. Cryste
alienigeifests. In his pioneering study lized intelligence is largely a function
usotM938) isolated six "factors" that one's environment and is much like t
Eeeeuedfor most of the score similarity
5diterent tests given to a group of
V:ed abilities.
more of the
Fluid intelligence refle
Seidiustüdents. These were Verbal, Num-
genetic aspect of intelligen
and is more clearly
ifer pEital, Word fluency, Memory, and reflected in non-
guage tasks that are less related to on
 DBDA-R
MEAsURED
IN
ABILITIES

complexity of verbally
VERBAL ABILITY (VA) and the
ideas to be
comprehended. phraser
Verbal Ability refers to the comprehen
sion of words
and ideas, or a person's NUMERICAL ABILITY (NA)
ability
has been
to understand written language)it
studied by the
many years and is one ofpsychologists
for
Numerical ability refers to facility in ma-
tant of human the most impor
abilities. Traditional tests of numbers quickly and accurately
nipulating
general intelligence usually tap VA to a in tasks involving addition, subtraction.
large extent.In the
DBDA, VA is assessed multiplication, divis ion, squaring dealing
by two different kinds of sub-tests: Vo- with fractions etc) NA is distinct from both
cabulary (VA Part:1) and reasoning and mathematical knowledge,
proverbs (VA Part:11). This Understanding and is with the more basic trait of facility
ability can be
expected to figure prominently
in in success and fluency in fundamental number opera-
academic and
school-related perfor- tions. This ability is generally found high in
mances. It is a predictor of occupations individuals who are successful in math-
involving much reading and writing of re- ematical, scientific, and technical subjects.
ports, and so on. This factor is assessed It is a predictor of occupations involving
by taking the of a person's scores on
sum
VA-I and V-Il. In this computational tasks, such as various cleri-
and other tests of the
DBDA, no correction for cal, accounting, engineering, technologi-
plied. guessing is ap- cal, data processing jobs, etc.

VA Part:l involves word The problems to be solved in

meaning exercise not difficult but
NA test are
to assess the
subject's knowledge of En- they have to done in very
glish words limited time. Thus,
and
his ability to abstract and
level for increasing thedifficulty
generalise relationships among words. VA rapid calculations. In combination
Part-ll involves the ability to with the
VA score, both the
recognize the
proverbs and understand their latent mean- good measure of general tests are a
ing, an ability assumed to be learning ability.
the same essentially
as that of comprehension of
language, and usage of words in SPATIAL ABILITY (SA
day life. day to
Spatial Ability is
The VA subtest is included in ing concerned with perceiv
spatial patterns
this battery
because it is anticipated to be useful
in
lowing the orientationaccurately, and fol-
of figures when
predicting important criteria such as aca- position in a
plane or space is their
been extensively altered.
demic success, This ability
has
speedy and accurate
callkof exact data received from the re- over the
years and has been studied
ddundings, and rapid comprehens ionsur- indicator of seen
non-verbal, or to some extent, as an
Vellbaleommunication where verbal rela-of culture-fair intelligence
dence on since its depen
tionsitpsand concepts are important. The minimal. In acculturation and learming is
ASCoreKdesèrves a
considerable
weight items in whichDBDA,
SA is
assessed by
nerenieO be judged that whether the
the
determine quicklysubject must be able to
SOIJacHSTom a good formal school edu- sional figures whether two-dimen-
elto riatdioWocationally,about
the VA score around (rotated)have been merely turned
aikettelEieSAOmething the occu
pliontueeiupto which the subject should and rotated or, they are turned
over
to be high in(reversed). This
llpgoELENaspirë, since there is posi- a
ability is
individuals who are success- found
TveiGEYOIShTEin 'many occupations be- ful in
tional geometrical
SRWEnlHaTApof responsibility of job a
training, anddrawin9,
in art anddrafting, voca
predictor of
occupations design. It is
a

involving fig-
 verbal factor was ide.
mental operations have in common a "pri Reasoning. The
fied by its heavy "loadings on tests
mary' factor that gives them psychologl grammar
reading. synonyms, analogies,
cal and functional unity and that differenti- Similarly, Thurstone's
ates them from other mental operations. and vocabulary.
identified by loadings
number factor was
These mental operations, than constitute such tests a s
addition, multiplication
on of this
a 'group." A second group of
mental op- reasoning. Out
fac and arithmetical "multi-apti-
erations has its own unitying primary research came the
first of the
and so on. In the primary
mental
tor; a third group has a third; tude" test batteries,
investigations
other words, there are a number
of groups tests. Later,
abilities
which has its number of fac-
of mental abilities each of a showed, however, that the
considerably on
the group
own primary factor, giving tors isolated
depended back-
cohesiveness. Each and environmental
functional unity and the e d u c a t i o n a l the
said to be rela- tested and on
of these primary factors is grounds of the
subjects
in the
of others. of tests used
tively independent number and types shown that
factor analysis.
It w a s e v e n mental
Thurstone's work on "primary mental abili- Thurstone's s o called
"primary
each
for many years, positively with
ties" has been with us
abilities"
correlated
of a
the methods of multiple- the p r e s e n c e
other which suggests
based on new
such ability mental factor
factor analysis of some six still m o r e basic
and general
the British
other workers in this been argued by
factors. Whereas, as had long
Spearman in Britain psychologist Charles Spearman.
area such as
Charles
had argued (par
and Karl Holzinger in US, analysts
Spearman) for studying each among
factor
ticularly Recent thinking has
for its own concep- human intelligence
separate ability less about the nature of
for its contribution to different ideas. One
is rep-
tual sense and more
Joad to s)ipht)y
intellective or 'g' factor tradition
the' overall central Spearman's British
resented by
exemplified by Philip
Thurbtone's neo
r n e r a l intelligenco. of investigation,
factor theory -gave, abilities in
hanalytic tool- multiple construct Vernon's structure of human
broad ability
which human mental abilities are arranged
instead, each
and set investi- factor
roughly equal importance
more precisely defin-
in a hierarchy with a broad general
gators to the task of factors found in and split into two major "group" factors,
ng'the limits of the ability list one distinguished by verbal
and educa-
research and extending the
his'early mental abilities" beyond
tional abilities (v:ed) and the other by prac-
Rffsuch "primary research.
tical or performance abilities (k:m). Each
in the pioneering
I e sik found of these major group factors is the differ
entiated into more specific factors like
0rstone characterised intelligence as a

lestof distinct abilities. His approach

Thurstone's verbal, number, and
space.
These finally break into factors found in
Was rsomewhat different from that of
1tiotndike or Weschsler, who assumed specific types of test. Thus, any menta
aLheir individual sub-tests were pure performance can be described as involv
wigestres of the designated ability. Ac- ing percentages of g. v:ed, verbal and
aing to Thurstone, an ability is isolated others until all the factors needed to ac
belpmental tests to a great number of count for the performance have been de
1t93a n d then dete rmining, through a termined. The scheme of Horn and Catte
ARRLCLNUal-process known as "factor (1966) has some similarity to Vernon
udyeet the least number of abilities structure. Cattell distinguishes
it aiyto explain the correlations betwee
fluid and crystallized
tengertests. In his pioneering study lized intelligence
intelligence. Crysta
PusO4938) isolated six "factors" that is
largely a function
one's
ecouicdfor most of the score similarity environment and is much like t
v:ed abilities.
6 6Tent tests given to a group of more of the
Fluid intelligence reflet
Clteustüdents. These were Verbal, Num- and is more
genetic aspect of intelligen
anSpeual, Word fluency, Memory, and clearly reflected in non-l
guage tasks that are less
related to on
 ural materials, such as those dealing with ference of paired groups of letters or num-
shopwork, architecture, building construc- bers. The items thus provides a series of
tion. engineering, commercial art, dress- situations which simulates the elements
designing, die-making, and decoration,
etc. involved in many clerical jobs. Little or no
"higher level" of intellectual difficulty is in-
The latent feature volved in this test. But since
that the items
which operates in SA is
or mental
intelligence
require mental manipulation ability components are ad-
of objects in equately measured by other tests of this
three-dimensional
space. Thus, SA is a good (3-D) battery, it was decided to include this abil-
ability to deal with concrete measure of ity also due to high vocational value of this
through visualization. There arematerials ability.
tasks in which one is many
how an object would required to imagine CL is important to success in many tasks
look if made from a
given pattern, or how involving record-keeping, filing, taking in-
would appear if rotated inspecified object
a
a
given way. ventories, dispatching, coding, and other
similar jobs. It is relatively less
tance for most educational impor-
purposes, al-
CLOSURE ABILITY (CA though students who score very low
may
find it difficult to meet classroom stan-
Closure Ability is dards of neatness, speed and
primarily a A tow score on this test for a precision.
ability measured by the DBDA. perceptual
It refers to generally
the ability to see superior subject is likely to indicate his/
quickly a whole stimulus
when parts of it are her emphasis on correctness rather than
missing, or to "com- speed.
plete the Gestalt The principle of closure
has been adopted from Gestalt
Psychol-
ogy, which says that the brain tends to fill
REASONING ABILITY (RA)
in gaps in order to perceive complete
nmeaningful forms. CA is a speed test as- Reasoning Ability refers to the ability to
sessed by items in which the examinee apply the process of induction or to rea-
must look at a "mutila ted word," i.e., a son from some specific information to a
word with parts of the letters missing, de- general principle Here, RA is measured
cide what the word is, and then find which by items requiring the subject to inspect
one of the five jumbled options spells that sets of four letters and discover how four
word when unjumbled. Both
completing
the gestalt of the "mutilated word" and
of the five sets presented embody a gen-
eral principle, while the fifth does not. Thus,
unjumbling of the letters in the options tap little or no reliance is placed on learned
this ability. CA can be expected to be material, words, or numbers, so that RA
relevant to success in c o u r s e s and occu- scores will be a good indicator of non-
pations involving speedy visual percep- verbal, non-culturally biased intelligence.
as those concerned with office
This is one of the most important primary
tion, such mental abilities in many tests of general
and shopwork, architecture, computer pro-
art and intelligence. The series presented in each
gramming and data processing,
designing, etc. problem item requires the perception of
an operating principle in the sets
of let-
must
ters. In each instance, the subject
the set
CLERICAL ABILITY (CL) discover the principle(s) governing
of his under-
of letters and give evidence
the set which does
standing by identifying
Clerical Ability is perceptual activity pri- not follow the logic followed in other sets.
evalu-
marily concerned with making rapid In CL,
visual stimuli)
ations of features of is important to s u c c e s s
in many areas
and accuracy is RA that stress logic, such
the perceptual speed particularly those
examinee
by items in which the
mathemat
measured and occupations in
sameness or dif- as courses
must rapidly assess the
 ics or related pursuits, computer program- she is likely to
ming. engineering. sciences and scien- perform poorlyly in his
job and find the work difficult.
tific technology.
Thus, MA SCore is relevant
and for coure
MECHANICAL ABILITY (MA) occupations concerned with
ery and shop, ele machiein
Mechanical
ing of basic Ability refers to an understand-
factory, automotive,ctricallele ctronic tasks
ks
mechanical principles, neering technologies.carpentry, and engi-
machine_, tools,
tive facts) This electrical, simple
and automo-
factor can also be It is
to as
"Mechanical referred are of
important to realize that MA
chanical Information" or "Me-
less educational and scores
pendent Experience,"
to a
great
as MA
score is de- nificance
scores for
for vocational
girls than for boys. The sig-
extent
knowledge and skills in such acquiredon girls are lower and mean
items in MA areas.
test for valu ef the
educational or vocational
these areas. It test tap information in The ance is
has been all less clearly established forguid
prediction of found
success in
useful in the males. fe
cupational training
tional areas.performance technical voca-
in
and
oc-

The ability PSYCHO-MOTOR ABILITY (PM)

regarded asmeasured
one
by MA test
may be Psycho-motor Ability here refers to
intelligence aspect of cise
is
son who standsbroadly defined. intelligence,
The
if movements
dination under requiring eye-hand coor- pre-
easy to learn high this in per- PM ability highly speeded conditions)
and repair of the principles ability
of
finds it
muscle
can be
considered
isaffected by complex devices. The operation test dexterity, primarily one of fine-
previous
subject but not to a score requires the subject to manual. The
serious difficulties degree experience
that
of the controlled pencil
can, in lines, as draw finely
MA in introduces specially quickly
test is
usefulinterpretation.
Ccupationsof where inan those The
curricula and
PM test can
MA test,
constructed
also be
as hhe
figures. The
tinciples common appreciation of the as its associated with the
importance to success in
auíred.
On a
If a
her studies student
in a
physical forces is
intending
physical
to go for
mechanical-technological
well-established. endeavors is
technical/manual science field In
tdoes not get a training course) be addition,
relevant PM
good score on MA,
he/ work, drafting.for successcanin be expected to
and assembly
clerical jobs. line
 I N F O R M A T I O N
ON DBDA-R
TECHNICAL

A. RELIABILITY

are speed tests, tt

the tests of DBDA-R
A very exhaustive and
extensive data re are not really appr
of the KR-20 coefficients
garding the reliability and validity priate. Therefore, the reliability coef
DBDA-R has been collected and
some
cients from other methods (Split-half
ar
more is still in the process. The prelimi-
Test-retest) have also been derived an
nary reliability estimates from this data are given in Table-2.
are derived from the KR-20 formula as a
measure of internal consistency. Since all
Table-2: Rellability Coefficients for DBDA-R Tests

Type of Tests
Coefficient VA NA SA CA MA CL RA PM

Split-half .72 82 .95 .84 .69 94 76 84

KR-20 .75 .78 .92 .74 62 89 66 .76
Test-Retest .79 .79 85 .71 .70 82 .61 .69

B. VALIDITY

The concrete validity is taken into consid-

ied during the pilot
eration here. This is an indication of the
this test on high and
study conducted for
practical utility of a group of tests that is dents. The sample senior school stu
how welI their test scores correlate with
and girls from 9th to consisted of boys
other well established tests or relevant
various schools, 12th standard of
criteria. There are two types of concrete
of 14 to 17 between age groups
validity measures available for reference years. The resulting
by the user. These are: cients are
shown in Table-4 coeffi-
1) correlation with academic achieve- 4) Correlation with
ment, and tests: Two main general intelligence
2) correlation with 1Q scores. conducted with studies have been
3) Academic Achievement: The tests to established
determine the intelligence
relation-
ship between DBDA test scores and tween DBDA-R
and
relationship be-
academic achievement has been resulting coefficíentsthese tests. The
stud- Table-3 below: are shownin
Table-3: Correlation
Between DBDA-R Tests and
Tntelligence Intelligence Tests
Tests VA NA SA DBDA
CA Tests
MA
CL
WAIS (Verbal) 57 62 48 52 .58
RA
16PF (Factor-B) 66 65 68
64 52 58 66
Jalota's GMAT 0 65
.69
46
.54 51
.55 55
 which indi-
2. College students
more often, situations arise in
viduals have to be appraisedthe awardreof
without
3. General adult population. for
gard to sex-whether it be
and alloca-
The sizes of the sample and the means scholarships or for selection
tion of employees to different job open-
and standard deviations of raw scores are
in each table. The sample in the ings. In such situations it may be prefer-
given in
school students group consists of boys able to use combined-sex norm tables
basis
order to avoid discrimination on the
and girls of ninth standard to twelfth stan- of sex.
dard, within the age range of 14 to 17
years. Separate tables for each class (9th, decided
Once the test administrator has
TOth, 1 1th and 12th) have been con- most
structed. The sample in the college stu- which table or tables will be appro-
for his data, the use of the tables is
dents group consists of males and fe- priate
within the table
males undergoing their graduation or post- quite easy. The values
are "raw scores"
(i.e., the body of the table)with the scoring
graduation courses, within the age range the values obtained
of 18 to 22 years. No separate tables for
-

these raw s c o r e s into

have been con-
distribution key(s). To convert VA in
classwise find the raw score for
norms. Finally,
sten scores,
structed for this group of read the corresponding
the 'VA' line and
adult population it. Do likewise for
other
the sample in the general
occupational groups,
sten score above
Consists of mainly the within the age
ability areas also.
and housewives,
students,
of 9th standard,
tange of 22 to 30 years. For example, if a
are
girl
to be converted by
whose scores
men- raw s c o r e s
of 14
noted that all the groups Table-7 had
obtained a
lt should be n o r m tables
SA, etc., her
corre-

tioned above have separate on VA, 9 on NA, 37 on

VA,
and females (or girls), scores would be 10 on
males (or boys) sponding sten
for male-female combined NA, and 7 on SA.
alongwith the combined norms ap- 8 on
need for
ables. The simultaneously
has
procedures for
obtaining
plicable to both
sexes
due to In summary,the
recent years,
i n c r e a s e d in
sten scores are:
featly desegregation
of the s e x e s
Men the-answer
rog r e s s i v e and college
curricula.
1. Obtain raw
scores from
vocations in shmul o
applying
nowadays
are
admissions
sheet. msj norm table.
td women
proportions,
for
2. Select the
appropriate
sten
early equal hitherto
restricted
Convert each
raw score to its
colleges are 3.
equivalent a s desCibed-abové.)
o Various or the other; jobs
to one sex m e n and
argely becoming open to and
1cre as ingly
more
basis. Thus,
a n equal
Wom en on

15
 STANDARDIzATION
Work on
establishing this
ential abilities tests wasbattery of differ needed, to permit rigorous selection of
started a few the best items) the tests were
years ago. At that time a list of
variouus
subjected to
empirical research.
primarymental abilities was prepared. The
type of items co nstructed were in many In construction of items for the
cases th&se that had,
over the years, been various
used by subtests, two additional considerations
psychologists to measure the
particular abilities (e.g., vocabulary, and were paramount. Firstly, tests were devel-
oped in a answer-key-s corable format
spelling items for the verbal
ability test), whenever possible. Secondly, an effort
but in other insta nces
wholly new assess- was made to
develop tests whose pur-
ment methods were devised a s ,
ample, in some of the for ex- poses were not readily communicable to
tual ability tests.
spatial and percep- other subjects who had not taken the tests.

The standardization of DBDA-R is based

Some principles
were rigorously main- on more than 2500 protocols tested at
tained in the con struction of items for this
more than 12 locations throughout the
extended version of DBDA. Firstly, the country. Various research scholars, as-
items had to be clearly identified with the
appropriate ability factor and the difficulty sistants and psychologists participated
this standardization. The sample inclu d
in

level was maintained to be average. Sec school students, college students and nor-
ondly, the items had to be independent of mal adults. Table-1 provides a demo
all other abilities except that which they graphic profile of these groups. The pri-
were designed to measure. Finally, after mary sampling considerations were geo-
the construction of items for all the subtests graphical locations (mainly town and cit-
(approximately twice as many items were ies), occupations (to reflect socio-eco-
constructed a s would eventually be nomic status), and age.

rTable-1: Demographic Descrlption o f t h e Standardization Samples

(AII figures are given in percentages)

Normal
Total School College
Sample students Students Adults

Place of Data Collection t

28.6
Eastern Re gion
16 9 22.7 22.
31. 9 34.9
38.4 28.3
Western Reg ion 19.6
27.6 26.6
Northern Re gion 27.1 16.9
17.6 21.4 18.9
Southern Region

aEKge 15.4 19.1 27.4

22.4 23-30
Mean 18-22
14-30 14-17
ARenge
 ADMINISTRATI ON OF THE BATTERY

The
of each testinstructions
of DBDA-R are administratiopn
for subject(s) read the page silently to the
given specifl selves. For each test, announce: em-
cally and in detail on the booklets the of
respective tests, Since, these are all abil- Read the instructions for this test to
ity tests, the utmost
given to the importance is to be yourself while I read them aloud.
test on the timings mentioned for each
booklets. (A summary
ing the
timings and number of items of regard- Pause where example appear, to allow
the subjects some time to think
each test is through
given in Table-5. the examples.
Table-5: Working Time
and Number
of items in Each Test b) After the complete instruction s have
been read, ask the subjects:
Test
Working Time No. of Itemns
Are there any questions before you
VA Part- 4 mts.
Part-l 15 begin?
3 mts. 30 secs.
9
NA Clarify instructions or doubts at this
5 mts. 30 secs. point, if necessary, subjects may re-
20
read parts of the instructions and re-
SA 6 mts.
72 view the examples, but no new
should be given.
examples
5 mts.
20
c) After
MA 9 mts.
25
answering questions on the in-
structions, the examiner should an-
nounce:
CL 3 mts.
72
All right, turn the page and
RA 5 mts.
12
begin.
(The words here are altered in
M 5 mts.
70 tests, and this is made clear in some
cific instructions for the spe-
time not to be each test
disclosed to the
subject. below.)
Allow about 3 seconds
for turning the
page, and then begin
time is up, announce timing. When the
STANDARDIZED TEST in a firm voice:

INSTRUCTIONS Stop working now.

Ahe tests in DBDA-R should
cils
down and turn Please put your pen-
the booklet
Cectäin procedure, in the interest offollow a ately immedi-
maxi-
wally standardized measurement.! Some Be sure
eneral considerations or points that that the
tinue to work. subjects do not con-
oply to all the tests are
given below
oWed by specific information for each fol- d)
test. Follow working times
STOP-WNATCH strictly. USE
ORATESTTIMER ThisA
fact is
Ge neral Considerations: extremely
tests. The workingimportant for all the
time is disclosed for
all the
Read aloud, and fairly tests except SA and CL,
marized in Table-5 as sum-
uction page for eachslowly, the in-
earlier. The
test, as the iner should
be sure he knows theexam-
before he givestime
allotted to a test
12
the
 Table-6: Norms for 9th Standard BOYS
Ability 1 2 3 5 9 10
Sten Scores Mean So
CA o-1 2 3 5 8 9-20 6 7 CA
CL 5.25 1.73
0-8 9-13 14-17 18-21 22-26 27-30 31-34
35-38 39-43 44-72 CL 26.06 8.59
MA 0-3 4 5-6 8-9 10 11-12 13 14-15 16-25 MA 9.12 3.00
NA 0-1 2 3 5 6 7 8 9-20 NA 4.92 1.62
PM 06 7-10 11-13 14-16 17-20 21-23 24-27
28-30 31-33 34-70 PM 20.35 6.71
RA 0-1 2 3 5 6 7-12 RA
SA 0-11 3..88 1.28
12-17 18-23 24-29 30-35 36-40 41-46
47-52 53-58 59-72 SA 35.04 11.56
VA 0-1 2 4 5 6 7 8 9 10-24 VA 5.81 1.91

Ability 1 Sten Scores

3 4 5 6 7 10 Mean SD
Age Range: 13.5-14.5
years, N 164

Table-7: Norms for 9th Standard GIRLS

Ability 1 2 6 9 10
Sten Scores Mean SD

CA 0-2 3 4 5-6 8 9 10 11-12 13-20 CA 7.25 2.39

CL 0-10 11-15 16-20 21-25 26-30
31-35 36-39 4044 45-49 50-72 CL 30.05 9.91
MA 0-2 3 4 5 6 8 9 10 11-25 MA 6.42 2.11
NA 0-2

PM 0-8 9-13
3

14-17
5 6 8
9 10 11-20 NA 6.20 2.04
18-21 22-26 27-30 31-34 35-39 4043
44-7O PM 26.14 8.633
RA 0-1 2 3
6 7-12 RA 3.95 1.30
SA 0-10 11-15 16-20 21-25 26-30 31-35 36-40 4145 46-50 51-72 SA 30.24 9.97
VA 0-2 3 4 5-6 8 9
1011-12 13-24 VA 7.88 2.40
Sten Scores
Ability 1 2 3 4 6 7 Mean SD
Age Range: 13.5-14.5 years, N 172
 DBDA-R Tests
Achievement and
Table-4: Correlatlons Betwe e n Academic

Soc.Sc. Overall
Maths Science
DBDA Mean S.D. Eng.
Tests (Avg.) (Avg.)

42 45 29 .46
CA 10.58 2.50 .28
CL 34.30 9.99 18 22 .16 .12 .21

58 .28 35
MA 12.97 3.29 .23 42

.38 64
NA 11.30 2.40 32 .78 .53
.22 .31 .29 .25
PM 33.65 7.80 21

.54 39 52
RA 5.77 1.57 .32 .51

.32 .18 29
SA 35.55 11.72 .15 41

.16 .21 46 .36

VA 12.68 3.00 56

195 203 260

320 235
N 320

zpiy

11
 expected to get every item cor-

signal to start. For SA and CL, it is are not

important that the working time not be rect. between
seconds break
informed to the subjects. If an enquiry is 9) Allow 20 to 30
done after the exam-
made regarding the time for these tests, tests. This is best
working on
he/she should be replied: inees have been told to stop
instructions
a given test, and
turn to the
this point (when
Persons teking this test are not given for the next test. At
examinees no longer
have the test in
the working time. Please continue to
working in front of them)
work until told to stop. which they were
seconds to
allow them the 20 to 30
the next set of
The timings for SA and CL are not dis- relax, before beginning
closed to the subje ct, in order to assess instructions.
the speed and accuracy under high anxi-
ety states.
Instructions for all DBDA
e) Emphasize that the directions such as 2) Specific
- not going on to a PART-Il or the next Tests:
be strictly
page until told do so are to box for an item. Items
adhered to. In a group testing situation, a) Mark only one
o n e box is marked
for which more than
should
the examiner, or a n assistant, will not be counted. If you need an-
around the room to
unobtrusively walk
other pencil, etc. at any
time, raise
see that the subjects
do not turn the
your hand.
when they finish the test.
page
will a n s w e r a ques-
b) In all the tests, you
the battery, the exam- the best option
)Before beginning the subjects to
tion by choosing
Even if you don't
iner should encourage among the
several.
by stressing the impor
do their besttests what know the right
a n s w e r for a particular
in determining down the choices a s
tance of the are, and which item, try to n a r r o w
and then mark the
strength much as possible
each person's best suited for him/her. best guess.
area/course is reassured that they option that is your
be
Subjects should
 Standard
GIRLS
Norms for 10th
Table-10:

10 Mean s
5 7
1 2 3
Ability Sten Scores

14-20 CA 8.25 2.7:

10 11-12 13
6 7-8 9
CA 0-2 34 5 CL 32.05 10.57
48-53 54-71
38-42 43-47
0-10 11-16 17-21 22-26 27-32 33-37
CL 12-25 MA 7.10 2.34
10 11
6-7 8 9
MA 0-2 3 5 2.37
10 11 12-20 NA 7.21
8 9
NA 0-2 3
PM 24.29 8.01
44-70
35-39 40-43
14-17 18-21 22-26 27-30 31-34
PM 0-8 9-13
4.25 1.04
6 7-12 RA
3
5
RA 0-2 SA 32.42 10.69
44-48 49-53 54-72
SA 0-11 12-16 17-21 22-27 28-32 33-37 38-43
VA 8.82 2.91
14 15-24
12-13
VA 0-2 3-4 5 6-7 8 9-10 11,

Sten Scores Mean SD

7 8 9 10
1 5 6
Ability 2
N 176
Age Range: 14.5-15.5 years,

Norms for 10th Standard

BOYS & GIRLS (Combined)
Table-11:
8 9 10 Mean SD
Ability 1 3 5 7
Sten Scores

CA 0-2 3 4 5 6 7-8 9 10 11 12-20 CA 6.98 2.30

0-10 11-15 16-20 21-255 26-30 31-35 36-40 4144 45-49 50-72 CL 30.10 9.93

MA 0-3 4 5-6 7 8-9 10 11-12 13 14-15 16-25 MA 9.26 3.05

NA 0-2 5 6 7-8 9 10 11 12-20 NA 6.96 2.29

-0-7 8-11 12-15 16-19 20-22 23-26 27-30 31-34 35-37 38-70 PM 22.77 7.51
0-1 2 3 4 56 7-12 RA 4.13 1.36
0-11 12-17 18-23 24-29 30-34 35-40 41-46 47-51 52-57 58-72 SA 34.78 11.47
0-2 3-4 5 6 7-8 9 10 11-12 13 14-24 VA 8.11 2.67

Sten Scores
3 4 5 Mean SD
Ablity 12
goRange: 14.5-15.5 years, N 374
 NORM T A B L E S
USE OF
ScORING AND

score, but this time he c.

of standard
Directions for scoring individual, or infact, the wh
pares the re
population whose typical
group. to a
The scoring procedure in DBDA-R is very is k n o w n . In both cases
objective and simple. Separate stencil sponse pattern
"how does this individua
keys are available for each test. to be the question is:
to others in the popula
stands compared
placed on the answer sheet) Complete former c a s e , the population
is
tion?" In the
instructions for obtaining the raw scores aims of the test user.
to the
are given on these stencils themselves. quite specific have collected his
Before the scoring keys are used some For example, he may
ta from management
trainees, and may
general guidelines are to be observed to profiles of eath
wish to compare the ability
maintain the validity of the test. Such as: population is
latter c a s e , the
sex. In the investi-
abilities have been
whose
s e e that only one response is marked one
measured to the de-
for each item and that it is marked gated and reliability con-
be said with s o m e
clearly: gree that it might level of some
fidence, that a particular
is not c h a r a c t e r i s t i c of
reject those answer sheets that show ability either is, o r would be the
obvious response patterns such as all that population. An example
of high and senior
of the answers in one column, or alter population of alI boys
however, need not
ation of left and right responses in all school level. 'Norms',
to 'normal populations,
the tests, etc. necessarily refer
which somme
but only to populations about
minimum degree of knowledge is
avail-
' s e e that maximum the items have been
able. Obviously. in the early stages of
a
canswered within the specified time limit. test's use the most commonly available
norms are for the general 'normal' popula-
Meaning and use of Norms tion.

The meaning and use of the raw scores

they have been found is the primary Transformation of raw scores
after
Consideration of the test user. Since mea
The type of standard scores used with this
surement in psychology is usually not on

anabsolute scale, the best that most mea- is the STEN a unit on a standard ten-
of
Sures can give is the relative standing
6neiindividual with another, or with a group
point scale. itAlthough
is
sten will appeal to
most users, important that each inves-
o f individ uals. tigator have access to the kind of stan-
dardized score he desires. The values of
RWO general approaches to examining raw scores means and standard devia-
dhese relationships are available, and in tions (from which stens can be derived)
both cases, the raw scores typically un- are given in a tabularform in the following
dergo certain transformations. In the first pages.
approach, the test user transforms the raw
res for the group of individuals he has Directions for obtaining the raw scores
GSled into some sort of standard score or from the answersheet are provided on the
entile, and then makes comparisons scoring keys themselves. Here, we shall
uong the individuals in that group, or assume that the raw scores have already
akes them between this group and an- been obtained and that sten are desire d.
Dther that he may have previously tested. Standardization tables are given for three
groups:
inthe second approach, the test user trans-
tolms the raw scores again, to some type 1 Schoolstudents (Jr & S
 Table-16: Norms for 12th Standard
GIRLS
Ability 1 2
5 6 10 Mean SD
Sten Scores

CA 0-2 3-4 5-6 7-8 9-10

11-12 13-14 15-16 17-18 19-20 CA 9.54 3.14
CL 0-17 12-17 18-23 24-29 30-35 36-40
41-46 47-52 53-58 59-72 CL 32.68 10.78
MA 0-3 4-5 6 7-8 9-10 11 12-13 14-15 16 17-25 MA 9.46 3.12
NA 0-2 3-5 6-7 8-9 10-11 12-13 14-16 17-18 19-20 NA 8.24 2.71
PM 0-9 10-14 15-18 19-23 24-28 29-32 33-37 38-41
42-46 47-70 PM 26.32 8.68
RA 0-2 3 5 6 7 8 9 10 11-12 RA 6.02 1.98
SA 0-11 12-18 19-25 26-32 33-39 40-46 47-53 54-60 61-67 68-72 SA 36.71 12.11
VA 0-3 4-5 6-8 9-10 11-13 14-16 17-18 19-21 22-24 VA 10.15 3.34

Sten Scores
Ability 12 4 8 9 10 Mean SD

Age Range: 16.5-17.5years, N 184

Table-17: Norms for 12th Standard BOYS & GIRLS (Combined)

Mean SD
Ability 5 6 7 8 9 10
Sten Scores

8-9 10 11-12 13 14-15 16-20 CA 9.13 3.01

CA 0-3 4 56 7
CL 32.22 10.63
CL 0-10 11-16 17-21 22-26 27-32 33-37 3842 43-48 49-53 54-72
MA 11.98 3.95
5-6 7-8 9-10 11 12-13 14-15 16-17 18-19 20-24
MA 04
11 12 13-14 15-20 NA 8.62 2.84
8 9-10
NA 0-2 3-4 5 6-7 8.28
PM 25.11
9-12 13-16 17-20 21-25 26-29 30-33 34-37 38-41 42-70
PM 0-8 5.70 1.88
9 10-12 RA
RA 0-1 2 3 4 5 6 7 SSA 38.85 12.82
27-32 33-38 39-45 46-51 52-58 59-64 65-72
SA 0-13 14-19 20-26 10.30 3.999
VA
5-6 7-8 9-10 11-12 13-14 15-16 17-18 19-24
VA 0-2 3-4

Sten Scores Mean sD

8 9 10
5 6
Ability 1
N384
Age Range: 16.5-17.5years,
21
 MALES
Students
Table-18: Norms for
College
10 Mean St
Ability 1 5 6
Sten Scores

11.43 3.77
19-20 CA
CA 14-15 16-17 18
0-3 4-5 6-7 8-9 10-11 12-13
42.25 13.94
71-72 CL
CL 16-21 22-28 29-35 36-42 43-49 50-56 57-63 64-70
MA 16.52 4.13
MA 23-24 25
08 9-10 11-12 13-14 15-16 17-18 19-20 21-22
12.62 3.15
NA 06 16-17 18 19-20 NA
7 8-9 10-11 12 13-14 15
FM 33.14 10.93
PM 17 12-16 17-22 23-27 28-33 34-38 39-44 45-49 50-54 55-/0
RA 0-2 3 11 12 RA 6.99 2.30
4 5 6 7-8 9 10
SA 0-22 23-28 29-34 35-40 41-46 47-52 53-59 60-65 66-71 72 SA 46.82 12.20

VA 04 5-7 10-11 12-14 15-16 17-19 20-21 22-23 24 VA 14.30 4.71

8-9

Sten Scores
Ability 1 2 3 4 5 6 8 9 10 Mean SD

Age Range: 18-22 years, N= 270

Table-19: Norms for College Students FEMALES

Ability 3 4 5
Mean SD
Sten Scores

CA 06 7-8 9 10-11 12 13-14 15-16 17 18-19 20 CA 8.72 3.21

CL 0-22 23-27 28-33 34-39 40-44 45-50 51-55 56-61 62-66 67-72 CL31.76 11.16
MA G-5 67 8 9-10 11 12 13-14 15 16-17 18-25 MA 14.51 2.86
NA 0-3 4-5 7-8 9-10 11 12-13 14-15 16-17 18-20 NA 9.00 3.38
PM 0-11 12-17 18-23 24-28 29-34 35-40 41-46 47-51 52-57 58-70 PM 34.64 11.43
RA 0-3 4 5 6 7 8 91011 12 RA 7.19 1.99
SA 0-21 22-26 27-31 32-36 37-42 43-47 48-52 53-58 59-63 64-72 SA 42.20 10.55
VA 04 5-67-8 9-10 11-12 13-14 15-16 17-18 19-20 21-24 VA 12.35 4.07

Sten Scores
Ability 1
2 3 6 10 ean SD
Age Range: 18-22 years, N 245
22
Table-8: Norms for 9th Standard BOYs &GIRLS (Combined)
10 Mean SD
Ability 1 3 8 9
Sten Scores

11-20 CA 6.25 2.06

CA 0-2 3 5 6 7 8 9 10
CL 28.05 9.25
CL 0-9 10-14 15-18 19-23 24-28 29-32 33-37 38-41 42-46 47-72
8-9 10 11 12 13-25 MA 7.77 2.56
MA 0-2 3 4-5 6 7
10-20 NA 5.56 1.83
3 4 5 6 7 8 9
NA 0-1 2
39-70 PM 23.24 7.67
35-38
PM 0-7 8-11 12-15 16-19 20-23 24-27 28-30 31-34
6 7-12 RA 3.91 1.29
2 3 4 5
RA 0-1
55-72 SA 32.64 10.77
44-48 49-54
SA 0-11 12-16 17-21 22-27 28-32 33-38 39-43
11-24 VA 6.54 2.15
8 9 10
3 4 5 6 7
VA 0-2
Sten Scores 8 9 10
Mean SD
2 3 4 5 7
Ability 1
N 336
13.5-14.5 years,
ge Range:

Standard BOYS
N o r m s for 10th
Table-9:
Mean SD
8 10
5 6
3
e Sten Scores
Abillt
5.72 1.88
9 10-20 CA
6 7 8
0-1 2 3 4 5 28.16 9.29
33-37 38-42 43-46 47-72 CL
19-23 24-28 29-32
10-14 15-18 MA 11.42 3.76
0-9 14-15 16-17 18 19-25
10-11 12-13
6-7 8-9 2.21
0-3 4-5 NA 6.72
11 12-20
7 8 9-10
5 6 7.01
3 4 PM 21.25
0-2 32-35 36-70
22-24 25-28 29-31
11-14 15-17 18-21 4.01 1.32
0-7 8-10
6 7-12 RA
4 5
3 SA 37.14 12.25
0-1 2 56-61 62-72
50-55
32-37 38-43 44-49 2.44
19-24 25-31 VA 7.41
0-12 13-18 13-24
10-11 12
8 9
5-6 7
3 4
02 SD
Mean
Sten S c o r e s 10
8
5

N 198
AgeRange: 14.5-15.5 years,
 Table-12: Norms for 11th Standard BOYs

billty 1 2
3 6 67 9 10 Mean SD
Sten Scores

02 3 4-5 6 7 8 9 10-11 12 13-20 CA 7.52 2.48

0-10 11-15 16-20 21-25 26-30 31-35 36-39 40-44 45-49 50-72 CL 30.06 9.91

0-4 5-6 7-9 10-11 12-13 14-15 16-17 18-20 21-22 23-25 MA 13.44 4.43

0-2 3-4 5 6 7-8 9 10 11-12 13 14-20 NA 8.12 2.67

0-7 8-11 12-15 16-19 20-22 23-26 27-30 31-34 35-37 38-70 PM 22.78 7.51

0-1 2 3 4 5 6 7 8 9-12 RA 5.11 1.68

SA 39.24 12.94
0-13 14-19 20-26 27-32 33-39 40-45 46-52 53-58 59-65 66-72
7 8-9 10 11-12 13-14 15 16-24 VA 9.41 3.10
03 4 5-6

Sten Scores Mea SD

6 7 8 9 10
AlBW 1 2 3 4 5

N 174
Range 15.5-16.5 years,

Standard GIRLS
Table-13: Norms for 11th

10 Mean SD
4 5
ABIB Sten Scores

13 14-15 16-20 CA 8.42 2.77

7 8-9 10 11-12
A634 5-6
52-56 57-72 CL 31.65 9.29
35-39 40-45 46-51
ot1 12-17 18-22 23-28 29-34
11-12 13 14-15 16-25 MA 8.52 2.81
L 78-9 10
4 5-6
6-7 8 9 10-11 12 13-14 15-20 NA 8.01 2.64
3-4 5
02 22-26 27-30 31-34 35-39 4043 44-70
PM 24.20 7.98
MCO-8 9-13 14-17 18-21
10-12 RA 5.61 1.85
4 5 6 7 8 9
CO-1 2
62-72 SA 32.62 11.42
13-18 19-24 25-31 32-37 38-43 44-49 50-55 56-61
0-12 VA 10.15 3.34
15-16 17 18-24
0-3 4-5 6-7 8-9 10 11-12 13-14
Sten Scores Mean SD
8 9 10
2 3 5 6
Snty. 1
N 212
Range: 15.5-16.5 years,
19
 SPATIAL ABILITY

Sten Score
Description
1-3 Poor ability to perceive relationships and
visual patterns. Unable to perceive small arrangements among
relations. details in
spatial
4-7
Average ability to perceivo spatial patterns
the orientation of clearly, following
in
figures when their position is altered or even
an disoriented visual pattern.
8-10 Extremely high ability to understand spatial relations and
grasp relationships among two-dimensional figures. Can bee
successful in tasks dealing with architecture, commercial
art, dress-designing, etc.

CLOSURE ABILITY

Sten Score Description

1-3 Below average ability to perceive things in an organized and

meaningful manner.

4-7 Average ability to form a perceptual cluster from a number of

vague or jumbled data present in the surroundings. Can
perceive meaningful blocks and organize them.

8-10 Extremely high ability to understand and grasp relationships

among incomplete stimuli. The subject has a highly motivated
or goaldirected observationalongwith rapid perceptual accu-
racyto comprehend the surroundings. Can do well in such
situations
 able-14: Norms for 11th Standard BOYS & GIRLS (Combl
Ability 1
2 3 4 5 6 8 9 10
Mean SD
Sten Scores

CA 0-2 3-4 5 12-13 14-20 CA 7.97 2.63

6 7 8-9 10 11
CL 10 11-15 16-20 21-25 26-30 31-35 36-41 42-46 47-51 52-72 CL 30.85 10.18

MA 0-3 4-5 6-7 8-9 10 11-12 13-14 15-16 17-18 19-25 MA

NA 0-2 3-4 5 9 10 11-12 13 14-20 NA 8.06
7-8 2.66
PM 0-7 8-11 12-15 16-19 20-23 24-27 28-31 32-35 36-38 39-70 PM 23.49 7.75
RA 0-1 2 3 4 5 6 7 8 9-12 RA 5.36 1.76
SA 0-12 13-18 19-24 25-30 31-35 36-41 42-47 48-53 54-59 60-72 35.93 11.85
SA
VA 03 4 5-6 7-8 9 10-11 12 13-14 15-16 17-24 VA 9.78 3.22

Sten Scores
Ability 1 2 4 7 10 Mean

Age Range: 15.5-16.5 years, N 386

Table-15: Norms for 12th Standard BOYS

Bilty?1 4 5 6 9 10 Mean SD
Sten Scores

01 24 5-6 7-8 9-11 12-13 14-15 16-18 19-20 CA 8.72 4.770

10 11-16 17-21 22-26 27-31 32-36 37-42 43-47 48-52 53-72 CL 31.76 10.448
8-9 10-12 13-14 15-16 17-19 20-21 22-24
5-7 25 MA 14.51 4.78
0-1 2-4 5-6 7-8 9-11 12-13 14-16 17-18 19-20 NA 9.00 4.85

9-12 13-16 17-19 20-23 24-27 28-31 32-35 36-39 40-70 PM 23.90 7.88
2 3 4 5 6 78 9-12 RA 5.39 1.77
6-22 23-28 29-34 35-40 4147 48-53 54-59 60-66 67-72 SA 41.00 12.65
2-4 5-7 8-10 11-13 14-16 17-18 19-21 22-24 VA 10.45 5.65

Sten Scores
3 45 6 7
9 10 Mean SD

AGRdiec517:5 years, N 200

20
rable-20: Norms for College Students MALES & FEMALES (Combined)
Ability 1 2 Mean SSD
7 8 9 10
Sten Scores

0-6 7 8-9 10 11-12 13 14-15 16 17-18 19-20 CA 12.13 3.03

CA
0-19 20-25 26-31 32-38 39-44 45-51 52-57 58-63 64-70 71-72 CL 44.65 12.73
CL
21-25 MA 13.99 3.49
9-10 11-12 13 14-15 16-17 18-19 20
MA 0-7 8
NA 11.44 2.85
12 13-14 15 16-17 18-20
0-5 6-7 8 9-10 11
NA 33.39 8.34
51-70 PM
38-41 4245 46-50
PM 0-16 17-20 21-25 26-29 30-33 34-37 1.77
11-12 RA 7.09
8 9 10
4 5 6 7
RA 0-3 67-72 SA 44.62 11.12
56-61 62-66
40-44 45-50 51-55
0-22 23-27 28-33 34-39 13.32 3.33
SA 15-16 17-18 19 20-24 VA
10-11 12-13 14
0-6 7-8 9
VA
Sten Scores Mean SD
8 9 10
5 6 7
3 4
1 2
Ability
N 515
18-22 years,
Range:
Age

MALES
Population
General Adult
Norms for
Table-21: Mean SD
10
4 7
1 2 Sten Scores
Ability
CA 13.30 3.32
14 15-16 17-18 19 20
10-11 12-13
7-8 9 48.65 10.61
0-6 70-72 CL
CA 49-53 54-59 60-64 65-69
39-43 44-48
0-27 28-32 33-38 25 MA 17.25 3.51
CL 18-19 20 21-22 23-24
12-13 14-15 16-17 14.44 2.51
0-10 11 NA
MA 17-18 19 20
15 16
11 12-13 14 9.16
0-9 10 55-70 PM 36.66
NA 42-45 46-50 51-54
37-41
23-27 28-32 33-36 7.29 1.882
PM 0-18 19-22 11-12 RA
67 8 9 10
4 5 48.02 10.42
RA 0-3 69-72 SA
49-53 54-58 59-63 64-68
SA 0-27 28-32 33-37 38-42 43-48 22 23-24
VA 16.32 3.18

15-16 17 18-19 20-21

0-9 10-11 12-13 14
VA
Mean SD
Sten Scores 9 10

12
4 6
Ability
N 275
Age Range: 23-30years
 FEMALES
able-22: Norms for General Adult Population
Mean
Ability 3 5 6 7
10

Sten Scores

CA 14.22 2.6
0-8 9 19 20 CA
10-11 12 13-14 15 16-17 18 .

CL CL 49.55 10.
28 29-33 34-38 39-44 45-49 50-54 55-60 61-65 66-70 71-72

MA 0-6 12.05 3.0

7 8-9 10 14-15 116 17-18 19-25 MA
11-12 13
NA 0-5 6-7 8-9 17-18 19-20 NA 12.20 3.1
10 11-12 13 14-15 16
PM 1920-24 25-28 29-33 34-38 39-43 44-48 49-52 53-57 58-70 PM 38.42 9.60

RA 0-3 4 RA 7.32 1.30

5 6 7 8 9 10 11-12

SA 22 23-27 28-33 34-38 39-44 45-49 50-55 56-60 61-66 67-72 SA 44.21
11.0
VA 0-7 8-9 10-11 12-13 14-15 16-17 18 23-24 VA 15.20 3.80
19-20 21-22

Ability Sten Scores

2 3 4 5 6 7 8 9 10 Mean SD

Age Range: 23-30 years, N 265

Table-23: Norms for General Adult Population MALES & FEMALES

(Combined)
Ability 12 3 4 5
StenScores
6 7 8 9 10
Mean SD

CA 0-7 8-9 10 11-12 13 14-15 16 17-1819

CL 0-28 29-33 34-38 39-43
20 CA 13.76 2.94
44-49 50-54 55-59 60-64 65-69 70-72 CL 49.10 10.27
MA 0-7 8-9 10-11 12 13-14 15-16 17-18 19 20-21 22-25 MA 14.65 3.51
NA 0-6 7-8 9 10-11 12-13 14
15-16 17-18 19 20 NA 13.32 3.33
PM 0-18 19-23 24-28 29-32 33-37 38-42
43-46 47-51 52-56 57-70 PM 37.54 9.38
RA 0-3 4 5 6 7 9 10 11-12RA 7.30 1.31
SA 0-23 24-28 29-34 35-40 41-46 47-51 52-57 58-63 669 70-72 SA 46.11 11.52
VA 0-7 8-9 10-11 12-13 14-15 16-17
18-19 20-21 22-23 24 VA 15.76 3.94
Sten Scores
Ability 1 234 6
Age Range: 23-30 years,
Mean SD
N 540
 ABOUT DBDA
(David's Battery of
Generally, stena
score of 4,
Differential Abilities)
indicates an 5, 6, or 7
average level of ability skill in that
individual.
or 3 are
Whereas, ste n scores of of1, an are
area.
extremely high
Finally,
and
stens of 9 and 10
canbe treated as
typically found in individuals hav-2,
ing very poor ability in that
good predictors of success involving that
area. However, particular ability. The description of these
a score of 8, sten scores for each
indicates a high ability and ability are given in a
tabular form as following:
VERBAL ABILITY

Sten Score
Description
1-3 Below average knowledge and understanding of words
is
and their use in day to day applications. The subject
unable to understand English vocabulary of average difficulty
level. Therefore, has a below average ability to apply English
usage in practical life
lan-
Average verbal to understand and apply English
ability
4-7 ability to
unstructured form. Has an average
guage in an in
and verbal skills for usage
comprehend English vocabulary
practical applications
English of words
comprehension and u s e
in
8-10 High verbal ability has a n extremely good vocabulary
and language. The subject of the relationships
and intelligibility in its
profound grasping
among words.

NUMERICAL ABILITY

Description
Sten Score
their u s e in
in handling numbers and
Below average facility has a below average
1-3 to day applications. The subject arithmatic prob-
day c a l c u l a t i o n s in simple
ability to make rapid
lems.
fundamental
in
numerical ability showing fluency to
Average has an average ability
4-7
numerical operations. The subject solutions to computa-
u n d e r s t a n d and apply
rapid n u m e r i c a l
tional tasks.
and accu-
operations rapidly
High ability to
wield n u m e r i c a l n u m b e r s quickly and
8-10 skill to manipulate technical, and
rately. Has a high
well in accounting.
and perform
accurately, of tasks
processing kind
data