It is the first national standard set for measuring intelligence and cognitive abilities in Iran, designed, normalized, and standardized by the Hooshbehr Psychometric Research Center with the support and supervision of the Cognitive Sciences and Technologies Development Headquarters. In addition to being approved by the Knowledge-Based Institute, this set was developed based on the latest achievements in psychometrics and cognitive sciences and is considered a comprehensive, accurate, and valid tool for assessing cognitive abilities in different age groups.

One of the distinguishing features of the Iran-Stanford-Binet cognitive ability scale set is providing multidimensional comparative analyzes of the structure of intelligence and cognitive abilities. These analyzes help professionals to identify more accurately the pattern of capabilities, strengths and areas that can be developed in addition to knowing the general level of intelligence. With the aim of providing a comprehensive picture of the structure of intelligence, this collection, in addition to general intelligence (IQ), also evaluates the two main dimensions of verbal intelligence and non-verbal intelligence, and provides the possibility of analyzing and comparing these dimensions to experts.

Abilities to be assessed

• Fluid Reasoning: The ability to discover relationships, draw conclusions, solve new problems, and think flexibly without relying on prior knowledge; one of the most important indicators of learning, creativity, and problem solving.
• Knowledge: The amount of general knowledge, vocabulary, and information stored in long-term memory that forms the basis for learning, understanding concepts, and academic and professional success.
• Quantitative Reasoning: The ability to analyze numerical information, understand mathematical concepts, and use quantitative reasoning to solve real-world problems and make decisions.
• Visual-Spatial Processing: The ability to receive, analyze, and organize visual information, recognize patterns, visualize, and understand spatial relationships, which plays an important role in design, engineering, architecture, and visual problem solving.
• Working Memory: The ability to simultaneously store, organize, and process information in short-term memory, which is considered one of the most important factors in learning, concentration, decision-making, and academic and career performance.

Comparison of verbal intelligence and nonverbal intelligence

This analysis examines the differences and similarities in an individual's performance in the two main areas of intelligence and shows whether the individual's cognitive abilities are based more on verbal and linguistic processing or on reasoning, analysis, and visual-spatial processing. This information is very valuable in identifying learning styles, choosing educational methods, academic guidance, and career choices.

Comparison of five cognitive abilities

This section compares an individual's performance across five core cognitive abilities: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory. This analysis identifies outstanding abilities as well as areas that need strengthening and development.

Comparing cognitive abilities with general, verbal, and nonverbal intelligence

This analysis shows how each cognitive ability ranks relative to the individual's overall level of intelligence and whether some abilities are significantly above or below the individual's general level of cognitive functioning. This information is of great importance in accurately interpreting the cognitive profile and in educational, career, and organizational planning.

Comparison of verbal and nonverbal abilities in each cognitive component

This section is a unique feature of the collection that compares verbal and nonverbal performance separately for each of the five cognitive abilities. This way, it is determined whether the individual uses linguistic capacities or visual and practical processing more in each cognitive component. This analysis provides experts with a deeper understanding of the thinking style, problem-solving style, and information processing method.

Specialized interpretation of each cognitive ability

For each cognitive component, the report provides a comprehensive interpretation of strengths, limitations, academic, occupational, and behavioral implications, and practical applications, in addition to a score and percentile rank. These interpretations make the test results practical and usable for psychologists, counselors, managers, and other professionals in making professional decisions.

This scale is designed and standardized to assess high-level cognitive abilities and predict individuals' success in real-life situations, education, and organizational settings. It is developed based on the theory of "successful intelligence" and, unlike traditional intelligence tests that mainly measure general cognitive capacities, focuses on the effective use of mental abilities in solving real-world problems, making decisions, adapting to situations, and managing change.

This series shows how people use their cognitive abilities to achieve goals, overcome challenges, and succeed in complex and changing situations. Therefore, this test is considered a valuable tool in identifying top talent, selecting managers, developing future leaders, succession planning, and assessing human capital.

Competencies to be assessed

• Problem Solving

The ability to correctly identify, analyze, and define problems, generate different solutions, select the most appropriate solution, and evaluate the results of decisions. This ability is one of the most important performance indicators in specialized, managerial, and complex decision-making jobs.

• Insight

The ability to understand the hidden relationships between information, discover patterns, achieve innovative solutions and present creative ideas in the face of new and ambiguous issues. This component plays an important role in creativity, innovation and strategic thinking.

• Selection Strategy

The ability to choose the most appropriate environment, opportunities, resources, and strategies to achieve goals. People who perform well in this ability make more accurate and effective decisions and better identify appropriate opportunities.

• Shaping Strategy

The ability to create change in conditions, processes, and the environment in order to increase effectiveness, remove obstacles, and achieve goals. This ability is directly related to innovation, change management, transformational leadership, and continuous improvement.

• Adaptation strategy

The ability to adapt to conditions, constraints, environmental changes, and new requirements, and to effectively use available resources to maintain performance and achieve goals. This ability is considered one of the most important indicators of cognitive resilience and success in dynamic environments.

The Preschool Readiness Assessment Scale measures the most important cognitive and language abilities that underpin learning to read and write in the early years of elementary school, allowing for timely identification of strengths and areas requiring training.

Skills assessed

• Visual Perception

The child's ability to recognize, organize, and interpret visual information and distinguish between shapes, letters, numbers, and patterns. This ability underlies letter and word recognition and many reading skills and includes components such as visual discrimination, spatial relationships, visual memory, shape constancy, shape-ground, and visual completion.

• Phonological Awareness

The ability to recognize, analyze, and manipulate the sounds of spoken language, including syllables, rhymes, and the beginning and end of words. This skill is considered the most important prerequisite for learning to read and decode words.

• Alphabet Knowledge

The ability to recognize the names, shapes, and sounds of the letters of the alphabet and understand the relationship between letters and sounds. This skill is the foundation for learning to read, write, spell, and understand text in the early years of elementary school.

• Phonological Memory

The ability to store and process auditory and verbal information in short-term memory, which plays an important role in learning new words, understanding language, and acquiring reading and writing skills.

• Print Concepts

A child's ability to understand the characteristics and uses of printed text, recognize reading direction, recognize books, and be aware of the connection between spoken and written language; a skill that lays the groundwork for successful entry into formal reading instruction.

• Rapid Automated Naming

The ability to quickly access information stored in long-term memory and quickly name images or symbols. This skill is directly related to reading fluency and information processing speed and is considered one of the important predictors of reading success.

• Name Writing

A child's ability to write his or her name independently is one of the first indicators of the development of writing skills and familiarity with letters and written symbols.

Applications

• School readiness assessment
• Early identification of the risk of reading and writing problems
• Designing preschool educational and empowerment programs
• Guiding parents and educators in strengthening early literacy skills
• Screening of children in kindergartens and preschool centers
• Research related to cognitive development, language, and academic readiness

Designed, standardized, and standardized to assess the readiness of preschool children to learn mathematics and successfully enter elementary school, this set assesses the most important basic mathematical concepts and skills that underpin mathematics learning in the early years of school, allowing for early identification of strengths and areas of need for training.

Skills assessed

Basic concepts

The ability to understand the basic concepts of space, place and relationships between objects, such as up and down, big and small, inside and outside, far and near, right and left, and other basic concepts that are the basis of learning mathematics.

Geometric shapes

Ability to recognize, identify and compare two-dimensional and three-dimensional geometric shapes and understand their characteristics. This skill plays an important role in the development of spatial perception, geometric thinking and readiness to learn mathematics and even writing skills.

Colors

Ability to recognize, distinguish and name primary, secondary and combined colors. In addition to cognitive development, this skill plays an important role in strengthening visual perception and readiness to learn educational concepts.

Similarities and differences

The ability to recognize similarities and differences between objects, images, shapes, sizes, and colors. This skill is fundamental to classifying, comparing, reasoning, and problem solving in mathematics.

Communication

The ability to understand logical and semantic relationships between objects, images, numbers, and concepts. This ability is the foundation for reasoning, analyzing, and solving mathematical problems in later years of education.

Pattern-finding

The ability to recognize, complete, and create patterns and predict sequences based on logical relationships between objects, shapes, numbers, and images. This skill is one of the most important indicators of the development of mathematical thinking and logical reasoning in children.

Numbers and counting

The ability to recognize the concept of number, count, recognize numerical symbols, understand the concepts of more, less, and equal, and use numbers in everyday situations. This skill is the main foundation for learning arithmetic and mathematical operations in elementary school.

Addition and subtraction

Ability to perform simple addition and subtraction operations and use these concepts to solve elementary problems. Familiarity with these skills increases the child's readiness to learn formal mathematics at school.

Measurement

The ability to understand concepts such as bigger and smaller, taller and shorter, thick and thin, wide and narrow, and to compare the sizes of objects. This skill plays a fundamental role in developing quantitative thinking and understanding measurement concepts.

Applications

This set is designed for preschool children and has wide application in the following fields:

• Assessing mathematical readiness for entering elementary school
• Early identification of risk for math learning difficulties
• Designing preschool educational and empowerment programs
• Guiding parents and educators in strengthening basic math skills
• Screening of children in kindergartens and preschool centers
• Research related to cognitive development, academic readiness, and math learning

This test, which is based on the theory of successful intelligence (Successful Intelligence Theory) developed by Professor Robert Sternberg, has been translated, localized and standardized in Iran. This series is designed with the aim of measuring the three basic dimensions of cognitive abilities, including analytical thinking, creative thinking and practical thinking, and provides a comprehensive picture of people's way of thinking and problem solving.

The localization and standardization process of this collection has been carried out in collaboration with elite and interested students from educational research institutes in Tehran and under the supervision of the head of the Hooshbehr Psychometric Research Center. This research project has won third place in the Kharazmi Student Festival due to its scientific innovation and practical value.

This set of scales assesses three different types of thinking simultaneously and shows how people analyze problems, generate new ideas, and apply what they have learned in real-life situations. For this reason, this test is considered one of the most comprehensive tools for assessing cognitive abilities in the fields of education, academic guidance, and talent development.

Abilities to be assessed

1. Analytical Thinking

Analytical thinking measures a person's ability to analyze information, reason logically, compare, infer, judge, and choose the best solution to various problems. People who score higher on this dimension tend to perform better at analyzing information, understanding logical relationships, solving complex problems, reasoning, and making decisions.

2. Creative Thinking

Creative thinking assesses the ability to generate new ideas, find innovative solutions, be mentally flexible, discover unusual relationships, and look at problems differently. This ability shows the extent to which a person can think beyond conventional solutions and come up with new and innovative answers to problems.

3. Practical Thinking

Practical thinking refers to the ability to effectively use knowledge and experience in real-life situations. This dimension shows how a person can manage everyday issues, adapt to new circumstances, make effective decisions, and come up with workable solutions to real-world problems.

Applications

• Identifying gifted and talented students
• Academic guidance and educational planning
• Assessing cognitive abilities in schools
• Designing programs to foster creativity and problem solving
• Identifying students' cognitive strengths
• Cognitive psychology and educational science research

This scale is one of the most valid tools for measuring learning styles, which was developed with the aim of identifying individuals' learning preferences in four basic dimensions of learning and shows how individuals receive, process, organize, and understand information when learning.

This scale has been translated, localized, culturally adapted, and validated at the Intelligent Psychometric Research Center. The localized version of this tool allows for accurate assessment of the learning styles of students, undergraduates, and other learners in the country's education system.

The results of this scale show what methods people prefer in the learning process, how they best receive and process information, and in which educational environments they perform best. Therefore, this tool is considered one of the most useful tests in the fields of education, academic guidance, designing educational programs, and improving the teaching-learning process.

This scale helps teachers, counselors, psychologists, instructional designers, and parents to better understand individual differences in learning styles and increase learning effectiveness and academic achievement of learners by selecting appropriate instructional strategies.

Dimensions to be evaluated

Active/Reflective Information Processing

This dimension shows how a person processes new information. Active learners learn best through discussion, practice, collaboration, and hands-on experience, while reflective learners prefer to think about, analyze, and then draw conclusions before taking action.

Method of receiving information: Sensing – Intuitive

This dimension assesses a person's preference for the type of information they receive. Sensing people tend to be interested in information that is objective, factual, practical, and based on experience, while intuitive people are more inclined toward abstract concepts, theories, patterns, innovation, and discovering relationships between ideas.

Information presentation method: Visual/Verbal

This dimension indicates how a person learns information best. Visual learners benefit more from diagrams, pictures, videos, concept maps, and graphical representations, while verbal learners understand material better through oral explanations, written texts, and conversations.

Method of understanding and organizing content: Sequential – Global

This dimension assesses how material is organized and understood. Sequential people learn material step-by-step and logically, while holistic people first get the big picture of the subject and then understand the connections between the different parts.

Applications

• Identifying the learning styles of students
• Personalizing the education process based on learner characteristics
• Academic guidance and choosing effective study methods
• Improving the quality of teaching and instructional design
• Designing in-person, electronic, and hybrid training courses
• Academic counseling and improving educational performance
• Research in educational psychology, cognitive science, and educational technologies

It is one of the national and innovative tools for measuring cognitive abilities, which was designed, localized, normalized, and standardized with the support of the Cognitive Science and Technology Development Headquarters of the Vice Presidency for Science, Technology, and Knowledge-Based Economy and by the IQ Psychometric Research Center. This test is designed specifically for preschool children (Pr 1 and Pr 2) and, by utilizing the comprehensive theory of intelligence Kettle-Horn-Carroll (CHC) and analysis based on the Rasch model, provides the possibility of scientific and accurate assessment of children's cognitive abilities before entering school.

Using visual content, stories appropriate to Iranian culture, and game-based activities, Mahpad creates an engaging and anxiety-free experience for the child and provides a comprehensive picture of his cognitive status in a short period of time. In addition to providing general intelligence, the standard test report displays the child's performance in five key cognitive abilities, including fluid deductive reasoning, inductive reasoning, quantitative reasoning, knowledge, and working memory, in the form of percentages, performance categories, comparative charts, and specialized commentary, and clearly identifies strengths, cognitive capacities, and areas in need of reinforcement. These features have made Mahpad a valuable tool for school readiness, early identification of developmental abilities and needs, and designing educational and intervention programs.

Abilities to be assessed

1. Fluid reasoning

The ability to solve new and unfamiliar problems without relying on prior instruction or knowledge. This ability indicates the extent to which a child can discover relationships between objects and images, recognize patterns, and find appropriate solutions to new problems. This component is considered the foundation for the development of abstract thinking and problem solving in later years.

2. Quantitative reasoning

It assesses the ability to understand basic number concepts, count, compare quantities, and recognize relationships between numbers. This ability is the foundation for the formation of mathematical thinking and is manifested in activities such as counting, recognizing more and less, matching value to number, and understanding number order.

3. Knowledge

It measures the amount of general information and basic concepts a child has acquired through interaction with the environment, everyday experiences, and verbal communication. This ability plays an important role in language development, storytelling, school learning, and communicating effectively with others.

4. Active memory

It measures the ability to store and simultaneously process information in the mind to perform different activities. Working memory helps a child follow multi-step instructions, remember information, and perform more successfully in learning poetry, stories, games, and educational activities.

Features

• Design, localization, and standardization based on Persian culture and language with the support of the Presidential Vice-President for Science, Technology, and Knowledge-Based Economy
• Assesses five key cognitive abilities including fluid deductive reasoning, inductive reasoning, quantitative reasoning, knowledge, and working memory
• Individual or group performance on paper or digitally in a short period of time (maximum 30 minutes)
• Using attractive graphics, colorful images, and game-based activities to increase the child's motivation and reduce test anxiety
• Automatic scoring, providing percentage rank, performance class, comparative charts and standard interpretive report based on national norms
• The possibility of implementation in schools, preschool centers and low-income areas with minimal facilities

Another national and innovative tool is the cognitive assessment, which was designed, localized, standardized and standardized by the Hushbehr Psychometric Research Center with the support of the Development Staff of Cognitive Sciences and Technologies of the Vice President of Science, Technology and Knowledge-Based Economy. This test is specially designed for students aged 12 to 18 and based on the Kettle-Horn-Carroll (CHC) comprehensive theory of intelligence, it provides the possibility of quick, accurate and scientific evaluation of cognitive abilities.

With its short duration, reasonable cost, and use of validated psychometric standards, the MAHKA is an efficient tool for measuring intelligence and cognitive abilities in schools, counseling centers, scientific research, and talent programs. In addition to providing general intelligence, this test evaluates the student's performance in four basic cognitive abilities, including fluid reasoning, quantitative reasoning, verbal reasoning, and visual-spatial processing, and provides a comprehensive picture of his cognitive abilities.

Abilities to be assessed

1. Fluid Reasoning

It assesses the ability to think logically, discover relationships, draw conclusions, and solve new problems without relying on prior knowledge or experience. This ability is considered the most important indicator of general intelligence and plays a fundamental role in learning, analyzing, and solving complex problems.

2. Quantitative Reasoning

It measures the ability to use mathematical concepts and skills to analyze numerical information, understand quantitative relationships, and solve real-world problems. This component is an important indicator of academic success in mathematical sciences and technical and engineering disciplines.

3. Verbal Reasoning

It assesses the ability to understand, analyze, and reason based on language. This ability includes understanding concepts, making inferences from text, analyzing relationships between words, following written instructions, and solving language-based problems, and plays an important role in learning, effective communication, and academic success.

4. Visual–Spatial Processing

It measures the ability to perceive, analyze, and organize visual and spatial information. This ability includes recognizing the location of objects, understanding spatial relationships, recognizing patterns, mentally visualizing, and completing images, and is important in many technical, engineering, design, and visual problem-solving activities.

Distinctive features

• Design, localization, and standardization based on the comprehensive theory of CHC intelligence
• Enjoying the national norm for Iranian students aged 12 to 18
• Simultaneous assessment of general intelligence and four basic cognitive abilities
• Fast, simple and cost-effective implementation individually or in groups
• Ability to execute on paper and computer
• Fast scoring and standard analytical reporting
• Suitable for schools, counseling centers, psychology clinics, talent assessment centers, and scientific research.

Applications

• Measuring students' intelligence and cognitive abilities
• Identifying academic and cognitive talents
• Academic guidance and major selection based on cognitive abilities
• Early identification of cognitive strengths and weaknesses
• Designing educational programs and cognitive interventions
• Use in research in psychology, cognitive sciences, and educational sciences
• Supporting national talent identification and education quality improvement projects