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The first Wechsler intelligence scale, known as the Wechsler-Bellevue Intelligence Scale, was developed in 1939, two years after the 1937 version of the Stanford-Binet Developed in reaction to problems with the 1937 Stanford-Binet
SB items had been selected for use with children, & werent really appropriate for adults SB had lots of timed tests, which made it difficult for older adults SB did not consider that intellectual performance can deteriorate as a person grew older SB produced only 1 score
earlier forms of SB largely dependent on verbal ability, especially in the test for the older age ranges Wechsler scales include measures of PERFORMANCE (reflecting non-verbal abilities), as well as scales reflecting VERBAL abilities comparison of verbal & performance scores provides a great deal of information, for example, in identifying children with learning disabilities performance scale is less affected by language and cultural factors
Most recent version of the adult intelligence scale (there are also child & pre-school versions) Published in 1997 developed for use with individuals aged 16 through 89 takes 60 to 90 minutes to administer Wechsler believed in a single factor of intelligence, but thought that it consisted of specific, interrelated elements to get a measure of overall intelligence, simply aggregate the capabilities on each of the separate elements
Subtests of WAISIII
Verbal Subtest Vocabulary Similarities Arithmetic Digit span Information Comprehension Letter-number sequencing* Major Function Measured Vocabulary level Abstract thinking Concentration Immediate memory, anxiety Range of knowledge Judgment Freedom from distractibility
Performance Subtest Major Function Measured Picture completion Alertness to details Digit symbol-coding Block design Visual-motor functioning Nonverbal reasoning
Matrix reasoning
Picture arrangement Symbol search* Object assembly*
Inductive reasoning
Planning ability Information-processing speed Analysis of part-whole relationships
Scoring
each subtest produces a raw score i.e., a total number of points and has a different maximum total e.g., vocabulary has 33 items, scored 0, 1 or 2 for a maximum of 66 points raw score for each subtest (total no. of points) is converted to a scaled score with a mean of 10 and a standard deviation of 3 there are separate norms for ages 16-17; 18-19; 20-24; 25-29; 30-34; 35-44; 45-54; 55-64; 6569; 70-74; 75-79; 80-84; 85-89
Verbal IQ Score
to obtain a verbal IQ score, 6 of the 7 verbal scaled scores are summed (letter-number sequencing is not included) then a table formed from a standardization sample of individuals from all groups used to get verbal IQ resultant IQ is a deviation IQ with a mean of 100 and s.d. of 15
Performance IQ Score
to obtain a performance IQ score, 5 of the 7 performance scaled scores are summed (symbol search & object assembly not included) then a table formed from a standardization sample of individuals from all groups used to get performance IQ resultant IQ is a deviation IQ with a mean of 100 and s.d. of 15
Full-Scale IQ Score
to obtain full-scale IQ, sum scaled scores of 11 verbal and performance non-optional subtests, and use table based on standardization sample
Index Scores
in addition to grouping tests into verbal and performance categories, can group them into four different skill areas:
verbal comprehension [crystallized intelligence] perceptual organization [fluid intelligence] working memory processing speed [how quickly mind works]
VIQ
PIQ
VCI
Vocabulary Similarities Information Comprehension
WMI
Digit Span Arithmetic LetterNumber Sequencing
POI
Block Design Matrix Reasoning Picture Completion Picture Arrangement
PSI
Digit Symbol Coding Symbol Search
15
Reliability
Split-Half Test-Retest
Full Scale
Verbal IQ Performance IQ
.98
.97 .94
.95
.94 .88
For full-scale IQ, standard error of measurement is quite small, around 2 to 2.5 IQ points This means that an examinees true score will fall within 5 points either side of the obtained score 95% of the time
Reliability of Subtests
Reliabilities for the subtests vary a great deal, and are lower than reliabilities of the full-scale, verbal, performance IQs, and the four indexes They range from low .70s to low .80s, with some in the .60s
WAISIII correlates highly (mid 90s) with earlier versions of the WAIS Correlation with SBIV is .88 Correlates significantly with grades in high school, university IQ and occupational attainment are also significantly correlated Predictions deriving from theory are borne out; fluid intelligence supposedly declines more rapidly in old age than crystallized intelligence
Supported by finding that verbal subtests show minimal decrement with age, while performance subtests drop markedly
Verbal-Performance IQ Comparisons
Neurological impairment may be indicated when one of the scales falls in the low average or lower range, and the other in the average or higher range Emotional trauma may be indicated if the client has a low verbal or performance IQ that does not seem to match their past level of functioning Language-related learning difficulty may be indicated by an low verbal IQ and average or high performance IQ
First published in 1949 Revised in 1974, 1991 Current version is WISC-IV, published in 2003
WISC-IV
Measures intelligence from ages 6 through 16 Contains 15 subtests Abandons VIQ-PIQ Instead produces four major indices:
Verbal comprehension Perceptual reasoning Processing speed Working memory
Wechsler (1958)
[The grouping of subtests into Verbal and Performance areas]does not imply that these are the only abilities involved in the testsThe subtests are different measures of intelligence, not measures of different kinds of intelligence, and the dichotomy of Verbal and Performance areas is only one of several ways in which the tests could be grouped.
In: The measurement and appraisal of adult intelligence. (pg 64)
Perceptual Reasoning
Working Memory
Processing Speed
Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2004 www.jweducation.com
SI
VC
CO
BD
PCn
MR
DS
LN
CD
SS
Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2004 www.jweducation.com
SIMILARITIES (SI) Individuals are presented with two words that represent common objects or concepts and asked to say how they are similar.
VOCABULARY (VC) Younger individuals are shown pictures and asked to name them. Then individuals are asked to give definitions for words presented orally and visually.
COMPREHENSION (CO) Individuals are asked to respond to questions requiring an understanding of social situations, reflecting common sense, social judgment, behaviour and conventional standards. INFORMATION (IN) (Supplemental subtest) Individuals answer questions that address a broad range of general knowledge topics. WORD REASONING (WR) (Supplemental subtest) Individuals are asked to identify the common concept described in a series of clues.
Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2004 www.jweducation.com
BLOCK DESIGN (BD) Individuals use up to nine red and white blocks to re-create a model or a picture of a design within a specific time limit. PICTURE CONCEPTS (PCn) The individual is presented with two or three rows of pictures and chooses one picture from each row with common characteristics. MATRIX REASONING (MR) Individuals look at an incomplete matrix (made up of pictures or designs) and selects the missing item from five options. PICTURE COMPLETION (PCm) (Supplemental subtest) Individuals have to point to or name an important part missing from a picture within a specific time.
Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2004 www.jweducation.com
Matrix Reasoning
DIGIT SPAN (DS) Digit Span requires the individual to do two distinct tasks; the first is to repeat orally presented numbers in the same order. Then the individual is asked to repeat orally presented numbers in reverse order. LETTER-NUMBERING SEQUENCING (LN) Individuals are read a sequence of numbers and letters and are asked to recall the numbers in ascending order and the letters in alphabetical order. ARITHMETIC (AR) (Supplemental subtest) Individuals solve a series of orally presented arithmetic problems within a specific time limit.
Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2004 www.jweducation.com
Letter-Number Sequencing
Tell me the numbers first, in order, starting with the lowest number. Then tell me the letters in alphabetical order.
Credit is given if produced in order (i.e., correct sequence), even if letters are listed first.
CODING (CD) Individuals copy symbols that are paired with simple geometric shapes or numbers within a specific time limit. SYMBOL SEARCH (SS) Individuals scan a search group (of abstract symbols) and indicate if a target symbol/s matches any of the symbols in the search group within a specific time limit. CANCELLATION (CA) (Supplemental subtest) Individuals scan both a random and structured arrangement of pictures and marks target pictures within a specific time limit.
Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2004 www.jweducation.com
Cancellation (supplemental)
Processing Speed Index
When I say go, draw a line through each animal. Work as quickly as you can w/out making any mistakes. Tell me when you are finished.
Random vs Structured
Reliability of WISC-IV
Validity of WISC-IV
Downward extension of WAIS & WISC, originally for children from 4 to 6 years of age First published in 1967 Latest version is WPPSI-III (2003), for children from 2 years 6 months to 7 years 3 months Similar to WISC-IV, though much simpler
Reliabilities:
For composite scales: .89 to .96 subtests: .83 to .95
Validity:
Correlations with other tests of intelligence for this age group range from low (.49 with K-ABC) to moderate (.74 to .90 with McCarthy, SB & other scales)