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Verbal Comprehension

Examiner qualifications/training

Reliability

Interscorer agreement was examined by comparing two independent scorers of all WAIS-IV standardization record forms. Agreement ranged from .98–.99.

Short-term test-retest stability was investigated for 298 individuals from four age groups with retest intervals ranging from 8–82 days

Stability coefficients were highest for the FSIQ and VCI followed by the PRI, WMI, and PSI scores, and generally lower for the subtests as found in other intelligence tests.

“Practice effects” greatest for PRI subtests (Block Design, Visual Puzzles, Figure Weights, and Picture Completion)

Administration and scoring of the WAIS require an active test administrator who must interact with the test taker and must know test protocol and specifications. WAIS administrators must receive proper training and be aware of all test guidelines.

To Interpret

Similarities

  • Abstract verbal reasoning

(e.g., "In what way are an apple and a pear alike?")

Vocabulary

  • The degree to which one has learned, been able to comprehend and verbally express vocabulary

(e.g., "What is a guitar?")

Information

  • Degree of general information acquired from culture

(e.g., "Who is the president of Russia?")

Comprehension

  • Ability to deal with abstract social conventions, rules and expressions

(e.g., "What does Kill 2 birds with 1 stone metaphorically mean?")

To Administer

  • Minimum three (3) semester hour graduate-level course in intelligence testing from an institution accredited by the Higher Learning Commission.

  • Supervised practice component in administering the WISC-IV with a proficiency exam involving direct observation by the course instructor of the student administering the WISC-IV.

Master’s degree (minimum) in

education, counseling, or psychology

from an institution accredited by the

Higher Learning Commission.

Current psychological examiner or

psychologist certificate, or a Certificated

Educator who is working under the

immediate clinical supervision of a

professional holding either a current

psychological examiner or psychologist

certificate

Perceptual Reasoning

Block Design

Spatial perception, visual abstract processing

& problem solving

Matrix Reasoning

Nonverbal abstract problem solving, inductive

reasoning, spatial reasoning

Visual Puzzles

non-verbal reasoning

Figure Weights

Ability to quickly perceive visual details

Picture Completion

Quantitative and analogical reasoning

Reliability

Internal consistency estimates produced by Spearman-Brown corrected split-half or coefficient alpha methods are presented for each of the 13 age groups. Internal consistency estimates across all 13 age groups ranged from .97–.98 for the FSIQ; from .87–.98 for the factor index scores (VCI, PRI, WMI, PSI); and from .71–.96 for the subtests.

Working Memory

Time to administer

59-100 minutes

Purpose

Administration

Intelligence & General Aptitude

Pencil-and-Paper or

web-based (Q-interactive)

Cost

2008: $1,079 per complete test kit

Wechsler believed that intelligence was complex, and made up a number of different mental abilities rather than a single general intelligence factor.

Which 3 of these pieces go together to make this puzzle?

Wechsler

Adult Intelligence Scale

•Digit span: attention, concentration, mental

control

(e.g., Repeat the numbers 1-2-3 in reverse sequence)

•Arithmetic: Concentration while manipulating mental mathematical problems

(e.g., "How many 45-cent stamps can you buy for a dollar?")

•Letter-Number Sequencing [Supplemental]:

attention and working memory

(e.g., Repeat the sequence Q-1-B-3-J-2, but place the

numbers in numerical order and then the letters

in alphabetical order)

Which one of these goes here to balance the scale?

Processing Speed

Weaknesses

•Symbol Search: Visual

perception, speed

•Coding: Visual-motor coordination, motor and mental speed

•Cancellation [Supplemental]: visual-perceptual speed

  • The test is time and labor intensive to administer, score, and interpret

  • Assesses what some call 'left-brain' or 'academic' intelligences, which focus on traditional cognitive abilities an person would use in typical school or work settings.
  • In contrast- NOT social, interpersonal, and emotional intelligence

Norms & Scores

The standardization sample (N = 2,200) was obtained using stratified proportional sampling across variables of age, sex, race/ethnicity, education level (or parent education level for ages 16–19), and geographic region.

Subtest scaled scores (M = 10, SD = 3) within each of the 13 age groups were obtained using a “method of inferential norming” where means, standard deviations, and skewness were examined from first through fourth order polynomial regressions with comparison to theoretical distributions and growth curves that produced percentiles for raw scores.

Test Review

Instruction clarity

Validity

Mostly positive

  • User friendliness
  • Modified Items to give examinees a greater opportunity to understand the tasks and to respond appropriately.
  • The removal of old subtests and the creation of new subtests appears to be based on solid evidence and has improved validity estimates.
  • The computer scoring software means efficient data entry, and quick & detailed reports.
  • Many review books aiding examiners in furthering their understanding of this measure.

However, there are a number of minor issues

  • Some subtest instructions are long-winded
  • Having to ask the test-taker questions during testing, like "Do you have an answer?" may be more distracting than helpful.
  • Lessened opportunity to observe examinees interacting with and physically handling materials due to the removal of the Object Assembly and Picture Arrangement subtests.

Validity estimates were

reported based on:

  • Content
  • Internal structure

(factor structure)

  • Construct

(convergent and divergent/

discriminant comparisons)

  • Distinct group differences comparisons

The Full Scale IQ (FSIQ), General Ability Index (GAI), and Index scores

(M = 100, SD = 15) were generated by summing subtest scaled scores and normalized with composite score distributions visually smoothed to eliminate irregularities.

  • Revised instructions for clarity

and consistency

  • Added teaching items to ensure understanding of task

  • Reduced vocabulary-level for verbatim instructions

Definition of Intelligence

“The aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment”

General Description

Indexes

Ease of Administration

Older adolescents and adults age 16-90

Verbal Comprehension Index (VCI)

Perceptual Reasoning Index (PRI)

Working Memory Index (WMI)

The Processing Speed Index (PSI)

More efficient administration time

Simplified technical manual organization

Added teaching items to ensure understanding of task

Reduced vocabulary-level for

verbatim instructions

Wechsler Adult Intelligence Scale

Fourth Edition.

(WAIS-IV)

Author: Wechsler, David.

Publisher: Pearson 1955 - 2008.

The most used Psychological test

Strengths

One of the best measures of general intellectual functioning available. It assesses four important dimensions of cognitive ability, including Verbal, Perceptual, Working Memory, and Processing Speed. Research shows that each of these four dimensions is a strong correlate of learning, school achievement, and cognitive development.

  • The large and nationally representative standardization sample for the U.S.
  • Internal consistency estimates were uniformly strong across composite scores.
  • New, creative, and interesting subtests provide for better assessment of fluid reasoning

Works Cited

Kaufman, N. L., & Kaufman, A. S. (2001). [Review of the test Brown Attention-Deficit Disorder Scales]. In The fourteenth mental measurements yearbook. Available from http://www.unl.edu/buros/http://www.sevencounties.org/poc/view_doc.php?type=doc&id=8219

http://www.pearsonclinical.co.uk/Psychology/AdultCognitionNeuropsychologyandLanguage/AdultGeneralAbilities/WechslerAdultIntelligenceScale-FourthUKEdition(WAIS-IVUK)/ForThisProduct/NewSubtests.aspx

http://ux1.eiu.edu/~glcanivez/Adobe%20pdf/Publications-Papers/Canivez%20(2010)%20Buros%20MMY%20WAIS-IV%20Review.pdf

http://eric.ed.gov/?id=EJ945075

http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8980-808

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