W A I S I I I

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  • 1. Wechsler Intelligence Scale Third EditionThe global capacity to act purposefully, to think rationally, and to deal effectively with one's environment

2.

  • Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment.
    • Globalbecause it characterizes individualsbehavior as a whole
    • Aggregatebecause it is composed of elements or abilities that are qualitatively differentiable

3.

  • Why did Wechsler create his own test if Binet already made one?

4.

  • Binets test does not go with his philosophy of what intelligence is..
  • Opposition on Binets focus on language and verbal skills to measure intelligence
  • Capitalized that since Binets intelligence scale if for children he concluded that it lacked validity when answered by adults
  • Binets emphasis on time handicaps older adults
  • It did not consider that intellectual performance deteriorates as a person grows older
  • Mental age norms clearly did not apply to adults

5.

  • Goal 1: Continuity and Familiarity
  • Goal 2: Updating of Norms
  • Goal 3: Extension of Age Range
  • Goal 4: Age-Corrected Norms
  • Goal 5: Improved Item Content
  • Goal 6: Improved Stimulus Materials
  • Goal 7: Improved Diagnostic and Descriptive
  • Utility

6.

  • Goal 8: De-emphasis on Performance Speed
  • Goal 9: Enhancement of Fluid Reasoning
  • Assessment
  • Goal 10: Linkage with WMSIII and WIAT
  • Goal 11: Extensive Validity Studies
  • Goal 12: Enhancement of Scoring Rules

7.

  • Individual Administration
  • Assessment of Cognitive Functioning in Adults, Aged 1689 Years
  • Scale Composition
    • 11 Subtests to Obtain IQ Scores
    • 11 Subtests to Obtain Index Scores
    • New Subtests:Matrix Reasoning, Symbol Search, LetterNumber Sequencing
    • Optional Subtest: Object Assembly

8.

  • Age
  • Sex
  • Race/Ethnicity
  • Education Level
  • Geographic Region

6 9. 1617 1819 2024 2529 3034 3544

    • 45-54

5564 6569 7074 7579 8084 85 89 WAIS III 200 200 200 200 200 200 200 200 200 200 200 150 100WMS III 100 100 100 100 100 100 100 100 100 100 100 75 75 4554 10. 11.

  • Credits or points are assigned to each item
  • An individual receives a specific amount of credit for each item passed unlike Binet
  • This scale makes it easier to group items of particular content together
  • The test yielded not just an overall score but also a score for each individual ability in a variety of content area

12.

  • A measure for nonverbal intelligence
  • Individuals comparison of verbal and non-verbal intelligence
  • Used to overcome biases in language, culture and educational background.
  • Provides clinician an opportunity to observe behavior in standard setting because performance test requires longer interval of sustained effort, concentration and attention than verbal tasks

13. 14. Structure of WAIS III FSIQ - Digit Span - Arithmetic - LetterNumber Sequencing - Vocabulary - Similarities - Information - Comprehension - Digit SymbolCoding - Symbol Search - Block Design - Matrix Reasoning - Picture Completion - Picture Arrangement VIQ PIQ VCI WMI POI PSI 15.

  • Verbal Scales
  • - consists of subsets that requires verbal
  • response
  • Performance Scales
  • - consists of subsets that require the
  • individual to respond by performing
  • such as pointing to a missing detail

16.

  • Vocabulary
  • Similarities
  • Arithmetic
  • Digit span
  • Information
  • Comprehension
  • Letter-number sequencing

17.

  • Is the ability to define words
  • The most stable measure of intelligence
  • Individuals that show deterioration because of emotional or brain damage shows that the vocabulary subtests to be the last one affected.
  • Mild concentration difficulties that lower optimal performance do not affect vocabulary until they become severe.
  • Used to evaluate premorbid intelligence in some cases
  • Measures thedegree to which one has learned, been able to comprehend and verbally express vocabulary

18.

  • Consists of 15 paired items of increasing difficulty
  • Easier items just need responses from previously learned associations i.e. ( How is bread and water alike?) while difficult items require abstract thinking as they are already dissimilar objects i.e. (how is an ant and rose alike?)
  • Character of persons thought processes is seenin many cases i.e. (schizophrenic giving idiosyncratic concepts)
  • Measures abstract verbal reasoning

19.

  • Contains 15 relatively simple problems
  • Retaining figures in memory while manipulating it is the challenge
  • Sample of ninth most difficult question:
  • A person with $28 spends $.50, how much does he have left?
  • The main aspect measured is concentration, memory and reasoning

20.

  • Requires the subject to repeat digits, given at the rate of one per second, forward and backward.
  • Measures short-term auditory memory
  • Some non intellective factors that might influence the results are anxiety
  • Measures attention, concentration and mental control

21.

  • Measure subject range of knowledge
  • Factors that tends to influence the test scores are subjects curiosity and acquisition of knowledge, alertness to environment and alertness to cultural opportunities.

22.

  • Asks three type of questions:
  • - What should be done in a given situation
  • - Provision of a logical explanation for a rule
  • or phenomenon
  • - Definition of proverbs
  • Measures judgment and common sense
  • Emotionaldifficulties may affect the score of a subject

23.

  • One of the newest of WAIS III subtest
  • Not required to obtain verbal IQ score
  • Made up of seven items in which subject is asked to reorder lists of numbers and letters.
  • It measures working memory and attention

24.

  • Picture completion
  • Digit symbol-coding
  • Block design
  • Matrix reasoning
  • Picture arrangement
  • Object assembly
  • Symbol search

25.

  • Subject is shown a picture wherein some important detail is missing while timed
  • Visual discrimination is measured
  • Some factors that may affect the score are visual-perceptual difficulties or environmental awareness

26.

  • Subjects are given 120seconds to copy numbers from 1-9 each paired with a symbol as much as they can
  • Measures visual-motor dexterity, degree of persistence, speed of performance and ability to learn an unfamiliar task
  • Age, inadequate visual acuity and motor capabilities may affect the results

27.

  • Materials used are nine variously colored blocks and a booklet with specific geometric design or configuration
  • Subject must arrange the block in increasingly difficult designs
  • Measures nonverbal concept formation, abstract thinking and neurocognitive impairment

28.

  • Enhances WAIS III assessment of fluid intelligence
  • Subject is presented with a nonverbal, figural stimuli and is tasked on finding a pattern or relationship between the stimuli
  • Measures abstract reasoning, information processing and fluid intelligence

29.

  • Requires subjects to notice relevant details, cause and effect relationships.
  • The test consists of 11 items, which consists of related pictures similar to comic strips, the subject must arrange the pictures in the right order to tell a story
  • Measures nonverbal reasoning ability and interpretation of social situations

30.

  • Consists of puzzles that the subject have to put together as quickly as possible
  • Measures visual assembly and its coordination with simple assembly skills

31.

  • Subject is shown two geometric figures. The task is then to search from among a set of 5 additional search figures and determine whether the target appears in the search group. Ther