The Vocabulary subtest reflects both the child's knowledge of words and a higher order ability to categorize words by their meanings, to retrieve that information, and express it with verbal fluency.
What are the sub tests of the WISC IV?
These subtest are Block Design, Similarities, Digit Span, Coding, Vocabulary, Comprehension, Symbol Search, Picture Completion, Information, and Arithmetic. The four indices of the WISC–IV derive from ten core and five supplemental subtests.
What are the core subtests of the WISC-IV?
Although the full version of the WISC-IV has 15 subtests, only ten are considered core, and used more often when testing intelligence ( Wechsler, 2003 ). The core subtests for VC are Vocabulary, Similarities, and Comprehension. The core subtests for PR are Block Design, Picture Concepts, and Matrix Reasoning.
What does the vocabulary subtest measure?
The Vocabulary subtest reflects both the child's knowledge of words and a higher order ability to categorize words by their meanings, to retrieve that information, and express it with verbal fluency.
What is the word reasoning subtest?
Word Reasoning is a new subtest in the WISC–IV and is a supplemental Verbal Comprehension subtest.
What does the vocabulary subtest on the WISC v measure?
Vocabulary measures the students' verbal fluency and concept formation, word knowledge, and word usage. Example: Children are shown pictures or a word is said aloud.
What does vocabulary measure on the WAIS IV?
The Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV) Verbal Comprehension Index (VCI) Vocabulary subtest measures word knowledge and verbal concept formation.
What does cognitive proficiency measure on the WISC V?
Cognitive proficiency can be determined during the psycho-educational assessment process. It is the combined score of a child's working memory and processing speed performance (using the Wechsler Intelligence Scale for Children®-Fifth Edition), although these abilities can also be assessed with other measures.
What does vocabulary subtest measure?
Vocabulary measures the students' verbal fluency and concept formation, word knowledge, and word usage. Here's one subtest in which prior knowledge does play a role. Matrix Reasoning measures visual processing and abstract, spatial perception and may be influenced by concentration, attention, and persistence.
What types of skills do the Wechsler subtests measure?
The WAIS-IV comprises a full scale IQ, as well as indexes on four factors: verbal comprehension, perceptual reasoning, working memory and processing speed.
Which WISC task measures working memory?
On the WISC-IV, working memory is measured by the Working Memory Index or WMI.
What WISC-IV score is gifted?
Students who test in this range are above average and do not generally struggle in school. Moderately Gifted: 130-145. Students who test in this range are moderately gifted and do not generally struggle in school. Highly Gifted: 146-159.
Does the WISC v measure auditory processing?
The WISC–V also includes a storage and retrieval index (SRI) that is analogous to Glr in the CHC taxonomy. When used together with an achievement measure, such as the WIAT–III, a number of other constructs are also measured, including aspects of auditory processing (i.e., Ga) within CHC theory.
What is the lowest score on the WAIS IV?
These scores range from the lowest (40) to the highest (160) points. Subtests are given for additional examination of processing abilities.
How is the WAIS IV scored?
The WAIS-IV is scored by summing the raw scores for each subtest; each raw subtest score is then converted to a scaled scored (M = 10; SD = 3). To obtain each index score, the sum of scaled scores is computed for the core subtests that comprise each index and then converted to a standard score.
What is the meaning of WAIS?
The Wechsler Adult Intelligence Scale (WAIS) is an intelligence test first published in 1955 and designed to measure intelligence in adults and older adolescents.
How many subtests are there in WISC IV?
The WISC-IV has 15 subtests, 10 of which are core subtests that are usually used to measure the four index scores and Full Scale IQ. The other five are supplemen-tary subtests that can be used if for some reason a core subtest cannot be used or is not appropriate for a particular child.
What is the purpose of the subtest?
The subtest was developed to measure non-verbal reasoning and the ability to understand abstract visual information.
What is the purpose of the Peach and Apple test?
The test is designed to assess verbal reasoning and the development of concepts.
Can intellectual ability be measured?
It is a central theme of the book that true intellectual ability cannot be measured accurately in the low range. It follows from this that we should not be using cut-off points in diagnosis or making statements about what an individual’s IQ is without a lot of qualification with regard to the test error. However, as things are at the moment, with intellectual disability still being defined in terms of an IQ cut-off point, it is likely that psycho logists will be called upon to make an estimate of what somebody’s true intellectual ability is. What I want to do in this appendix is to look at how we can get the best estimate of an individual’s true intellectual ability.
What is the WISC IV?
The WISC-IV measures intellectual ability of children from 6 to 16 years. It was developed to provide an overall measure of general cognitive ability, and also measures of intellectual functioning in Verbal Comprehension (VC), Perceptual Reasoning (PR), Working Memory (WM) and Processing Speed (PS). The VC, PR, WM, and PS subscales provide scores for the Verbal Comprehension Index (VCI), the Perceptual Reasoning Index (PRI), the Working Memory Index (WMI), and the Processing Speed Index (PSI), respectively. Together, the VCI, PRI, WMI, and PSI provide the overall level of intelligence, or Full Scale IQ (FSIQ). Although the full version of the WISC-IV has 15 subtests, only ten are considered core, and used more often when testing intelligence (Wechsler, 2003). The core subtests for VC are Vocabulary, Similarities, and Comprehension. The core subtests for PR are Block Design, Picture Concepts, and Matrix Reasoning. The core subtests for WM are Digit Span and Letter-Number Sequencing, and the core subtests for PR are Coding and Symbol Search. The remaining five subtests, which are referred to as supplementary subtests, are Information and Word Reasoning (part of VC), Picture Completion (part of PR), Arithmetic (part of WM), and Cancelation (part of PS).
Who administers the ADISC IV?
All psychological tasks were administered by research assistants, who were advanced masters or doctoral students in clinical psychology, and under the supervision of registered clinical psychologists. The research assistants were provided with extensive supervised training and practice by the psychologists prior to them collecting data. This training for the ADISC-IV included observations of it being administered by the registered psychologists. The research assistants commenced administering the ADISC-IV once they had attained competence in its administration, as assessed by the registered psychologists.
What is the ECV of a bifactor model?
For the WISC-IV bifactor model, a number of past studies have reported on the explained common variance (ECV; Reise et al., 2013a), as well as the omega hierarchical (ωh) and omega subtests (ωs; McDonald, 1999; Zinbarg et al., 2005) of the general and specific factors, respectively. The ECV of a general factor is the common variance explained by the general factor divided by the total common variance. The ECV of a specific factor is the common variance explained by the specific factor divided by the total common variance. The ECV of the general factor will be high whenever there is little common variance beyond that of the general factor. Thus high values indicate the presence of a general dimension in the bifactor model (Reise et al., 2013a). The ωhvalue of the general factor can be interpreted as a model-based index of the internal consistency reliability of the total scale (Brunner et al., 2012). The ωhcan also be interpreted as an estimator of how much variance in summed (standardized) scores can be attributed to the single general factor (McDonald, 1999). It is obtained by dividing the amount of variance explained by the general factor in a scale by the total amount of variance explained by all the items in the scale. The ωsvalue of a specific factor can be interpreted as a model-based index of the internal consistency reliability of the specific scale, and an estimator of how much variance in summed (standardized) scores can be attributed to the specific factor (McDonald, 1999; Brunner et al., 2012). It is computed by dividing the amount of variance explained by the specific factor by the total amount of variance explained by all the items in the scale. The values for ωhand ωsrange from 0 to 1, with 0 indicating no reliability and 1 reflecting perfect reliability. According to Reise et al. (2013a), ωhand ωsvalues of at least 0.75 are preferred for meaningful interpretation of a scale.
What is the ML procedure for CFA?
The ML procedure indicates statistical fit in terms of ML χ2values. However, as χ2values are inflated by large sample sizes, the fit of the models was examined using three approximate fit indices: root mean squared error of approximation (RMSEA), comparative fit index (CFI), and Tucker-Lewis Index (TLI). The guidelines suggested by Hu and Bentler (1998)are that RMSEA values close to 0.06 or below be taken as good fit, 0.07 to <0.08 as moderate fit, 0.08 to 0.10 as marginal fit, and >0.10 as poor fit. For the CFI and TLI, values of 0.95 or above are taken as indicating good model-data fit, and values of 0.90 and <0.95 are taken as acceptable fit. As not all the models in the study are nested (Canivez, 2014; Watkins et al., 2013), meaningful differences between well-fitting models were examined in terms of ΔCFI of 0.002 or higher (Meade et al., 2008). The Akaike information criterion (AIC) values were also used. The AIC considers statistical goodness-of-fit as well as model parsimony, with smaller values representing a better fit.
How are reading and arithmetic abilities measured?
Reading and arithmetic abilities were measured using the WRAT-3. The reading test in the WRAT-3 has letters and individual words that the individual has to name or pronounce. The arithmetic test has two parts. The first part covers counting, reading number symbols, and verbally presented simple arithmetic problems. The second requires the individual to calculate up to 40 arithmetic problems. This is a paper and pencil task. Both the reading and arithmetic tests have sound reliability and validity (Wilkinson, 1993).
Does IQ correlate with academic achievement?
Another limitation is that although IQ has consistently been shown to be associated with academic achievement (Naglieri and Bornstein, 2003), at present, no study has examined the predictive validity of the factors in the bifactor model of the WISC-IV, modeled in terms of a general factor and the specific factors representing the index scales (VC, PR, WM, and PS). Using multiple regression analysis of observed scores for WISC-IV FSIQ, VCI, PRI, WMI, and PSI, studies involving non-ADHD samples have reported that the index scores provide only slightly additional variance in the prediction of academic achievement scores, including reading and arithmetic (Glutting et al., 2006; Canivez et al., 2014). A recent study (Beaujean et al., 2014), also with a non-ADHD sample that modeled all core and supplementary tests of WISC-IV in terms of the Cattell–Horn–Carroll (CHC; Schneider and McGrew, 2012) theory of cognitive abilities showed that the general factor had a stronger association with reading and arithmetic than any of the specific factors. Similar findings have been reported for the Wechsler Adult Intelligence Scale- Fourth Edition (WAIS-IV; Wechsler, 2008) bifactor model with a general factor and the factors for the index scales (Kranzler et al., 2015). Based on these findings, it can be speculated that the general intelligence factor would also be associated with the academic abilities of children with ADHD. However, as low reading ability (Gathercole et al., 2006; Alloway et al., 2009; Alloway and Alloway, 2010) and arithmetic ability (Bull and Scerif, 2001; Swanson and Sachse-Lee, 2001) have been linked to poor WM, and as WM defects have been strongly associated with ADHD (Martinussen et al., 2005; Willcutt et al., 2005; Walshaw et al., 2010), the WM specific factor (which captures WM ability that is independent of the general intelligence) may also be associated with academic achievement abilities.
What is the vocabulary subtest?
The Vocabulary subtest reflects both the child's knowledge of words and a higher order ability to categorize words by their meanings, to retrieve that information, and express it with verbal fluency. This is quite an advanced task that again demonstrates both the richness of the child's language environment and his natural ability to process that language.
What is the information subtest?
The Information subtest reflects two factors in the child's development of language and knowledge. The richness of the child's verbal environment during his development is reflected in the fund of knowledge. The ability to store that knowledge in long-term memory, recall it, and verbally express it is an individual ability ...
What is the subtest for social comprehension?
Comprehension. The Comprehension subtest is based on social comprehension, a skill that is deficient in many children with learning disabilities or ADHD. The social understanding that underlies the Comprehension subtest is greatly influenced by the environment.
What is object assembly score?
The Object Assembly subtest score reflects the visual-motor skills of puzzle construction. The child must analyze the object and construct the whole visual object from its parts within time constraints. Note that Object Assembly is eliminated in the WISC-IV.
What skill is reflected by the Picture Completion subtest?
The skill reflected by the Picture Completion subtest is not visual acuity; it is visual discrimination. The child must look at the visual whole presented and analyze its parts to identify what is missing. A relatively simple task, poor performance in a child with learning disabilities may be related to visual-perceptual difficulties or environmental awareness. Note that Picture Completion is eliminated in the WISC-IV.
How does the similarity subtest work?
The Similarities subtest captures the child's ability to mentally process verbal information, categorizing and conceptualizing information in the long-term memory store. Over the course of the child's development, their conceptual skills progress from concrete to abstract reasoning, a process that is reflected in the Similarities subtest.
What is picture arrangement weakness?
A weakness on the Picture Arrangement subtest may suggest a deficiency in one or all of these abilities. Note that Picture Arrangement is eliminated in the WISC-IV.
How many subtests are there in WPPSI?from iqtestprep.com
There are 14 total subtests included in the WPPSI. Children between the ages of 2 years and 6 months to 3 years and 11 months take the following five subtests:
Why were vocabulary and comprehension not chosen as core subtests?from pearsonclinical.in
Why were Vocabulary and Comprehension not chosen as core subtests? From a language perspective, they provide a richer sense of the child’s ability to answer open-ended questions—a more authentic skill for real-life.
What is WPPSI IV?from pearsonclinical.in
The WPPSI–IV is an innovative measure of cognitive development for preschoolers and young children that’s rooted in contemporary theory and research that also places a strong emphasis on child-friendly, developmentally appropriate features and includes new processing speed tasks, the addition of working memory subtests, an expanded factor structure. The extensive enhancements are targeted to benefit both children and examiners.
How long is a WPPSI IV ink dauber?from pearsonassessments.com
The ink dauber is approximately 4 inches long, with a standard amount of ink inside. The duration will be directly linked to how often it is used. Two daubers are provided in each WPPSI–IV test kit, and replacement ink daubers are available for purchase.
Why was WPPSI IV redesigned?from pearsonclinical.in
With consideration of the unique challenges of assessing young children, the WPPSI–IV was redesigned to strengthen the emphasis on ensuring all aspects of the WPPSI–IV are developmentally appropriate.
Why are the new subtests more play-like?from pearsonassessments.com
The new subtests are more play-like to ensure more valid assessment, because play is developmentally appropriate for young children. The new stimuli are familiar and engaging to young children, and the tasks are reminiscent of popular children's games.
How many ancillary scores are there on the WPPSI IV?from testingmom.com
The WPPSI-IV (Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition) has five primary index scores and four ancillary index scores. Your child’s overall score will be determined by norming his or her performance when compared against other students tested within the same age band and averaged across each given set of primary and ancillary subtest scores.
What does the fluid reasoning index mean?
The Fluid Reasoning Index (FRI) assesses the child’s ability to recognize the underlying conceptual relationship between visual objects and use reasoning to identify and apply rules.
What does the WAIS mean?
The Wechsler Adult Intelligence Scale (WAIS) is a cognitive and intelligence test that assesses intelligence in adults and older adolescents. David Wechsler published the original WAIS (Form I) in February 1955 as a revision of the Wechsler-Bellevue Intelligence Scale, which was released in 1939.
What kinds of skills are the Wechsler subtests used to assess?
Verbal and Performance are the two subtests that make up each test. General knowledge, language, reasoning, and memory skills are measured on verbal scales. Spatial, sequencing, and problem-solving skills are measured by performance.
What is the average Wechsler IQ test score?
The test’s average score is 100, and any score between 90 and 109 is considered to be within the average intelligence range. The High Average is defined as a score between 110 and 119. Superior scores range from 120 to 129, and anything higher than 130 is considered Very Superior.
What subsets make up FSIQ?
The Full Scale IQ is calculated using seven of the ten primary subtests: Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed.