The Wechsler Adult Intelligence Scale

This paper discusses the pros and cons of the Wechsler Adult Intelligence Scale (WAIS-III). First, important definitional, theoretical issues, including the nature of intelligence, a brief history, and pros and cons are discussed. Next, the development, reliability, validity, and assets and limitations of the WAIS-III are examined. This is followed by discussion of the meaning of IQ scores, use of successive level interpretation and cautions and guidelines for administration. Last, subtests, assessing special population groups, short forms, profile forms, and what a

This study examined administration and scoring errors made by graduate students when administering the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG). In the past studies have been conducted on graduate student errors made on other assessment of cognitive abilities, such as the Wechsler Scales. This study's findings were similar to previous studies.

Hi Brandon, I want to talk to you about the two psychological tests that I would like to conduct, which are called the WAIS-IV and the MMPI-2. The WAIS-IV is used to measure intelligence, and since you are here because you are having considerable difficulty with your classes, I believe this test is appropriate. The WAIS-IV uses several categories, called indexes, to simplify different aspects of

A major strength of this assessment is that this assessment has a Nonverbal Index. This is beneficial for students who are not yet proficient in the English language or struggle with language. Administering the Nonverbal Index allows the administrator to gain a better understanding of the child’s abilities because their language issues are not working against them with this test. Also, this assessment has two theories of intelligence that can be tested: the Luria neurological processing theory and Cattell-Horn-Carroll (CHC) theory of intelligence. With the Luria Model, you will obtain the Mental Processing Index of Learning Ability, Sequential Processing, Simultaneous Processing, and Planning Ability. With the Cattell-Horn-Carroll model, you will obtain the Fluid-Crystallized Index with the areas of long-term storage and retrieval, short-term memory, visual processing, fluid reasoning, and crystallized ability. This assessment is also more child-friendly because of the visuals throughout the test. A weakness of this assessment is the administrator will not be able to obtain a score for auditory processing and processing speed with this assessment, requiring the administrator to utilize another intelligence assessment. This assessment has two intelligence theories options to choose from: the Luria

The WISC-IV is a test of cognitive abilities that measures four global areas and combines them to provide a full-scale intelligence quotient. The four areas include Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. The Full Scale IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimate of global intellectual functioning. The results of the current test conducted on Leo Marcelynas indicate that his Full Scale IQ (FSIQ) is 101. It can be stated with 95% confidence that Leo’s FSIQ falls between 96-106, indicating that he is functioning in the Normative Average Range of intellectual ability. Given the consistency among his scores on Verbal

Binet was involved in creating one of the more recent forms of intelligence test, referred to as the Stanford-Binet Intelligence Scale. A similar test is that formulated by Wechsler (Neisser et al. 1996). These led to the measure of IQ (“intelligence quotient”) being founded, where an individual’s “mental age is divided by their chronological age and multiplied by 100” (Gardner 2006, p. 3). The tests measure intelligence through verbal and non-verbal tasks, assessing scholastic aptitude, school achievement and specific abilities (Neisser et al. 1996, p. 78).

“Blacks still score below 75 percent of American whites on most standardized tests” (Jencks and Phillips). The belief that intelligence and aptitude are innate seems to be especially important in discussions of racial differences (Jencks and Phillips 6). White Americans score closer on IQ tests to other white populations across the globe than to the worldwide black average (Saletan 1). An important question that may come to mind is whether intelligence tests biased. Intelligence tests are likely to be culturally biased when a standardized test reflects what is learned through experience in a culture that does not regard to another race as highly (Young). For instance, if a standardized test result represented an ingroup preference exclusively than it may only measure a specific part of intelligence; for example the Wechsler Adult Intelligence Scale, WAIS, is more verbal while the Raven's Progressive Matrices, RPM, is more visual (Young). This may cause a majority of individuals with autism to do better on the RPM due to autistic students connecting with images rather than words. Young has stated that intelligence tests that only focus on certain neurological criterias and are not well indicators of intelligence due to it not equally indicating all types of intellect. Yet a majority of psychologists now agree that intelligence tests measure developed

Human intelligence is one of the most complex and abstract things in the world, but because of one test created by Lewis Terman, a professor of psychology at Stanford University, we are able to see it as a small, simple number (Epstein, 1973). An Intelligence Quotient (IQ) Test scores human intelligence on a numerical scale. Within this scale there are several categories which people are placed in as shown in Table 1. These scores, categories, labels, are tidy, easy to remember, and can greatly influence one’s life. They can act almost like a name tag, and become an identifying factor wherever you go.

The WAIS-IV (Wechsler, Coalson & Raiford, 2008) was chosen for the neuropsychological evaluation because it is a widely used instrument to assess cognitive function in individuals who have experienced a traumatic brain injury (TBI) (Carlozzi, Kirsch, Kisala & Tulsky, 2015). The WAIS-IV measures general intelligence by assessing independent abilities, such as processing speed, memory, language skills, visual-motor coordination and attention. These abilities are sometimes impacted by TBIs (Carlozzi et al., 2015). By measuring these abilities independently through the administration of ten subtests, the WAIS-IV enables the researcher to conduct a pattern analysis, and explore major differences in scores between the domains tested (Kaplan & Saccuzzo, 2018).

Each one of them are different and that’s why we asked ourselves is it really just one way to measure everyone’s intelligence?

There is a relationship between intelligence and culture because intelligence is culturally shaped and defined and some cultures support and identify it as very vital in the context of social and ecological aspects. In the early years, there was a bias towards intelligence tests because they used English language and culture. The formation of Wesler Adult Intelligence Scale, Fourth Addition (WAIS,IV) in 2008 by David Wesler was meant to minimise the bias. According to Westen, Burton and Kowalski (2006), intelligence assists human beings to take control of their lives and it varies cross culturally because the power dynamics differ in each society and this leads to differences in behaviour and line of thinking. These authors describe intelligence as multifaceted, functional and can be defined by culture because it is universal and studying intelligence using different culture as a sample that can be used to question Western ideas about intelligence with some emphasis on the assessment of skills and abilities using culturally appropriate methods (Benson, 2003)

Under the supervision of Dr. Jessie Miller, I was responsible for accurately scoring the new French Wechsler Intelligence Scale (WISC-V) and communicating with the families of patients to gather demographic information for the assessments. Throughout my time at Pearson, I also contributed ideas in the test verification process and ensured test examiners were properly administering the intelligence tests. While I’ve learnt a lot as an employee, I was always keen to return to the

The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) is an individually administered intelligence test for children ages 6-16 that provides a measure of a child’s overall cognitive ability and patterns of cognitive strengths and weaknesses. The WISC-V comprises is comprised of five fundamental indexes: Visual Spatial, Verbal Comprehension, Working Memory, Processing Speed, and Fluid Reasoning. These are five index scores are combined in order to obtain the Full Scale Intelligence Quotient (FSIQ). There are additionally five ancillary indexes: Auditory Working Memory, Quantitative Reasoning, Cognitive Proficiency, General Ability, Nonverbal, and three other complementary indexes, which include Storage and Retrieval, Symbol Translation, and Naming Speed.

Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 1949). This seminal intelligence scale assesses a child 's general intellectual ability across four domains, producing four corresponding index scores: (1) the Verbal Comprehension Index (VCI), (2) the Visual Spatial Index (VSI), (3) the Working Memory Index (WMI), and finally (4) the Processing Speed Index (PSI). The VCI measures verbal concept formation, specifically assessing children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. An example item from this index is similarities, vocabulary, and comprehension. Next, the VSI measures non-verbal and fluid reasoning and assesses children 's ability to examine a problem, draw upon visual-motor and visual-spatial skills, organize their thoughts, create solutions, and then test them. An example item from this index is solving a 3D puzzle. The WMI measures working memory and assesses children 's ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes; an example item would be letter-number sequencing. This measure is particularly important for higher-order thinking, learning, and achievement. Finally, the PSI measures the speed of information processing and assesses children 's abilities to focus attention and quickly scan, discriminate between, and

581-586, 2011). This addition of subtest and composite scores allows for an examination of strengths and weaknesses in individuals and when used in combination with other assessment instruments, like the Wechsler Individual Achievement Test Third Edition (WIAT-III), an individuals general cognitive ability as calculated by the WAIS-IV can be compared to additional more specific areas of functioning to distinguish unforeseen patterns of strengths or deficits (Climie & Rostad, pp. 581-586,