University:
California State University, Northridge
Course:
PSY 427 | Introduction to Psychological Testing
Academic year:

2024
Views:

409

Pages:

41
Author:

Oscar Parker

Two years after the 1937 Binet revision, the first Wechsler test is published: the WechslerBellevue Intelligence Scale.  Criticisms of the 1937 Binet   Intelligence is multifaceted, the Binet produces a single IQ score.  The 1937 Binet was developed for children, yet purports to test adults.  The 1937 Binet has an overemphasis on speeded/timed tasks, which is more difficult for older adults.  Intelligence can decline as one ages. The 1937 Binet does not account for this. 2  Age Scale versus Point Scale  1937 Binet used an Age Scale  Scores on a particular test are based on basal and ceiling levels.  Each Basal or Ceiling Level had a chronological age associated with items at that level.  So, a person who successfully completed 3 out of 4 items at the 6-year old level, would have a basal mental age of 6 years. 3  1937 Binet used an Age Scale  Content of items at each level of the age scale could vary tremendously  Vocabulary word, arithmetic problem, and digit repetition, for example, could all be asked sequentially at a given age level of the 1937 Binet.  1939 Wechsler-Bellevue used a Point Scale Items in a scale answered correctly are each given a certain number of points. Point Scales allow for homogeneous content. 4  1939 Wechsler-Bellevue used a Point Scale  Point Scales allow for homogeneous content.  As such, Wechsler could obtain scores for an individual in a wide range of content areas.  Vocabulary, Creative Thinking, Judgment, General Knowledge 5  1939 Wechsler-Bellevue included a Performance Scale  1937 Binet was criticized for its over-reliance on verbal skills to measure IQ  1939 Wechsler-Bellevue added a second entire scale of non-verbal measures. 6  Normative sample for the 1939 Wechsler- Bellevue  1081 whites from the eastern US (primarily New York)  First revision: 1955  Wechsler Adult Intelligence Scale (WAIS)  Second revision: 1981  Wechsler Adult Intelligence Scale - Revised (WAIS-R)  Third Revision: 1997  Wechsler Adult Intelligence Scale - 3rd Edition (WAISIII)  Standardization Sample based on 2450 adults in 13 age groups, stratified according to 1995 census data. 7  Other Test Versions  Wechsler Intelligence Scale for Children (WISC; ages 6-16 yrs)  The WISC was originally developed as a downward extension of the Wechsler Adult Intelligence Scale in 1949.  A revised edition (WISC-R) in 1974 as the WISC-R, and the third edition, the WISC-III in 1991.  The current version is the WISC-IV (2003) 8  Other Test Versions  Wechsler Preschool and Primary Scale of Intelligence (WPPSI; 2.5 – 7.25 yrs)  Originally Developed in 1967 as a descendent of the WAIS and the WISC  It has since been revised twice, in 1989 and 2002.  The current revision, WPPSI–III provides subtest and composite scores that represent intellectual functioning in verbal and performance cognitive domains, as well as providing a composite score that represents a child’s general intellectual ability (i.e., Full Scale IQ). 9  Other Test Versions  Wechsler Abbreviated Scale of Intelligence (WASI)  Was developed in 1997 along with the WAIS-III  A short, four-subtest version of the battery has recently been released, allowing clinicians to form a validated estimate of verbal, performance and full scale IQ in a shorter amount of time.  Uses vocabulary, similarities, block design and matrix reasoning subtests similar to those of the WAIS to provide an estimate of full scale IQ in about 30 minutes 10 Subtests Vocabulary Similarities Arithmetic Digit span Information Comprehension Letter-number sequencing Skills Tapped word knowledge abstract, divergent thinking concentration, working memory active working memory fund of knowledge social/moral reasoning, judgment concentration, working memory 11 Subtests Picture Completion Digit-Symbol (Coding) Block Design Matrix Reasoning Picture Arrangement Symbol Search Object Assembly Skills Tapped alertness to details visual-motor skills nonverbal reasoning inductive, NV reasoning planning ability, social reasoning Speed of processing Part-whole knowledge 12  Vocabulary  Give a word, ask for a definition.  Taps knowledge of words and their meanings.  Good measure of “premorbid functioning” (intellectual capacity prior to trauma/illness)  as brain “damage” continues, vocabulary is one of the last test scores to be affected.  Very stable measure of intelligence 13  Similarities  Present two words, ask how they are alike.  Early items tap previously-learned associations.  How are a dog and a cat alike?  Later items require abstract thinking.  How are liberty and freedom alike?  Can also be used to find serious psychopathology  Idiosyncratic reasoning. 14  Arithmetic  Frequently thought to be a math test.  Little math involved.  More a test of active working memory  If envelopes are 25¢ a dozen and you buy 3 dozen envelopes, how much change should you get back from a dollar?  Subject to effects of anxiety, depression as well as cognitive deficits. 15  Digit Span  Numbers presented, one per second, to subject.  Subject asked to repeat digits forward (part I) and reversed (part II).  Separate scores are obtained for Digits Forward and Digits Reversed, but the scores generally combined for reporting.  Taps active working memory, concentration, shortterm auditory memory.  Also subject to anxiety, depression, and other forms of psychopathology. 16  Information  Ask a question about general knowledge, subject gives an answer.  Taps general fund of knowledge, also curiosity, academic achievement, and the effects of an enriched environment.  “How many senators come from each state in the United States?” 17  Comprehension  Asks three different types of questions:  Appropriate responses to hypothetical situations  What is the thing to do if you see someone lying in the street?  Logical explanations for everyday actions  Why do we elect senators?  Proverb interpretations  What does, “a stitch in time saves nine” mean?  Taps social and moral reasoning, conventional knowledge.  Also provides an arena for idiosyncratic responses 18  Letter-Number Sequencing  Optional subtest (not required to compute Verbal IQ scores)  One of the newest WAIS subtests  Present a sequence of letters & numbers, subject has to sort them into sequential order:  Stimulus: Z, 3, B, 1, 2, A  Response: 1, 2, 3, A, B, Z  Taps active working memory, sequential processing  Also subject to psychopathology effects. 19  Raw scores on each test are converted to scaled scores  Mean 10, SD 3  Two sets of scaled scores  Age-adjusted norms - ability compared to other individuals in the normative sample of the same age  Allows “peer” comparisons, but not cross-age contrasts  Reference-group norms - ability compared to a group of individuals in the normative sample between the ages of 20 and 34  Allows contrasts across ages 20  Age adjusted scores are then summed (except for the optional subtests) and this sum is compared with the standardization sample for all age groups.  ANOVAs do not show significant age-effects on any IQ or index (more on these later)  The resulting score is the Verbal IQ.  Mean 100, SD 15 21  Picture Completion  Show a picture with an important detail missing  In 20sec, subject has to come up with the missing detail  Taps attention to detail, scanning  Digit Symbol-Coding  Present an array of numbers with matched abstract symbols as a key; multiple empty boxes with numbers below.  Complete as many as possible numbered boxes with appropriate key in 120sec  Taps processing speed, attention to detail 22  Block Design  Present array of blocks on a card, give 9 blocks to subject; they must reproduce the block array in as short a time as possible (timed test, shorter times = higher points)  Taps visual-motor skills, processing speed  Input is visual, output is motor  Best test of nonverbal concept formation, abstract thinking. 23  Matrix Reasoning  New to the WAIS-III, but similar to the Binet matrix reasoning test  Present subject with a nonverbal, sequence of matrices.  Subject must produce the content of the missing cell  Taps nonverbal logical abstract reasoning, inductive reasoning skills, fluid intelligence 24  Picture Arrangement  Present array of pictures, similar to a comic strip, but scrambled in order.  Subject is asked to arrange the pictures in an “order that makes sense” as quickly as possible (shorter times = higher points)  Taps social reasoning, nonverbal reasoning, sequential reasoning, & cause-and-effect relationships 25  Object Assembly  Presents subject with a set of puzzle pieces (manipulatives)  Subject is to arrange (solve) the puzzle in as short a time as possible (shorter times = higher scores).  Taps knowledge of part-whole relationships, visual-motor reasoning skills. 26  Symbol Search  New to the WAIS-III, appeared in the WISC-III earlier. Optional Subtest  Subject is shown two target abstract symbols and is asked to determine if either target symbol appears in a set of distractor symbols.  Do as many as possible in 120 seconds (shorter times, more correct = higher scores).  Taps visual discrimination, processing speed. 27  Age adjusted scores are then summed (not the optional subtests) and this sum is compared with the standardization sample for all age groups.  ANOVAs do not show significant age-effects on any IQ or index (more on these later)  The resulting score is the Performance IQ.  Mean 100, SD 15 28  Age-corrected scaled scores for all nonoptional subtests are summed and this sum is used to produce the Full-Scale IQ.  Mean 100, SD 15 29  Aside from the Verbal, Performance, and Full-Scale IQ, the WAIS-III provides for four additional measures of ability, made up of summed age-corrected subtest scores: Verbal Comprehension Perceptual Organization Working Memory (Freedom from Distractibility) Processing Speed 30  Verbal Comprehension  Vocabulary + Similarities + Information  “Pure” measure of verbal abilities  no working memory component nor attentionrelated concerns  Measures crystallized intelligence  Perceptual Organization  Picture Completion + Block Design + Matrix Reasoning  Measures fluid intelligence  Also loads on attention to details and visual-motor integration 31  Working Memory  Arithmetic + Digit Span + Letter-Number Sequencing  On WISC-III (without Letter-Number Sequencing), same index score is called “Freedom from Distractibility”  Measures active working memory  Processing Speed  Digit-Symbol-Coding + Symbol Search  Measures abilities to solve problems under the constraints of time. 32 Wechsler Adult Intelligence Scale - 3rd Edition Verbal Subtests Performance Subtests Subtest Score Subtest Score Vocabulary 13 Picture Completion 12 Similarities 12 Digit Symbal-Coding 11 Arithmetic 12 Block Design 12 Digit Span 12 Matrix Reasoning 15 Information 8 Picture Arrangment 9 Comprehension 13 Symbol Search 9 Letter-Number Sequence 9 Object Assembly 14 Verbal IQ Performance IQ Full Scale IQ Verbal Comprehension Index Perceptual Organization Index Working Memory Index Processing Speed Index 110 111 111 105 118 106 99 33  Step 1 - Interpret Full Scale IQ  Step 2 - Interpret VIQ and PIQ and note any discrepancies.  Step 3 - Interpret Index Scores  Step 4 - Interpret Subtest Scaled Scores and note any discrepancies.  Analyses of patterns of WAIS scores have not produced reliable findings.  Better to use these discrepancies to generate hypotheses. 34 Wechsler Adult Intelligence Scale - 3rd Edition Verbal Subtests Performance Subtests Subtest Score Subtest Score Vocabulary 13 Picture Completion 12 Similarities 12 Digit Symbal-Coding 11 Arithmetic 12 Block Design 12 Digit Span 12 Matrix Reasoning 15 Information 8 Picture Arrangment 9 Comprehension 13 Symbol Search 9 Letter-Number Sequence 9 Object Assembly 14 Verbal IQ Performance IQ Full Scale IQ Verbal Comprehension Index Perceptual Organization Index Working Memory Index Processing Speed Index 110 111 111 105 118 106 99 35  Reliability  Split half coefficents (without speeded tasks)  Full Scale IQ = .98  Verbal IQ = .97  Performance IQ = .94  Test-Retest  Full Scale IQ = .95  Verbal IQ = .94  Performance IQ = .88 36  Recall that the Standard Error of Measurement can be calculated by: smeas = s 1 − rxx  s is the standard deviation; rxx is reliability  As such, we can describe the 95% (≈ score ±2 * SEM) and 99% (≈ score ±3 * SEM) confidence intervals for each of the IQ scores. 37 Suppose someone is measured with the WAIS-III with a Full Scale IQ of 108.  What is the 95% confidence interval for this test score? s = s 1− r  meas xx 15 1 − .98 s= meas smeas = 2.121 2* smeas ≈ 95%tile 2* 2.121 = 4.242 95% confidence interval = 108 ± 2.424 95% confidence interval=105.58 ≤ µ ≤ 110.42 38  …are generally too low to be psychometrically sound  Most are in the .70s and .80s with a few in the .60s.  As such, scores on the subtests are likely to “bounce around” more than scores on the IQ scales and index scores.  This makes profile analysis impossible, from a psychometric perspective. 39  Generally assessed through correlations with the older WAIS-R and for a small group of subjects, the WISC-III.  Validity coefficients  range between .50 to .90 for the subtests  Verbal IQ: .94 (WAIS-R), .88 (WISC-III)  Performance IQ: .86 (WAIS-R), .78 (WISC-III)  Full-Scale IQ: .93 (WAIS-R), .88 (WISC-III) 40  Considers more than one type of intelligence but clearly not the kind of multiple intelligences of which Gardner speaks.  IQ and Index Scores are highly reliable and valid although caution should be used in interpreting subtest scores.  Strong correlation between WAIS-III and WAIS-R mixed blessing. 41

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