WPPSI vs WISC-V Flashcards
- Weschler’s achievement test was developed
meet the demand of the need of having a standardized achievement scale for special education and clinical settings
- What’s the purpose of the use of intelligence test and achievement tests in conjunction
- identify learning disabilities
- assess for clinical syndromes
- assess for impact of cognitive delays on learning and academic potential
- assess the impact of acquired injury
- What’s the reason Weschler scales are the most widely used scales?
- Ecological validity – how to applies to real world settings
- Comprehensiveness
- Theoretical reasoning – abstracts and logical reasoning used to understand concepts principles and relationships; it contrasts with practical reasoning.
- Clinical utility
Ages for WPPSI (both batteries), WISC-V
WPPSI - younger 2:6, 3:11 - older: 4:0 7:7 / WISC - 6:0 - 16:11
FSIQ and Primary subtests WISC-V and WPPSI
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Verbal Comprehension Index * Subtests
Similarities and vocabulary, information, comprehension
Verbal Comprehension Index * Subtests measure?
o Verbal reasoning
o Verbal comprehension and expression
o Practical knowledge and judgment
o Verbal concept formation (understanding the relationship between words and ideas
o Acquired knowledge
* Aim to AAA – to measure the ability to acquire, access, apply semantic knowledge and verbal reasoning.
What do we measure in similarities?
a. Verbal concept formation
b. Abstract reasoning
c. The skills it involves as well is :
i. crystallized knowledge
ii. Memory
iii. Distinction between essential and non-essential features
iv. Verbal skills
v. Word knowledge
examinee in similarities
Examinee is presented with two words and that represent a common concept, and they are asked how they are alike, for example (in what way are birds and fish alike?), or in what way is summer and fall alike?
Vocabulary measures …
- Crystallized knowledge
- Fund of knowledge
- Word knowledge
- Verbal concept formation
- Verbal conceptualization
- Degree of language development
- Long term memory
- Learning ability
o Picture naming , word definition
o Child / examinee in picture naming is asked to “tact”. , or label an object presented visually.
o In word definition – child is asked to define the word, the word is presented visually in the stimulus book
examinee in information
Examinee is asked questions that require general knowledge on broad range of topics, for example what is the capital of Japan?
information subtest measures
- Retain
- Retrieve
- Acquire general factual knowledge
comprehension examinee ..
is asked questions to assess their general understanding of social situations and general concepts
“Why do we wear seat belts”
“What is the advantage of keeping money in the bank?”
Comprehension measures
- practical knowledge 2. reasoning
Visual Spatial Domain, subtests and what it measures?
- Block design
- Visual puzzles (in WPPSI its object assembly)
Measures:
1. Ability to evaluate visual details
2. Construct geometric shapes and designs using a model
3. Spatial relations among object – spatial orientation among objects
compare between block design and visual puzzles (two points, main skill / measure, wha it it is)
Block design
Visual motor construction
Same stimuli throughout (two colored blocks
Visual puzzles
Mental rotation
Varies stimuli throughout subtests (colored squared, circles, triangles
Object assembly , what it measures (in the book)
examinee fits the pieces of a puzzle together to form an identifiable image within specified time limits
perceptual integration and synthesis of part–whole relationships, nonver- bal reasoning, trial-and-error learning, spatial abil- ity, cognitive flexibility, and persistence (
in block design the examinee
Examinee is to construct a model or a picture using one-or two-color blocks recreate a design of the presented within a specific speed limit
block design measures>
- Analyze and synthesize abstract visual stimuli
- Nonverbal concept formation
- Learning
- The ability to separate figure and ground in visual stimuli
- Visual motor construction, visual motor coordination
- Broad visual intelligence
- Perception and organization
AS - analyze & Synthesize
AS - NLS-VPB
Visual puzzles examinee
Examinee is required to reproduce s geometric image by choose three options that can be combined to form the picture from the 6 responses provided, within a a specific time
Visual Puzzles
- Broad visual intelligence
- Simultaneous processing
- Mental rotation
- Non motor and mental construction and coordination
- Fluid reasoning
- Spatial reasoning and processing
BSFS MN
