Scores in Space: Multidimensional Scaling of the WISC-V

2017 ◽  
Vol 36 (6) ◽  
pp. 562-575 ◽  
Author(s):  
Emily M. Meyer ◽  
Matthew R. Reynolds
Keyword(s):  
Multidimensional Scaling ◽  
Digit Span ◽  
Naming Speed ◽  
Two Dimensional ◽  
Intelligence Scale ◽  
Surface Features ◽  
General Ability ◽  
Standardization Sample ◽  
Score Interpretation ◽  
Ability Index

The purpose of this study was to use multidimensional scaling (MDS) to investigate relations among scores from the standardization sample of the Wechsler Intelligence Scale for Children–Fifth edition (WISC-V; Wechsler, 2014). Nonmetric two-dimensional MDS maps were selected for interpretation. The most cognitively complex subtests and indexes were located near the center of the maps. Subtests were also grouped together in the way that they are organized in the primary and complementary indexes, and not necessarily on content surface features. Naming Speed and Symbol Translation scores may be better off kept as separate indexes, and Digit Span Sequencing appeared to add more complexity to the Digit Span subtest. One implication related to score interpretation is that General Ability Index (GAI) and Cognitive Proficiency Index (CPI) may be distinguished by the level of complexity of the subtests included in each index (i.e., more complex subtests included in GAI and less complex subtests included in the CPI).

Wechsler Intelligence Scale for Children–Fifth Edition Ancillary and Complementary Index Critical Values and Base Rates for the Normative Sample

2019 ◽  
Vol 38 (5) ◽  
pp. 539-550
Author(s):  
Ash Puttaswamy ◽  
Anjelica Barone ◽  
Kathleen D. Viezel ◽  
John O. Willis ◽  
Ron Dumont
Keyword(s):  
Critical Value ◽  
Base Rate ◽  
Critical Values ◽  
Intelligence Scale ◽  
Storage And Retrieval ◽  
General Ability ◽  
Base Rates ◽  
Rate Information ◽  
Ability Index ◽  
And Storage

An area of particular importance when examining index scores on the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) is the utilization and interpretation of critical values and base rates associated with differences between an individual’s subtest scaled score and the individual’s mean scaled score for an index. For the WISC-V, critical value and base rate information is provided for the core subtests contained within each of the primary indices. However, critical value and base rate information is not provided by the test publisher for subtests within the Quantitative Reasoning Index (QRI), Auditory Working Memory Index (AWMI), Nonverbal Index (NVI), General Ability Index (GAI), Cognitive Proficiency Index (CPI), Naming Speed Index (NSI), Symbol Translation Index (STI), and Storage and Retrieval Index (SRI). This study investigates and provides critical values and base rates for performance on the QRI, AWMI, NVI, GAI, CPI, NSI, STI, and SRI.

Agreement Between Bayley-III Measurements and WISC-IV Measurements in Typically Developing Children

2018 ◽  
Vol 37 (5) ◽  
pp. 603-616 ◽  
Author(s):  
Johanna Månsson ◽  
Karin Stjernqvist ◽  
Fredrik Serenius ◽  
Ulrika Ådén ◽  
Karin Källén
Keyword(s):  
Index Score ◽  
Preschool Age ◽  
Typically Developing ◽  
Developmental Assessment ◽  
Intelligence Scale ◽  
General Ability ◽  
Significant Difference ◽  
Ability Index ◽  
The Individual ◽  
The Relationship

The study aim was to explore the relationship between a developmental assessment at preschool age and an intelligence quotient (IQ) assessment at school age. One hundred sixty-two children were assessed at 2.5 years with the Bayley Scales of Infant and Toddler Development—Third Edition (Bayley-III) and then at 6.5 years with the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). The Bayley-III Cognitive Index score was the Bayley entity that showed the highest correlation with WISC-IV Full-Scale IQ (FSIQ; r = .41). There was a significant difference between the individual WISC-IV FSIQ and the Bayley-III Cognitive Index scores. Analyses showed an average difference of −4 units and 95% limits of agreement of −18.5 to 26.4 units. A multivariate model identified the Bayley-III Cognitive Index score as the most important predictor for FSIQ and General Ability Index (GAI), respectively, in comparison with demographic factors. The model explained 24% of the total FSIQ variation and 26% of the GAI variation. It was concluded that the Bayley-III measurement was an insufficient predictor of later IQ.

Advanced Interpretive Issues with the WISC-IV Full-Scale IQ and General Ability Index Scores

2006 ◽  
pp. 99-138 ◽  
Author(s):  
Donald H. Saklofske ◽  
Lawrence G. Weiss ◽  
Susan E. Raiford ◽  
Aurelio Prifitera
Keyword(s):  
Full Scale ◽  
General Ability ◽  
Ability Index ◽  
General Ability Index

scholarly journals A-160 Understanding the Validity of the Digit Span Sequencing Task: A Least Executive Demand Model

2020 ◽  
Vol 35 (6) ◽  
pp. 954-954
Author(s):  
Romano Morris J ◽  
Lazar M ◽  
Henry J
Keyword(s):  
Working Memory ◽  
Digit Span ◽  
Working Memory Capacity ◽  
Large Body ◽  
Poor Performance ◽  
Demand Model ◽  
Intelligence Scale ◽  
Functioning Inventory ◽  
Attentional Difficulties ◽  
Sequencing Task

Abstract Objective This study aimed to explore the patterns of Longest Digit Span from the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), including understanding the newest sequencing condition. While there is a large body of research discriminating the cognitive demands of the forward and backward conditions, there is less literature devoted to the cognitive underpinnings of the sequencing task, and no studies looking at the applicability of this task with children. Patterns observed clinically on these conditions have suggested that the sequencing condition may involve less executive demand than the backwards condition (Least Executive Demand model). Therefore, it was predicted that Longest Digit Span Backwards (LDSB) would predict the most amount of variance in Working Memory scores on the Comprehensive Executive Functioning Inventory (CEFI). Method Hierarchal multiple regression analysis controlling for FSIQ was completed utilizing an archival database (n = 38) of children and adolescences (ages 6–15) referred to a university-based neuropsychological assessment clinic. Results Longest digit span scores were not significant predictors of Working Memory scores on the CEFI [F (4, 27) =1.746, p = .169]. However, digit span capacity was weakly predictive of CEFI Attention scores [F (4, 27) = 2.818, p < .05; R2 = .295]; with sequencing capacity as the only significant predictor (beta = .62, p < .05). Conclusions While there was no evidence that working memory capacity predicts real world working memory skills, there was evidence that digit sequencing capacity is predictive of parent reported attentional difficulties. Poor performance on DSS in children may be due to difficulties concentrating, sustaining attention or with avoiding distractions.

Wisc Factor Structure for Normal Negro Pre-School Children

1964 ◽  
Vol 15 (2) ◽  
pp. 543-548 ◽  
Author(s):  
R. Travis Osborne
Keyword(s):  
Factor Analysis ◽  
School Children ◽  
Digit Span ◽  
Block Design ◽  
School Level ◽  
School Factors ◽  
Intelligence Scale ◽  
Picture Arrangement ◽  
The Mean ◽  
Intercorrelation Matrix

In order to estimate the dimensionality of the Wechsler Intelligence Scale for Children, factor analysis was applied to a 30 by 30 intercorrelation matrix of the WISC and four reference tests. The 10 standard WISC subtests, except Coding, were split into two, three, or four parts to yield as many variables as possible. Ss, were 111 Negro pre-school children; mean age, 6 yr. 1 mo.; the mean full scale IQ was 84. Evidence is presented supporting 10 statistically significant orthogonal dimensions. Not all factors are perfectly congruent with the subtest structure of the WISC or concordant with the results of prior factorizations of the WISC at the pre-school level. There is no factor for Block Design apart from Picture Arrangement. The Digit Span subtest splits involve three different WISC factors, two are from the performance section of the test and one is from the verbal section. Coding is involved in only one factor; Manipulation of Areas, one of the non-verbal reference tests. At least 7 of the 10 significant pre-school factors are readily identified by WISC subtests or combinations of WISC subtests.

Arithmetic

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Everyday Life ◽  
Digit Span ◽  
Early Years ◽  
Intelligence Test ◽  
Sufficient Information ◽  
Social Situations ◽  
Intelligence Scale ◽  
Short Period ◽  
Number Facts ◽  
Shed Light

Specific difficulties have been described in a number of areas of mathematics, but difficulty in arithmetic has received the most attention. This may be because all children are required to do arithmetical calculations in the early years of school, but can choose alternative subjects later, and it probably also reflects the fact that arithmetical calculations play an important part in everyday life. Another reason may be that arithmetical difficulty following brain damage in adulthood (dyscalculia) is a well-recognized and well-studied entity. This chapter will focus on specific arithmetic difficulty in children, that is, unexplained, significant delay in arithmetic ability. Although specific arithmetic difficulty was once considered rare, there is now evidence that it is not as uncommon as was previously thought. The psychologist may obtain sufficient information about the child’s arithmetical ability from the Arithmetic section (sub-test) of the Wechsler Intelligence Scale for Children (WISC-IV). This is a commonly used intelligence test that can be used for children from 6 years to 16 years 11 months. This test does not require the child to write down the answers. The problems are timed and they relate to various arithmetical skills. Addition, subtraction, multiplication, and division can all be tested. Some problems also require memorized number facts and subtle operations, such as seeing relevant relationships at a glance. The emphasis of the test is not on mathematical knowledge as such, but on mental computations and concentration. The WISC-IV will also give the psychologist information about other abilities, which may shed light on the child’s difficulties. In the Digit Span sub-test, the child’s ability to remember numbers for a short period is tested. In the Comprehension sub-test, verbal reasoning is involved. If, for example, a child has high comprehension but low arithmetic scores, this may suggest that reasoning ability is adequate in social situations, but not in situations involving numbers. If the psychologist wants further information on arithmetic ability, there are a number of tests that specifically test mathematical skills and allow these to be compared with those of other children of the same age.

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