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.

BASE RATE NEGLECT FOR THE WEALTH OF INTERACTING PEOPLE

2010 ◽  
Vol 13 (05) ◽  
pp. 607-619 ◽  
Author(s):  
DIEMO URBIG
Keyword(s):  
Information Processing ◽  
Social Learning ◽  
Learning Process ◽  
Base Rate ◽  
Human Information Processing ◽  
Base Rates ◽  
Base Rate Neglect ◽  
Positive Externalities ◽  
Rate Information

Previous research investigating base rate neglect as a bias in human information processing has focused on isolated individuals. This study complements this research by showing that in settings of interacting individuals, especially in settings of social learning, where individuals can learn from one another, base rate neglect can increase a population's welfare. This study further supports the research arguing that a population with members biased by neglecting base rates does not need to perform worse than a population with unbiased members. Adapting the model of social learning suggested by Bikhchandani, Hirshleifer and Welch (The Journal of Political Economy100 (1992) 992–1026) and including base rates that differ from generic cases such as 50–50, conditions are identified that make underweighting base rate information increasing the population's welfare. The base rate neglect can start a social learning process that otherwise had not been started and thus base rate neglect can generate positive externalities improving a population's welfare.

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).

Enhancing sensitivity to base-rates: Natural frequencies are not enough

2007 ◽  
Vol 30 (3) ◽  
pp. 262-263
Author(s):  
Edmund Fantino ◽  
Stephanie Stolarz-Fantino
Keyword(s):  
Natural Frequency ◽  
Natural Frequencies ◽  
Base Rate ◽  
Present Evidence ◽  
Base Rates ◽  
Base Rate Neglect ◽  
Rate Information ◽  
Trial Setting

AbstractWe present evidence supporting the target article's assertion that while the presentation of base-rate information in a natural frequency format can be helpful in enhancing sensitivity to base rates, method of presentation is not a panacea. Indeed, we review studies demonstrating that when subjects directly experience base rates as natural frequencies in a trial-by-trial setting, they evince large base-rate neglect.

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.

Base rates do not constrain nonprobability judgments

1996 ◽  
Vol 19 (1) ◽  
pp. 40-41 ◽  
Author(s):  
Paul D. Windschitl ◽  
Gary L. Wells
Keyword(s):  
Causal Attributions ◽  
Legal Liability ◽  
Base Rate ◽  
Posterior Probabilities ◽  
Base Rates ◽  
Rate Information ◽  
Normative Constraints

AbstractBase rates have no necessary relation to judgments that are not themselves probabilities. There is no logical imperative, for instance, that behavioral base rates must affect causal attributions or that base rate information should affect judgments of legal liability. Decision theorists should be cautious in arguing that base rates place normative constraints on judgments of anything other than posterior probabilities.

How are base rates used? Interactive and group effects

1996 ◽  
Vol 19 (1) ◽  
pp. 35-36
Author(s):  
Peter J. McLeod ◽  
Margo Watt
Keyword(s):  
Experimental Data ◽  
Decision Making ◽  
Everyday Life ◽  
Base Rate ◽  
Base Rates ◽  
Rate Information ◽  
Group Effects

AbstractKoehler is right that base rate information is used, to various degrees, both in laboratory tasks and in everyday life. However, it is not time to turn our backs on laboratory tasks and focus solely on ecologically valid decision making. Tightly controlled experimental data are still needed to understand how base rate information is used, and how this varies among groups.

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