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IQ Testing. & Brain Damage. Full Scale IQ. Person’s relative standing in comparison w/ age-related peers and global estimate of overall mental abilities Most Reliable and Valid Score

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iq testing

IQ Testing


Brain Damage

full scale iq
Full Scale IQ
  • Person’s relative standing in comparison w/ age-related peers and global estimate of overall mental abilities
  • Most Reliable and Valid Score
    • BUT…it becomes less important as Verbal and performance scores increase in difference and subtest scatter increases
verbal iq
Verbal IQ
  • Verbal Comprehension Abilities:

-The ability to work with abstract symbols

-The amount and degree of benefit a person has received from education

-Verbal memory abilities

-Verbal fluency

performance iq
Performance IQ
  • Perceptual Organizational Abilities
    • Degree and quality of nonverbal contact with the environment
    • Ability to integrate perceptual stimuli with relevant motor responses
    • Capacity to work in concrete situations
    • Ability to work quickly
    • Ability to evaluate visuo-spatial information
  • In your book there is a description of each subtest and exactly what it measures starting on page 162. For example the Vocabulary Test measures:
    • Language Development
    • Word Knowledge
    • General Verbal Intelligence
    • Etc.
v p differences
V P differences
  • Must have a 9 pt. difference to interpret
  • Must interpret in context of age, education and condition
  • Higher SES= higher verbal scores
  • Unskilled workers = higher performance scores
  • If the above were switched it would increase the interpretability of the scores
vp differences
VP Differences
  • Do not interpret if
    • Verbal comprehension and working memory/freedom from distractibility are 10+ pts. Different
    • If Perceptual Organization and Processing speed are 13+ different
    • If there is high subtest scatter
index scores
Index Scores
  • Only interpret index scores in the highest and lowest scores are “not too different” This point difference for each scale is on page 149 of your book.
  • Verbal Comprehension Index
  • Perceptual Organization Index
  • Working Memory/Freedom from Distractibility Index
  • Processing Speed Index
verbal comprehension index
Verbal Comprehension Index
  • Extent to which a cl understands the meaning of words
  • Can conceptualize verbal information
  • Extent of factual knowledge related to verbal material
  • Ability to express material in words


perceptual organization index
Perceptual Organization Index
  • Extent of good nonverbal, fluid reasoning
  • Can integrate non-verbal material
  • Pays close attention to detail
  • Accurately responds to visual-spacial material
  • Use of visual-spatial and visual motor skills to solve problems
working memory freedom from distractibility
Working Memory/Freedom from Distractibility
  • Related to concentration, attention, short-term memory
  • Lowered by poor number facility, anxiety, difficulty making mental shifts and poor self monitoring
  • Requires motivation
  • The person must attend to stimulus and simultaneously perform other mental tasks
  • Behavioral observations are crucial
    • High asking for questions to be repeated (distractible)
    • High motor activity, excessive talking (anxiety/mania)
    • Must use with other measures to confirm (this is ONLY supportive)
processing speed index
Processing Speed Index
  • Mental and Motor speed with which a person can solve nonverbal problems
  • Person’s ability to plan, organize and develop relevant strategies
  • Lowered by poor motivation
assessing brain damage
Assessing Brain Damage
  • Areas to Assess:
    • Memory
    • Learning
    • Perceptual organization
    • Problem solving
    • Abstract reasoning
  • 9 pts= Rt hemisphere lesion
  • 15+ pts= impaired perceptual organizational abilities
  • These support and do not diagnos
  • 4 pts = lft hemisphere lesion
  • 15+ pts = Language impairment
  • Don’t forget that SES, job, condition, age, etc effect your interpretations
  • Pages 181 & 182 talk about specific subtest patterns and possible areas of the brain that maybe damaged. This is a comprehensive field of study and you should consider this book a very minimal introduction.
other uses for wisc assessment
Other Uses for WISC Assessment
  • Alzheimers Disease- Initial Symptoms include apathy, a decline in short-term memory, and difficulties with problem solving (Depression vs. Dementia)
  • Learning Disabilities
  • Giftedness
  • ADHD
  • V or P >= 130
  • Use WAIS-III, Stanford Binet, Samples of work, achievement tests, rating forms, designation by qualified professional.
  • IQ is only one prerequisite: Must need internal motivation, discipline, Environmental opportunities
  • Creativity is not measured by these tests
learning disabilities
Learning Disabilities
  • Adequate Intelligence with a significant difference in intellectual ability and achievement.
  • Must be an intrinsic disorder not due to MR, brain damage, behavioral problems, sensory handicaps or Environmental disadvantages
  • Purpose of Assessment: To identify strengths and weaknesses; for appropriate placement in a program
  • WAIS/WISC are “consistent with” not “diagnostic of” LD/ADHD