This document summarizes several verbal subtests from the WAIS-III intelligence test and the abilities measured by each. It describes the Vocabulary, Similarities, and Arithmetic subtests which measure word knowledge, abstract reasoning through word pairs, and math problem solving abilities respectively. It also outlines the Information and Comprehension subtests which evaluate general knowledge and social judgment. Finally, it discusses the Letter-Number Sequencing subtest involving reordering lists of letters and numbers which taps working memory and processing skills. For each subtest, scores below 8 indicate deficits in the measured abilities.
This document summarizes several verbal subtests from the WAIS-III intelligence test and the abilities measured by each. It describes the Vocabulary, Similarities, and Arithmetic subtests which measure word knowledge, abstract reasoning through word pairs, and math problem solving abilities respectively. It also outlines the Information and Comprehension subtests which evaluate general knowledge and social judgment. Finally, it discusses the Letter-Number Sequencing subtest involving reordering lists of letters and numbers which taps working memory and processing skills. For each subtest, scores below 8 indicate deficits in the measured abilities.
This document summarizes several verbal subtests from the WAIS-III intelligence test and the abilities measured by each. It describes the Vocabulary, Similarities, and Arithmetic subtests which measure word knowledge, abstract reasoning through word pairs, and math problem solving abilities respectively. It also outlines the Information and Comprehension subtests which evaluate general knowledge and social judgment. Finally, it discusses the Letter-Number Sequencing subtest involving reordering lists of letters and numbers which taps working memory and processing skills. For each subtest, scores below 8 indicate deficits in the measured abilities.
This document summarizes several verbal subtests from the WAIS-III intelligence test and the abilities measured by each. It describes the Vocabulary, Similarities, and Arithmetic subtests which measure word knowledge, abstract reasoning through word pairs, and math problem solving abilities respectively. It also outlines the Information and Comprehension subtests which evaluate general knowledge and social judgment. Finally, it discusses the Letter-Number Sequencing subtest involving reordering lists of letters and numbers which taps working memory and processing skills. For each subtest, scores below 8 indicate deficits in the measured abilities.
Verbal Subtests VOCABULARY Student gives verbal definition for words presented in a list and pronounced by administrator
SIMILARITIES Student tells how 2 items, presented orally, are the same (house and store buildings)
ARITHMETIC Progressively more complex math word problems are presented orally. Student calculates in head and responds orally. TIMED TEST
Abilities Measured Auditory perception understanding single words Verbal comprehension and expression Acquired knowledge Degree of abstract thinking Learning ability (Correlates most highly with academic success) Long-term memory Language development
Auditory perception understanding simple words in pairs
Verbal comprehension and expression Fluid intelligence new problem solving abilities Degree of abstract thinking Distinguishing essential from nonessential details Verbal reasoning Categorical thinking Intellectual flexibility ability to see new connections
Auditory perception of complex verbal items
Mental alertness Attention, focus, concentration Working memory short-term auditory memory Verbal comprehension Acquired knowledge in math Sequential processing Processing speed working under time pressure Ability to tolerate school activities
WAIS-III Interpretation-Verbal EDU.doc
Average Score = 10 in each subtest. Scores below 8 show significant deficits J. Kirst based on Essentials of WAIS-III Assessment by Kaufman & Lichtenberger, 1999
Notes Affected by cultural opportunities Affected by English proficiency Related to reading experience Related to school learning Low score indicates difficulty understanding and/or defining words; difficulty in settings requiring verbal communication Affected by overly concrete thinking Affected by limited language experiences at home Affected by English proficiency Related to reading experience Low score indicates difficulty understanding relationships between words or ideas
Affected by distractibility Affected by test or math anxiety Related to math experience Low score indicates difficulty in settings requiring student to listen to and process detailed information and/or difficulty with basic math 3/5/07
Interpreting the WAIS-III VERBAL SUBTESTS
Verbal Subtests INFORMATION Student verbally answers factual oral questions (Who was Charles Lindbergh? On what continent is Bolivia? How many inches in a yard?) COMPREHENSION Student verbally answers reasoning questions presented orally (Why should some foods be cooked? Why do cities need garbage collection? What does the grass is always greener on the other side of the fence mean?) LETTER-NUMBER SEQUENCING Student hears lists of letters & numbers, reorders them, and verbally repeats (7-N-4-R becomes 4-7-N-R)
Abilities Measured Auditory perception of complex verbal information Verbal comprehension and expression Acquired knowledge Long-term memory U.S. cultural knowledge Range of general factual knowledge Academic abilities Alertness to environment Intellectual ambitiousness
Notes Affected by cultural opportunities Affected by English proficiency Related to reading experience Related to school learning Affected by anxiety Affected by acquired brain injuries Low score indicates difficulty recalling or expressing factual info
Auditory perception of complex verbal information
Verbal comprehension Common sense Understanding cause-effect Acquired knowledge ability to evaluate & use past experience Reasoning Expression of thoughts and ideas Social judgment social intelligence Knowledge of conventional standards of behavior Intellectual flexibility ability to verbalize reasons for common events, ability to understand proverbs
Affected by cultural awareness
Shows development of conscience or moral sense Affected by overly concrete thinking Requires stable, emotionally balanced attitude Shows social-adaptive functioning Low score indicates difficulty understanding or responding appropriately to everyday situations requiring logic.
Auditory perception of simple words single letters & numbers
Working memory short-term auditory memory Fluid intelligence ability to reorder information Visualization Sequential processing Learning ability - Ability to develop new strategies on demand Planning ability Mental alertness Attention, focus, concentration Frustration tolerance Mental manipulation (reordering items before repeating)
Affected by distractibility Affected by persistence giving up Affected by anxiety Affected by acquired brain injuries Low score indicates difficulty attending to, processing, and/or recalling isolated pieces of info (i.e., taking orders in restaurant)
WAIS-III Interpretation-Verbal EDU.doc
Average Score = 10 in each subtest. Scores below 8 show significant deficits J. Kirst based on Essentials of WAIS-III Assessment by Kaufman & Lichtenberger, 1999
