Hisarlik Luza Álvarez

Cognitive Psychological Evaluation

2018
 HISTORY OF THE WECHSLER SCALES

• David Wechsler (1896-1981) is the author of several scales or tests to

measure intelligence or determine a person's IQ, generally known as
“Wechsler Scales”.
• The first of these scales was published in 1939, which is why it is known as
the Wechsler Bellevue. Its first use was in personnel selection processes and
it had two versions: forms I and II.
• In 1949 Wechsler adapted form II, which resulted in the Wechsler Intelligence
Scale for Children (WISC), with a range of application between 5 ½ and 15
years.
 HISTORY OF THE WECHSLER SCALES

• In 1955 Wechsler made a revision of Form I. This new instrument, intended

for measuring adult intelligence, within a global approach to intelligence, is the
“Wechsler Adult Intelligence Scale (WAIS)”, usable between 16 and 75 years
of age. .
• Later, the version known as WPPSI was developed, intended for use in pre-
school and primary school children.
• Virtually all of these different versions have been revised and updated, so that,
for example, WISC – III and WAIS – IV are currently being used in many
places.
 1939 1955
1971 1997 2007

Wechsler
WAIS
WISC-R WISC-III, ARG WISC-III, CH

Bellevue

1949 WPPSI 1991 2003

WISC WISC-III WISC-IV
 HYPOTHESES UNDER WHICH THEY WERE DESIGNED
WECHSLER SCALES:

A. Using tests it is possible to quantify a phenomenon as complex as intelligence;

considering it in its various component factors.
B. Intelligence must be defined as the potential that allows the subject to confront and
resolve particular situations.
C. Intelligence is necessarily related to biological components of the organism.
WPPSI 2 years to 7 years

WISC 6 years to 16 years

WAIS 16 years to 89 years

 STRUCTURAL CHARACTERISTICS

➢ Each WAIS, WISC and/or WPPSI scales; They are composite scales, each made up of a Verbal
Scale and an Execution Scale; so that with the application of any of them three scores are
obtained: A Verbal IQ, an execution IQ or Manual IQ; and a Total IQ.
➢ These scores reflect that intelligence is constituted not only by the ability to handle symbols,
abstractions and concepts; but it is also related to the ability to handle specific situations and
objects.
➢ The two scales (verbal and execution) constitute the total scale; and each one is made up of a
series of more specific tests called subtests. These, in turn, are made up of a certain number of
items organized by levels in order of increasing difficulty.
 STRUCTURAL CHARACTERISTICS

• According to their characteristics, the different subtests can be grouped into four types:
Strictly verbal subtests (Information, Comprehension, Similarities and Vocabulary)
Attention and concentration subtest
(Arithmetic, Digit Span)
Verbal Scale

Visual subtest (incomplete figures and

Ordering of Drawings)
Visual-motor subtest (Design of Cubes, Symbols,
Assembly of Objects and Mazes)
Manual Scale
The Wechsler Scales are useful to obtain information regarding:

✓ General intelligence measure.

✓ Measurement of mental deficiency.
✓ Support in psychiatric diagnosis.
✓ Guide specific disorders such as: Brain injury, psychotic impairment and emotional
difficulties, through an analysis of the performance functioning of the examined subject.
ELEMENTS FOR THE ANALYSIS OF RESULTS
 SUBTESTS

WPPSI wise III WAIS III ▪ Depending on the battery and its
Verbal Scale Verbal Scale Verbal Scale version, the subtests contained
Information Information Information
in each verbal and execution
Comprehension Comprehension Comprehension
scale vary.
Analogies Analogies Analogies
Vocabulary Vocabulary Vocabulary ▪ Due to the above, some subtests
Arithmetic Arithmetic Arithmetic tend to be repeated (with the
Phrase Memory (*) Digit Memory Digit Memory variations specific to the
Letters and numbers (*) intended ages) regardless of the
Execution scale Execution scale Execution scale version. Meanwhile, other
Complete Figures Complete Figures Complete Figures
subtests are added exclusively
Sort Figures Sort Figures
to the scale.
Block Design (Mosaics) Block Design (Cubes)

Puzzle
Block Design (Cubes)

Puzzle (*)
▪ Those with the symbolization of
(*) correspond to the
House of animals Digit Symbols (A and B) Digit Symbols
complementary subtests.
Mazes (A and B) (*) Labyrinths (*) Arrays
Geometric Drawings Symbol search (*) Symbol Search (*)
 Interpretation of equivalent scores in subtests:

Excellent
somewhat diminished

- Very good Diminished

4
- Well 3
— Strongly decreased
2
1
Normal, adequate
 Raw
WISC-III Protocol v. Subtest Equivalent score
Score
CH:
Figure Completion
Information

Keys

Analogies

Story Ordering

Arithmetic

Construction with Cubes

Vocabulary

Object Assembly

Comprehension
(Symbol Search) ()

(Digit Retention)
( )_______________________________
(Labyrinths) ( ) _______________________

Sum of scores pma gñwgqa# ge

UM-IVeiFT
Verbal Execution CV OP VP AD

"eaenee OPTIONAL
1
 INDEXES

Ability to maintain
interest in a task Measure knowledge
mechanics, short memory acquired with education
term. Ability to employ and the ability to apply
a high level of care in verbal ability to situations
process information Verbal new.
quickly through comprehensio
n
visual sweep.

Measures the ability to Measures the ability to

organize and interpret the stay attentive and
visual, perceived material Absence of concentrated. The ability
distractibility
in situations where numerical and memory
time is limited. short term are
It is clearly important components
related to scale of this factor.
manipulative
 Organization Speed Absence
Verbal
comprehension perceptual prosecution distractibility

CV OP VP A.D
.
Information Compl. Figures Keys Arithmetic

Analogies Historical ordering (Search. (Digit Hold)

Symbols)

Arithmetic Cubes (Labyrinths)

Vocabulary Object assembly

Verbal Scale
Comprehensio
Execution Scale
n
Although the correction of the indices is optional , they turn out
to be an important source of “evaluative guide” or “decision
map” by providing greater insight into the dominant and/or
diminished cognitive functioning profiles of the evaluated
person.
 IC

▪ The global IQ is one of the most solid measures, as long as there are no internal discrepancies that
indicate that it is not a true reflection of the individual's ability.

▪ The global IQ is obtained through the Total IQ of the verbal and executive scale.
▪ It is a good estimator of the G factor (general intelligence).
YOU LOSE VALUE when:

1. There are significant discrepancies (differences) between the verbal scale and the
performance scale.
2. There are discrepancies or fluctuations within one or both scales (verbal or execution).
3. Presence of extraneous variables that affect performance (fatigue, anxiety, subcultural
background), etc.

There is heterogeneity between the verbal and manual scales, when

There is a difference of at least 10 IQ points.
Therefore, in order to interpret global IQ as a diagnostic
category:

✓ A discrepancy between CIV and CIE should not appear greater than 11 points.
✓ There should be no major differences between the 4 indices (13 or 15 points)
✓ No markedly significant differences should appear between the scores of the CIV and/or CIE
subtests.
✓ Differences in scores cannot be due to fatigue, anxiety, lack of cultural opportunities, or other
non-cognitive considerations.

When there are significant differences, it is necessary to carry out

other analyzes that allow identifying the reasons for the
themselves.
A significant difference between the Verbal and Execution scale
may indicate:

• Guidelines of interest.
• Deficiencies or strengths in information processing.
• Deficiencies or strengths in the forms of expression.
• Deficiencies or strengths in the ability to work under time pressure.
• Sensory deficiencies.
• Brain injury.
• Psychopathology.
• Behavioral problems, such as limited motivation or rebellion.
When the Verbal scale is greater than the Execution scale:

• Auditory-vocal processing skills are better developed than visuomotor discrimination skills.
• The knowledge acquired through accumulated experience is better developed than the ability to
solve immediate problems.
• The ability to retrieve verbal information from long-term memory is better developed than that of
solving immediate problems.
• The examinee may have difficulties with practical tasks.
• Limitations may be present in visual-motor integration.
When the Execution scale is greater than the Verbal scale:

• Visuomotor discrimination skills are better developed than auditory-vocal processing skills.
• The ability to solve immediate problems is better developed than the knowledge acquired as a result
of accumulated experience.
• The ability to solve immediate problems is better developed than that of retrieving verbal information
from long-term memory.
• The examinee may have difficulty with verbal tasks.
• There may be language deficiencies or cultural differences.
 IQ SCORE DISTRIBUTION

Percentage of the
Classification IC
Population

Time delay Up to 69 2,2%

Bordering 70 -79 6.7%

Normal Slow 80-89 16,1%

Average normal 90-109 50,0%

Upper Normal 110-119 16,1%

Superior 120-129 6,7%

Very superior More than 130 2.2%

Classification of Mental Retardation according to the AAMD
(American Association Of Mental Deficiency):

Classification IC
Profound intellectual deficit up to 24

Severe intellectual deficit 25 - 39

Moderate intellectual deficit 40 - 54

Mild intellectual deficit 55-69

 Flynn effect

• It refers to the increase in real IQ values observed in all countries that have data on intelligence
assessment.
• With extensive studies carried out for more than sixty years, author James R. Flynn discovered
and described this phenomenon (Flynn, 1994). According to its description, general IQ rises
between 5 and 15 points in already standardized equivalent values, per decade.

YO. Fluid increases 15 points or one standard deviation per generation.

YO. Crystallized increases 9 points per generation.

 Why is the Flynn effect generated?

• On the one hand, it has been proposed that the Flynn Effect may be due to artifacts (of the
sample, of education), to the sophistication of the evaluation tests and to an effective increase in
intelligence.

• Other authors have focused on answering questions based on specific hypotheses, for example:
is education the cause of the Flynn Effect? Are social changes the origin of this
phenomenon? or better nutrition, greater intelligence? .
 Remember when interpreting a test:

✓ The results of a single test, no matter how “excellent” it

may be, do not allow us to arrive at a definitive diagnosis.

✓ People with intellectual difficulties achieve low scores on intelligence tests,

but NOT all people who obtain low scores have intellectual difficulties.

✓ There are other theorizations regarding intelligence, which must be

considered in the evaluation (Ex: Multiple intelligences).
 The results of any scale
Wechsler is a source of HYPOTHES
as such, it is only the departure and not IS,
the
arrival
a clinical diagnosis.