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Wechsler Adult Intelligence Test - III

(WAIS-III)

Name of Test

Wechsler Adult Intelligence Test – III (WAIS-III)

Author

David Wechsler

Date of Publication

Wechsler Bellevue: 1939

Wechsler’s Adult Intelligence Scale: 1955

WAIS-R: 1981

WAIS-III: 1997

Type of Test

Intelligence Test

Total Time

Almost 3 hours.

Name of Participant

N.L

Age

22 years

Gender

Female

Introduction
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The third edition of the WAIS was established in 1997, with the first edition

coming out in 1955, and the revised (WAIS-R) coming out in 1981. Before the WAIS,

however, there was the Wechsler Bellevue test (released in the 1930s and revised in the

1940s). He developed a children's version in 1949, and the popularity of it helped increase

the popularity of the adult version, which he released again in 1955. By the 1960s, it was

more popular than the Stanford Binet.

This was in part because of the standard scores that allowed comparison across

testings and ages as well as because of what it allowed psychologists to do. It provided a

Full-Scale IQ, or a one number estimate of someone's cognitive functioning. It also

provided smaller numbers that were estimates of verbal functioning and visual-motor

functioning and differences between these numbers were helpful in detecting and

diagnosing learning disabilities (Wechsler, 1997).

The test has 14 sections (called "subtests"). Each subtest begins with

some extremely easy questions or tasks (collectively called "items"). It is started with the

hardest of the extremely easy ones which 95% of the population should be able to answer

or do correctly (or "pass"). If the participant fails either of the first two, however, the back

up (the "reverse rule") is used, giving even easier items as a way to make sure they know

how to do the subtest.

Consecutive wrong responses lead to "discontinue rule". At the end of the test, the

scores are tallied for their answers on each subtest (called "raw scores"). Then the scores

are converted to "scaled scores", after this "sums of scaled scores" is found out which

represent aggregate abilities. At the end, IQ or Index scores calculated.

WAIS-III is comprised of two scales called Verbal and Performance scales, consist

of 14 subtests (Seven each).

Subtests
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Verbal Scales The

verbal scale contains 7 sub-tests which are:

1- Vocabulary

Vocabulary is commonly defined as “all the words known and used by a particular

person”. Knowing a word, however, is not as simple as merely being able to recognize

or use it. There are several aspects of word of knowledge that are used to measure

word knowledge. In WAIS III individual is asked to define different words because

this vocabulary subtest provide relatively stable estimate of general intelligence.

2- Similarities

A similarity is a sameness or alikeness. When you are comparing two things –

physical objects, ideas, or ideas or experiences – you often look at their similarities

and their differences. This subset consists of 15 paired items of increasing difficulty.

The individual must identify the similarity between the items in each pair. This subset

measures the participant ability to see the similarity between apparently dissimilar

objects.

3- Arithmetic

This subset contains 15 relatively simple problems. It does not require that the

participant to be mathematician to figure them out; however, one must be able to retain

the figures in memory while manipulating them. In the few cases, such as mentally

handicapped or educational deprived participants, arithmetic skills can play a

significant role. Generally, concentration, motivation and memory are the main factors

underlying performance.
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4- Digit Span

The task is known as digit span when numbers are used. Memory span is a

common measure of short –term memory. It is the component of cognitive ability tests

as in this test the participant is require to repeat the digits at the given rate of per

second .It has two parts forward and backward recall. The backward memory span is a

more challenging variation which involves recalling items in the reverse order.

5- Information

Information includes the knowledge communicated or received concerning a

particular fact or circumstances and the knowledge gained through study, research and

instruction. This subset seems to be quite easy to the college students. Items are

arranged according to their difficulty level. It includes 30 items in it and the participant

responds according to her information.

6- Comprehension

This subtest is full knowledge and understanding of the meaning of something.

This subset has 3 types of question the first asks the participant what should be done in

a given situation. The second type of question asks the participant to provide the

logical explanation for some rule or phenomena. The third type asks the participants to

define proverbs.

7- Letter Number Sequencing

Letter-Number Sequencing is subset in which the individual is allow to read a

sequence of numbers and letters and recall the number in ascending order and the

letters in alphabetical order. This subtest measures sequential order and processing.
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Performance Scales

The performance scale contains 7 sub-tests which are:

1- Picture Completion

In the picture completion subtest, the participant is shown a picture in which some

important detail is missing. Participant is asked to tell which part is missing. All the

performance scales are timed, so it is. If a participant a participant replies quickly

within time limit, he can win time bonus.

2- Digit Symbol

The participant is required to copy the symbols in digit symbol coding subset. In

this subset, digits 1 to 9 are paired with symbol. The time limit for this subtest is 120

seconds. This subset measures the ability to learn an unfamiliar task, visual-motor

dexterity; degree of persistence and speed of performance.

3- Block Design

This subset includes nine blocks, some side all red, some all are white and some

are half red. Participant is shown pictures of block these pictures are arranged in small

booklet. The participant has to arrange the blocks. This subset requires the participant

to reason, analyze spatial relationships and the integrated visual and motor functions.

This subset provides an excellent measure of non-verbal concept formation, or abstract

thinking.

4- Matrix Reasoning

Matrix reasoning is a type of visual-spatial problem solving that is often used to

determine intelligence. It usually involves a series of figures in which there is a

pattern, with one figure in the series left blank.

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5- Picture Arrangement

Picture arrangement requires the participant to notice relevant details. The

participant must also be able to plan adequately and notice cause –effect relationships.

This subset consists of 11 items, each of which contains a series of related pictures.

The participant has to put them in right order.

6- Symbol Search

A symbol search is much like an ordinary search, except that the boundaries of the

search must match the boundaries of a symbol. This subset recognizes the role of

information processing speed in intelligence. In it, participant is shown two geometric

figures. The task is to search the target figures among the additional figures.

Participant is given 120 seconds for 60 items.

7- Object Assembly

This subset consists of cut-up objects (like jigsaw puzzle) and the participant is

asked to put them together as quickly as possible. This subset measures the ability to

see he relationships between the part and the whole.

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Psychometric Properties

Reliability

The IQs and Indexes are the most reliable numbers generated from the WAIS III:

IQ Index Test-Retest Reliability

Full Scale .96
Verbal IQ .96
Performance IQ .91
Verbal Comprehension .95
Perceptual Organization .88
Working Memory .89
Processing Speed .89

Validity
Content Validity was established by expert judges who reviewed the

items. Criterion Validity was established by correlating WAIS-R and WAIS III. The

numbers are good, and Full-Scale IQ is about three points higher on the WAIS-R, as

expected by the Flynn effect. The WAIS III is also correlated with the SB4, the WISC-III,

the WIAT, etc… Construct Validity was established using a factor analysis. Studies found

that g was supported, and that verbal subtests correlated better with each other than

performance subtests. The same was true for performance subtests verses verbal, but not

as strongly. Groth-Marnet tells us the WAIS III Performance IQ and Perceptual

Organization Index correlated with the Ravens Matrices .79 and .65 respectively. While

these numbers may not seem spectacular, recall the test-retest reliability of the Ravens

Matrices for a one to three-month period is about .80, so given the reliability of the test,

the WAIS III correlates almost perfectly.

Test Administration and Scoring

Test Administration

The test was administered in the psychology lab of Govt. Post Graduate College

for Women, Gulberg. The room was enlightened, well-ventilated and best efforts were

made to make the room distractions free. The participant and examiner were sitting face to
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face. Rapport was established at the beginning and few questions were asked about her

hobbies and interests. She was informed about the rationale of the test that she would be

asked to do different tasks and taken consent at the beginning. She was informed

thoroughly that there will be some questions to be answered verbally and some will be

performance activities in which she would be asked to perform. Instructions were given

according to manual and it took almost 3 hours to complete the test.

Behavioral Observations and Test Taking Attitude

WAIS III was administered on a right-handed young girl. Rapport was established

easily as the participant was quite friendly. She was a well groomed and neatly dressed.

She was heighted; her hair was combed and was seated comfortably on the chair. She was

maintaining appropriate eye contact and was quite confident and was quickly grasping the

instructions. She was quite interested in the test and asked several questions about the

nature and duration of the test. During the test administration the participant remained

quite cooperative. Her attention was intact throughout the test. She was willing to do all

the items and was eager to know the response whether it was right or wrong. Overall, she

performed quite well on the test.

Results

Quantitative Analysis

Table 5.1

Sum of scaled Scores, Index Scores, Percentile Ranks, Confidence Interval

V P FS VC PO WM PS
Sum of scaled scores 82 64 146 28 35 33 17
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IQ/ Index Scores 123 119 123 96 109 117 91

Percentiles 94 90 94 39 73 87 27
Confidence Intervals 117-127 111-125 118-127 91-102 101-116 109-123 83-101
Note V=Verbal, P=Performance, FS=Full Scale, VC=Verbal Comprehension,

PO=Perceptual Organization, WM= Working Memory, PS= Processing Speed

Table 5.2

Subtests, Scaled Scores, Mean Scores and Differences from Mean

Subtests Scaled Mean Difference Statistical Strength Weakness

scores score from mean Significance
(Overall)
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Vocabulary 9 10.42 -1.42 2.10 W

Similarities 10 10.42 -0.42 2.77 W

Arithmetic 13 10.42 2.58 2.63 S

Digit Span 11 10.42 0.58 2.40 W

Information 9 10.42 -1.42 2.34 W

Comprehension 11 10.42 0.58 2.96 W

Letter Number 19 10.42 8.58 3.16 S

Sequencing

Picture Completion 12 10.42 1.58 3.16 W

Digit Symbol- 8 10.42 -2.42 3.04 W

Coding

Block Design 13 10.42 2.58 2.94 S

Matrix Reasoning 10 10.42 -0.42 2.60 W

Picture 7 10.42 -3.42 3.75 W

Arrangement

Symbol Search 9 10.42 -1.42 3.54 W

Object Assembly 5 10.42 -5.42 4.03 W

Table 5.3

Subtests, Mean Scores, Difference from Mean, Statistical Significance level at 0.05

Subtests Scaled Mean Difference Statistical Strength Weakness

scores Score from mean Significance
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Vocabulary 9 11.71 -2.71 2.10 W

Similarities 10 11.71 -1.71 2.77 W

Arithmetic 13 11.71 1.29 2.63 W

Digit Span 11 11.71 -0.71 2.40 W

Information 9 11.71 -2.71 2.34 W

Comprehension 11 11.71 -0.71 2.96 W

Letter Number 19 11.71 7.29 3.16 S

Sequencing

Picture Completion 12 9.14 2.86 3.16 S

Digit Symbol- 8 9.14 -1.14 3.04 W

Coding

Block Design 13 9.14 3.86 2.94 S

Matrix Reasoning 10 9.14 0.86 2.60 W

Picture 7 9.14 -2.14 3.75 W

Arrangement

Symbol Search 9 9.14 -0.14 3.54 W

Object Assembly 5 9.14 -4.14 4.03 W

The participant’s full-scale IQ score of 146 placed her in High Average category of

intellectual abilities. According to percentile she was ranked on 94th percentile which

depicts that 6% of the population performed above her and 93% performed below her on

the test.

The participant scaled scores of Verbal IQ was 82 and the IQ index was 123. The

IQ index suggests that she has above average verbal ability. Her scores placed her on the

94th percentile which means that 6% of the population performed above her and 93%

performed below her on the test.

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Her scaled score on Performance IQ was 64 and the IQ index was 119. The IQ

index shows that the participant has above average level of performance ability. Her scores

placed her on 90th percentile rank, depicting that she performed above 89% of the

population and 10% of the population performed better than her.

Qualitative Analysis

Factor Analysis

The separate analysis of the factors shows that the participant obtained score of 96

on Verbal Comprehension Index and the corresponding percentile rank was 39 th. This

depicts that the participant falls in the below average category on Verbal skills. This

information depicts that she has quite low proficiency to work with abstract symbols and

has normal verbal memory, fluency, verbal reasoning, verbal comprehension, scholastic

aptitude and concept formation. It appears that the participant has moderately benefitted

from her educational experiences. In addition, it also refers to her low ability to draw

conceptual similarities and applying general principles in social situation.

The participant obtained the highest score of 109 on Perceptual Organization Index

(POI). Her percentile rank is 73rd which is indicative of above average level of

performance on POI. It depicts that the participant has above average visual-motor co-

ordination skills, ability to organize components into whole, perceptual abilities, visual

integration and fine visual concept formation ability i.e. to draw right meaning out of the

presented stimulus.

The participant index score on Working Memory (WMI) was above average i.e.

106 depicting 66th percentile. Her performance in this area suggests that she has above

average ability to memorize new information, hold it in the short-term memory encode it,

concentrate and manipulate that information to produce and retrieve some result or

reasoning processes after a while. The above average results reflect her well-developed
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capability of shifting thought patterns and remaining unaffected by anxious or stressful

situation. It also shows that her logical reasoning, attention and reality contact is

appropriately developed.

She obtained and IQ index of 91 on Processing Speed Index (PSI) which is lowest

score of all. Her index score makes her fall on 27th percentile. This depicts her low and less

adequate visual-motor ability, mental efficiency, ability to work under pressure and slow

psychomotor reaction (Marnet, 2003). It also suggests that she has slow memory scanning,

low ability of discriminating between and sequentially ordering visual-motor information.

Scatter Analysis

Overall Scatter Analysis

This analysis considers the degree to which the individual sub-test deviates from

the overall mean and from the verbal or performance scale means. The overall scatter

analysis showed that the participant obtained significant strength on the subtest Letter-

Number Sequencing, whereas significant weakness on Object Assembly subtest can be

seen. The scores of participant on the subtests Vocabulary, Similarities, Digit span,

Information, Comprehension, Digit Symbol-Coding, Picture Arrangement and Object

Assembly were below the mean which reflects inadequate performance on these subtests.

The significant strength on the subtest Letter-Number Sequencing (+7.29) shows that she

has the ability to memorize new information, hold it in the short-term memory encode it,

concentrate and manipulate that information to produce and retrieve some result or

reasoning processes after a while along with the well-developed capability of shifting

thought patterns and remaining unaffected by anxious or stressful situation. It also shows

that her logical reasoning, attention and reality contact is appropriately developed.

(Marnet, 2003)

Inter-subtest Scatter Analysis

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In Inter-subtest scatter analysis, the participant showed strength on one subtest’

Letter-Number Sequencing. The participant demonstrated significant strength on the

Letter-Number Sequencing (+7.29), which is indicative of her good ability of logical

reasoning, attention and reality contact. (Marnet, 2003)

On the other hand, the participant has shown significant weakness on one of the

subtests i.e. Object Assembly (-4.14) which indicates that she does not have adequate

speed to perform the task (Marnet, 2003).

Discussion

WAIS-III comprises of two scales called Verbal and Performance scales, consisting

of 14 subtests (Seven each). Each subset has different items which start from simple level

to hard level. This test is designed to measure the cognitive functioning and visual-motor

functioning. This test also recognizes the differences in the functioning which help in the

diagnoses of learning disabilities. The full IQ is also measured through this test.

Instructions are given according to the manual. The

qualitative analysis of the participant profile revealed that she did the test with proper

concentration followed all the instructions and completed it in the given time. The

participant full IQ score is 146 which indicate that the participant has high intellectual

abilities which fall in the above average category of intelligence.

The participant showed strength on the Letter-Number Sequencing which indicates

that she has the ability to memorize new information, hold it in the short-term memory

encode it, concentrate and manipulate that information to produce and retrieve some result

or reasoning processes after a while along with the well-developed capability of shifting

thought patterns and remaining unaffected by anxious or stressful situation. It also shows

that her logical reasoning, attention and reality contact is appropriately develop (Marnet,

2003).
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Conclusion

The participant scored 123 IQ on Verbal Scale which depicts her vocabulary skills

to be sharper as compared to her performance skills in which she obtained 119 IQ. It

concludes that she can communicate and express well and have good thinking ability to

deal with all the educational and instructional backgrounds of life because a vocabulary,

usually developed with age, serves as a useful and fundamental tool for communication

and acquiring knowledge. Overall, she seems to be an individual with high average level

of intellectual functioning.

Limitations and Suggestions

 For reliable tests results there must be norms for Pakistani populations as well.
 The test was culturally and linguistically biased. Though it was translated in Urdu but

the results would have been more accurate if the test was in native language.
 For more valid results, verbal and performance IQ can be measured with Slosson

Intelligence Scale or Advanced Progressive Matrices.

References

Wechsler, D.(1997a). WAIS-Ⅲ: Manual for the Wechsler Adult Intelligence Scale-third

edition, San Antonio, TX: The Psychological Corporation

Wechsler, D. (1998), WAIS Ⅲ: Wechsler Adult Intelligence Scale-Third Edition. London,

UK: The Psychological Corporation

Shahnaz, R. (2011). An Approach to Psychology. (Vol. 1). Caravan Book House Lahore.
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