1 | Copyright © 2012. All rights reserved. Fluid Reasoning Subtests Subtest Ages 2:6-3:11 Ages 4:0-7:7 Matrix ReasoningNAC Picture ConceptsNAS

1 | Copyright © 2012. All rights reserved.

Fluid Reasoning SubtestsFluid Reasoning Subtests

SubtestAges

2:6-3:11Ages

4:0-7:7

Matrix Reasoning NA C

Picture Concepts NA S


Matrix Reasoning (MR)Matrix Reasoning (MR)

• Fluid Reasoning subtest for ages 4:0–7:7.

• Matrix Reasoning has a total of 26 test items.

– 21 items are retained

– 5 are new

• All 3 sample items are retained.


MR: DescriptionMR: Description

The Matrix Reasoning subtest involves

fluid intelligence, broad visual

intelligence, classification and spatial

ability, knowledge of part-whole

relationships, simultaneous

processing, and perceptual

organization.


Picture Concepts (PC)Picture Concepts (PC)• Picture Concepts is a Fluid Reasoning

subtest for ages 4:0–7:7.

• Picture Concepts has 27 items. Of the 22 retained items, 3 were substantively revised.

• There are 5 new items. Both sample items are retained.

• To eliminate inadvertent cues to the correct responses, much of the art is redrawn, and no art appears more than once on the subtest.


Picture Concepts (PC)Picture Concepts (PC)

The child is presented with two or three rows of pictures and selects one picture from each row to form a group with a common characteristic.


PC: DescriptionPC: Description

The Picture Concepts subtest

involves fluid and inductive

reasoning visual-perceptual

recognition, organization, and

processing; and conceptual

thinking and crystallized

knowledge.


Working Memory SubtestsWorking Memory Subtests

SubtestAges 2:6-3:11

Ages 4:0-7:7

Picture Memory

C C

Zoo Locations S S


8

Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.

Working Memory: NEW in Working Memory: NEW in WPPSI-IV! WPPSI-IV!

• Why add Working Memory?– Most highly rated customer request– Need for preschool working memory measures with

strong floors– Predicts academic achievement

(e.g., reading comprehension, math)– Related to other abilities (e.g., language comprehension,

attention, fluid reasoning)– Sensitive to clinical conditions (e.g., ADHD, LD, TBI) – Provides information about developmental trajectories of

working memory components


9


What is Working Memory?What is Working Memory?• Continuing research leads to evolving definition

– Addition of central executive and episodic buffer to traditional Baddeley & Hitch (1974) model

– Related to: speed of information processing storage capacity competing processing & maintenance demands attentional control

• Recent Wechsler revisions increased emphasis on “mental manipulation” or processing demands– Addition of Letter-Number Sequencing– Addition of Sequencing task to Digit Span– Modifications to Arithmetic

• General definition: Set of mechanisms that allow us to actively maintain and process information for complex cognitive tasks


10


Working Memory in WPPSI-IVWorking Memory in WPPSI-IV• Research suggests that children rarely engage in

rehearsal, & when they do, inefficiently (Cowan & Kail, 1996; Gathercole, Adams, & Hitch, 1994).

• Correlations between STM tasks & cognitive ability are higher in younger children than older children and are similar to correlations between complex span tasks & cognitive ability in older children (Cowan et al., 2005)

• Use of complex tasks with preschoolers may be inconsistent with developmental trajectory of working memory abilities


11


Working Memory in WPPSI-IVWorking Memory in WPPSI-IV• Appear to be like traditional STM or recognition

memory measures– Picture Memory is similar to recognition tasks where

target picture is identified among others– Zoo Locations is similar to visual-spatial recall tasks

• But…..– Picture Memory and Zoo Locations incorporate proactive

interference through reuse of visual stimuli across trials– Recent research indicates proactive interference

increases processing demands of working memory tasks (Blalock & McCabe, 2011; Carroll, et al., 2010)


Picture Memory (PM)Picture Memory (PM)• Picture Memory is a Working Memory


• Picture Memory has 35 items.

• The child views a stimulus page of pictures for a specified time and then selects these pictures from options on a response page. (familiarize-recognize: Reznick, 2009).


PM: DescriptionPM: Description

The child views a stimulus page of

pictures for a specified time and then

selects these pictures from options on

a response page.

The Picture Memory subtest measures visual working memory using the familiarize–recognize paradigm, for which a set of stimuli is viewed and then recognized from among a set of responses.


ZL: DescriptionZL: Description

The child views animal cards on a zoo layout for a specified time, and then places each card in the previously viewed location. (Observe-Perform: Reznick, 2009).

The Zoo Locations subtest measures visual-spatial working memory using the observe–perform paradigm, wherein some action or actions are observed and then repeated or reproduced.


ZL: MaterialsZL: Materials• Administration and Scoring Manual

• Record Form

• Zoo Locations Layouts

• Zoo Locations Animal Card

• Stopwatch


Processing Speed SubtestsProcessing Speed Subtests

SubtestAges

2:6-3:11Ages

4:0-7:7

Bug Search NA C

Cancellation NA S

Animal Coding NA S

Ink Dauber


Bug Search (BS)Bug Search (BS)• Bug Search is a Processing Speed


• Bug Search has 66 items.• Working within a specified time limit,

the child marks the bug in the search group that matches the target bug.


BS: DescriptionBS: Description

Working within a specified time limit, the child marks the bug in the search group that matches the target bug.

Bug Search is conceptually similar to Symbol Search, which involves short-term visual memory, visual-motor coordination, cognitive flexibility, visual discrimination, and concentration.


BS: MaterialsBS: Materials• Administration and Scoring Manual• Record Form• Response Booklet 1• Ink dauber• Stopwatch• Bug Search Scoring Key• Moistened disposable towelettes

(recommended)• Paper Towel (or something similar)


BS: General DirectionsBS: General Directions

All children complete Dauber Practice on back cover of Response Booklet before proceeding to the demonstration, sample, and test items.


Cancellation (CA)Cancellation (CA)• Cancellation is a Processing Speed


• Working within a specified time limit, the child scans two arrangements of objects (one random, one structured) and marks target objects.

• CA has two items – random (CAR) and structured (CAS).


CA: DescriptionCA: Description

Working within a specified time limit, the

child scans two arrangements of objects

(one random, one structured) and marks

target objects.

The Cancellation subtest involves

perceptual speed, rate of test taking,

speed of visual processing and mental

operation, scanning ability, and visual-

perceptual recognition and

discrimination. It may also involve

attention, concentration, and visual

recall.


CA: General DirectionsCA: General Directions

• The Item 1 and Item 2 targets are articles of clothing.

• The objects for Item 1 are in a random arrangement.

• The objects for Item 2 are in a structured arrangement (i.e., rows).


Animal Coding (AC)Animal Coding (AC)

• Animal Coding is a Processing Speed subtest for ages 4:0–7:7.

• Animal Coding has 72 items.


AC: DescriptionAC: Description

Working within a specified time limit and using a key, the child marks shapes that correspond to pictured animals.

The Coding subtest on WPPSI-III assessed short-term memory, learning and visual scanning ability, cognitive flexibility, attention, and motivation.

Generating ScoresGenerating Scores

&&

InterpretationInterpretation


Generating Standardized Generating Standardized ScoresScores

27

Use Norms and Conversion Tables

Administration Manual

Use Scoring Software

Q-Global


Copyright © 2011

Pearson

Education,

Inc. or its

affiliates. All rights reserv

ed.

28

Q-GlobalQ-Global• Web-based and 24/7 access• Anytime, anywhere • Convenience (portability/mobility, remote

access)• Streamlined workflow • Breadth of assessments (over time)


Copyright © 2011

Pearson

Education,

Inc. or its

affiliates. All rights reserv

ed.

29

WPPSI-IV & Q-GlobalWPPSI-IV & Q-Global• Reports– Profile Report – WPPSI-IV / WIAT-III Profile Report – Interpretive Report

• Timing– October 2012

Profile Report WPPSI-IV / WIAT-III Profile Report

– Spring 2013 Interpretive Report


““Types of” Scores AvailableTypes of” Scores Available• Scaled Scores• Composite

Standard Scores– Many terminology

changes

Process Scores– Cancellation– RV/PN

• Percentile Ranks

• Confidence Intervals

• Comparisons at multiple levels to understand strengths and weaknesses

30



Age 4:7Age 4:7Composite &

Index/Subtest Scaled ScoreComposite &

Index/Subtest Scaled Score

Verbal Comprehension 132 Working Memory 97

Information 15 Picture Memory 10

Similarities 16 (Zoo Locations) 9

Visual Spatial 112 Processing Speed 91

Block Design 12 Bug Search 9

Object Assembly 12 (Cancellation) 8

Fluid Reasoning 114

Full Scale IQ = 117 Matrix Reasoning 12

(Picture Concepts) 13






Ancillary IndexesAncillary Indexes




Using GAI and CPIUsing GAI and CPI

Consider deriving and

interpreting the GAI and the

CPI in a number of clinical

situations, not limited to, but

including the following:


Compare WMI and PSI to Compare WMI and PSI to Other IndexesOther Indexes

• a significant and unusual discrepancy exists between the WMI and MIS or FSIQ,

• a significant and unusual discrepancy exists between the PSI and MIS or FSIQ,

• a significant and unusual discrepancy exists between the VCIVCI and WMI,

• a significant and unusual discrepancy exists between the VCIVCI and PSI,


GAI and CPIGAI and CPI• a significant and unusual discrepancy

exists between the VSI and WMI,

• a significant and unusual discrepancy exists between the VSI and PSI,

• a significant and unusual discrepancy exists between the FRI and WMI,

• a significant and unusual discrepancy exists between the FRI and PSI,


GAI and CPIGAI and CPI• a significant and unusual discrepancy

exists between the WMI and PSI,

• a significant and unusual discrepancy exists between subtests that contribute to either the WMI or to the PSI, or

• a significant and unusual discrepancy exists between a Working Memory or Processing Speed subtest and the MSS-I or MSS-F.


Factors Contributing to Poor Subtest Factors Contributing to Poor Subtest PerformancePerformance

• Within-child and examiner-related factors• Environmental Deprivation• Developmental Delays or maturational

lags• Developmental Strengths/Weaknesses• Neurological Indicators• Deficient cognitive processes related to

language-based, EF difficulties etc. which may later be expressed as SLD, ADHD etc.


Task Specific Cognitive Capacities

Level

Item Level

Subtest Level

Specific Composite

Indexes Level

Clinical Clusters Level

Global Composite LevelFull Scale IQ/GAI

General Ability Model

CognitiveNeuropsychological Model

Interpretive Levels Framework


Primary vs Secondary Cognitive Primary vs Secondary Cognitive ProcessesProcesses

• Primary cognitive processes are those constructs that the subtest is designed to measure

• Secondary processes are the cognitive constructs which may not be the focus of the assessment task, but that may support successful task execution

• Poor subtest performance can result from lack of effective use of primary or secondary capacities or from a combination of both


What Does Vocabulary What Does Vocabulary Measure?Measure?

BarbaraVocabulary = 5

• Lacks semantic knowledge– Doesn’t know

what words mean

JosephVocabulary = 5

• Expressive language problem– Knows word

meanings, but can’t express his knowledge


WISC-IV Primary & Secondary WISC-IV Primary & Secondary Cognitive ProcessesCognitive Processes

WISC-IV Core Subtests

Cognitive Capacity

VC SI Co In WR BD Pcn MR Pcm Ds Ls Ar Cd SS Ca

Executive Functions

S S S S S S P P S S S S S S S

Memory Functions

P S P P S P P P

Auditory Perception

S S S S S S S

Language Functions

P P S

Reasoning Ability

P P S P P P P

Visuomotor Processing Speed

S P S

Visual Perception

P P S S S S S

Visual Processing Speed

P P

Questions/More Information…

Tammy L. Stephens, Ph.D.Assessment Consultant

[email protected]

Documents

1 | Copyright © 2012. All rights reserved. Fluid Reasoning Subtests Subtest Ages 2:6-3:11 Ages 4:0-7:7 Matrix ReasoningNAC Picture ConceptsNAS