The Wechsler Intelligence Scale for Children ( WISC ) is an individually administered intelligence test for children between the ages of 6 and 16. The Fifth Edition (WISC-V; Wechsler, 2014) is the most recent version.
60-669: WISC may refer to: Wechsler Intelligence Scale for Children WISC-TV , a television station (channel 11, virtual 3) licensed to Madison, Wisconsin, United States Wisconsin , short form of Wisconsin Wisconsin Integrally Synchronized Computer Writable instruction set computer Wind and/or infrared sensitive collector , a type of uncovered hybrid photovoltaic / solar thermal collector University of Wisconsin–Madison West Indian Students' Centre , London Topics referred to by
120-736: A certain level of high cognitive functioning). A FSIQ score of 135 or above is accepted for admission to Intertel , a society for the intellectually gifted . WISC has been translated or adapted to many languages, and norms have been established for a number of countries, including Spanish, Portuguese (Brazil and Portugal), Arabic, Icelandic, Norwegian, Swedish, Finnish, Czech, Croatian, French (France and Canada), German (Germany, Austria and Switzerland), English (United States, Canada, United Kingdom, Australia), Welsh , Dutch , Japanese, Chinese (Hong Kong, Taiwan), Korean (South Korea), Greek, Romanian, Indonesian, Slovenian, Hebrew and Italian. Separate norms are established with each translation. (Norway uses
180-692: A child's abilities in discrete cognitive domains. Five ancillary composite scores can be derived from various combinations of primary or primary and secondary subtests. Five complementary subtests yield three complementary composite scores to measure related cognitive abilities. Technical papers by the publishers support other indices such as VECI, EFI, and GAI (Raiford et al., 2015). Variation in testing procedures and goals resulting in prorated score combinations or single indices can reduce time or increase testing time to three or more hours for an extended battery, including all primary, ancillary, and complementary indices. The original WISC (Wechsler, 1949), developed by
240-733: A child's cognitive functioning. The WISC–V is linked with the Kaufman Test of Educational Achievement–Third Edition (KTEA–3; Kaufman & Kaufman, 2014) and the Wechsler Individual Achievement Test -III (WIAT–III; Pearson, 2009), a measure of academic achievement. This linkage provides information on both cognitive ability and academic achievement in children. Tests of intellectual functioning are used extensively in school settings to evaluate specific cognitive deficits that may contribute to low academic achievement, and to predict future academic achievement. Using
300-506: A different type of behavior, because something physical was required. Clinicians were able to observe how a participant reacted to the "longer interval of sustained effort, concentration, and attention" that the performance tasks required. As the Wechsler–Bellevue scale was the first to effectively use the performance scale, it also introduced the "possibility of directly comparing an individual's verbal and nonverbal intelligence". This
360-435: A group of tasks that could be passed by two-thirds to three-quarters of the individuals in that level. This meant that items were not arranged according to content. Additionally, an individual taking a Binet test would only receive credit if a certain number of the tasks were completed. This meant that falling short just one task required for the credit, resulted in no credit at all (for example, if passing three out of four tasks
420-755: A revision of the Wechsler– Bellevue Intelligence Scale (WBIS), which was a battery of tests published by Wechsler in 1939. The WBIS was composed of subtests that could be found in various other intelligence tests of the time, such as Robert Yerkes ' army testing program and the Binet - Simon scale. The WAIS was first released in February 1955 by David Wechsler . Because the Wechsler tests included non-verbal items (known as performance scales ) as well as verbal items for all test-takers, and because
480-482: A score for each content area. In turn, this allowed for an analysis to be made of an individual's ability in a variety of content areas (as opposed to one general score). The non-verbal performance scale was also a critical difference from the Binet scale. The earlier Binet scale had been persistently and consistently criticized for its emphasis on language and verbal skills. Wechsler designed an entire scale that allowed
540-1074: A similar lack of usefulness of the WISC as a diagnostic tool. Although, when Cattell–Horn–Carroll theory is used to interpret the WISC–V subtests, things tend to make a great deal more sense. When diagnosing children, best practice suggests that a multi-test battery, i.e. , multi-factored evaluation, should be used as learning problems, attention, and emotional difficulties can have similar symptoms, co-occur, or reciprocally influence each other. For example, children with learning difficulties can become emotionally distraught and thus have concentration difficulties, begin to exhibit behavior problems, or both. Children with ADHD may show learning difficulties because of their attentional problems or also have learning disorder or disability (or have nothing else). In short, while diagnosis of any childhood or adult difficulty should never be made based on IQ alone (or interview, physician examination, parent report, other test etc. for that matter)
600-885: Is a measure of processing speed. The 2014 publication of the WISC-V contained five ancillary index scores that may be derived for special clinical purposes or situations: the Quantitative Reasoning Index ( QRI ), the Auditory Working Memory Index ( AWMI ), the Nonverbal Index ( NVI ), the General Ability Index ( GAI ), and the Cognitive Proficiency Index ( CPI ). Three of these ancillary index scores (NVI, GAI, and CPI) can be derived from
660-469: Is also linked with measures of achievement, adaptive behavior, executive function, and behavior and emotion. Equivalency studies were also conducted within the Wechsler family of tests and with a Kaufman test (the KABC-II) enabling comparisons between various intellectual ability scores over the lifespan. A number of concurrent studies were conducted to examine the scale's reliability and validity. Evidence of
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#1732775836664720-657: Is derived from the Matrix Reasoning and Figure Weights subtests. The Fluid Reasoning scale subtests are described below: The FRI is a measure of logical and quantitative reasoning. The WMI is derived from the Digit Span and Picture Span subtests. The Working Memory scale's subtests are as follows: The WMI is a measure of working memory ability. The PSI is derived from the Coding and Symbol Search subtests. The Processing Speed subtests are as follows: The PSI
780-551: Is derived from the Similarities and Vocabulary subtests. The Verbal Comprehension scale subtests are described below: The VCI is an overall measure of verbal concept formation (the child's ability to verbally reason) and is influenced by semantic knowledge. The VSI is derived from the Block Design and Visual Puzzles subtests. These subtests are as follows: The VSI is a measure of visual spatial processing. The FRI
840-542: Is different from Wikidata All article disambiguation pages All disambiguation pages Wechsler Intelligence Scale for Children The WISC-V takes 45 to 65 minutes to administer. It generates a Full Scale IQ (formerly known as an intelligence quotient or IQ score ) that represents a child's general intellectual ability. It also provides five primary index scores, namely Verbal Comprehension Index, Visual Spatial Index, Fluid Reasoning Index, Working Memory Index, and Processing Speed Index. These indices represent
900-480: Is now generated from only seven subtests (Similarities, Vocabulary, Block Design, Matrix Reasoning, Figure Weights, Digit Span Sequencing, Coding), similar to the WISC-V. Fifteen ancillary index scores, including the General Ability Index, are also present. Administration is anticipated to be shorter than the WAIS-IV, especially for those who are suspected as being intellectually gifted. The test may be administered in
960-541: Is that general intelligence is composed of various specific and interrelated functions or elements that can be individually measured. This theory differed greatly from the Binet-Simon Intelligence Test which, in Wechsler's day, was generally considered the supreme authority with regard to intelligence testing. A drastically revised new version of the Binet scale, released in 1937, received a great deal of criticism from David Wechsler (after whom
1020-410: Is the only commercially published and normed measure of rapid quantity naming, also known as subitizing . Naming Speed Quantity is uniquely sensitive to math achievement and specific learning disabilities in mathematics ( Raiford et al., 2016 ; Wechsler, Raiford, & Holdnack, 2014 ). The WISC–V normative sample consisted of 2,200 children between the ages of 6 and 16 years 11 months. In addition to
1080-509: Is this discrepancy that school psychologists look for when using this test). In a clinical setting, learning disabilities can be diagnosed through a comparison of intelligence scores and scores on an achievement test, such as the Woodcock Johnson III or Wechsler Individual Achievement Test II. If a child's achievement is below what would be expected given their level of intellectual functioning (as derived from an IQ test such as
1140-431: Is used not only as an intelligence test, but as a clinical tool. Some practitioners use the WISC as part of an assessment to diagnose attention-deficit hyperactivity disorder (ADHD) and learning disabilities , for example. This is usually done through a process called pattern analysis , in which the various subtests' scores are compared to one another ( ipsative scoring) and clusters of unusually low scores in relation to
1200-479: The Flynn effect , ensuring not only that the norms do not become outdated, which is suggested to result in inflated scores on intelligence measures, but that they are representative of the current population (Flynn, 1984, 1987, 1999; Matarazzo, 1972). Additional updates and refinements include changes to the questions to make them less biased against minorities and females and updated materials to make them more useful in
1260-472: The Triple Nine Society . The Wechsler Abbreviated Scale of Intelligence – 2nd edition (WASI-II) is a short psychological test that was developed in 2011 by Pearson to estimate intellectual functioning in a shorter period of time than the WAIS-IV. The WASI-II only has 4 subtests: Block Design, Vocabulary, Similarities, and Matrix Reasoning, compared to the 10 core subtests that are present in
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#17327758366641320-662: The Wechsler Adult Intelligence Scale (WAIS), and children ages two and half years to seven years and seven months are tested with the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). There is some overlap between tests: children aged 6 years 0 months through 7 years 7 months can complete the WPPSI or the WISC; children aged 16 can complete the WISC-V or the WAIS-IV. Different floor effect and ceiling effect can be achieved using
1380-596: The expanded index scores were released the year after the 2014 publication, so are not included in the published manuals. These are the Verbal (Expanded Crystallized) Index ( VECI ) and the Expanded Fluid Index ( EFI ) ( Raiford, Drozdick, Zhang, & Zhou, 2015 ). Three complementary index scores are available to measure cognitive processes that are important to achievement and are sensitive to specific learning disabilities. The complementary index scores are
1440-471: The 10 primary subtests. The QRI and the AWMI can each be derived by administering one additional subtest from subtests that are within one of the five primary scales (Verbal Comprehension scale, Visual Spatial Index, Fluid Reasoning scale, Working Memory scale, and Processing Speed scale) but are not primary. The set of these subtests is termed secondary subtests (Wechsler, 2014). Two ancillary index scores termed
1500-791: The 1960 form of Lewis Terman 's Stanford–Binet Intelligence Scales was less carefully developed than previous versions, Form I of the WAIS surpassed the Stanford–Binet tests in popularity by the 1960s. The WAIS-R, a revised form of the WAIS, was released in 1981 and consisted of six verbal and five performance subtests. The verbal tests were: Information, Comprehension, Arithmetic, Digit Span, Similarities, and Vocabulary. The Performance subtests were: Picture Arrangement, Picture Completion, Block Design, Object Assembly, and Digit Symbol. A verbal IQ, performance IQ and full scale IQ were obtained. This revised edition did not provide new validity data, but used
1560-543: The Adaptive Behavior Assessment System–II (ABAS–II; Harrison & Oakland, 2003) and the Children's Memory Scale ( CMS ; Cohen, 1997) its clinical utility can be enhanced. Combinations such as these provide information on cognitive and adaptive functioning, both of which are required for the proper diagnosis of learning difficulties and learning and memory functioning resulting in a richer picture of
1620-513: The Expanded Working Memory Index. The Perceptual Reasoning Index has been split into Visual Spatial Ability (Block Design, Visual Puzzles) and Fluid Reasoning (Matrix Reasoning, Figure Weights). A complementary Fluid Reasoning subtest Set Relations was also introduced, as well as an additional Processing Speed subtest Naming Speed Quantity, which was originally featured in the WISC-V. The Full Scale Intelligence Quotient
1680-550: The Naming Speed Index (NSI), designed to measure rapid automatized naming, and the Symbol Translation Index, designed to measure visual-verbal associative memory, which is sometimes termed visual-verbal paired associate learning in the published literature (Wechsler, 2014). The Naming Speed scale contains Naming Speed Literacy, which measures rapid automatic naming , and Naming Speed Quantity, which
1740-604: The Romanian-American psychologist David Wechsler , Ph.D., was an adaptation of several of the subtests that made up the Wechsler–Bellevue Intelligence Scale (Wechsler, 1939), but also featured several subtests designed specifically for it. The subtests were organized into Verbal and Performance scales and provided scores for Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ). Each successive edition has been re-normed to compensate for
1800-572: The Swedish norms). India uses the Malin's Intelligence Scale for Indian Children (MISIC), an adaptation of WISC by Arthur J. Malin. However, the norms of MISIC are outdated (have not been updated since 50 years) and many Clinical Psychologists do not use this test in their practice due to possible errors in measured IQs because of Flynn effect. Being from a developing nation, Indian children have undergone numerous changes in their intellectual abilities over
1860-700: The Verbal Comprehension Index (VCI), the Perceptual Organization Index (POI), the Freedom from Distractibility Index (FDI), and the Processing Speed Index (PSI). The WISC-IV was produced in 2003. The WISC-V was published in 2014. The WISC-V has a total of 21 subtests. It yields 15 composite scores. The WISC is one test in a suite of Wechsler intelligence scales. Subjects 16 and over are tested with
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1920-492: The WAIS-IV) to assess how the individual's brain is functioning after it has been injured. Specific subtests can provide insight into specific cognitive functions; for example, the digit span subtest could be used to look for attentional difficulties. The Wechsler tests can also be used to identify intellectual giftedness , and are commonly accepted as qualifying evidence for high-IQ societies , such as Mensa , Intertel and
1980-463: The WAIS-IV. These 4 subtests have the same structure as the similarly-named subtests on the WAIS-IV, but have different questions. The WASI-II can derive 4 composite scores from a combination of the 4 subtests. A Verbal Comprehension Index (VCI) can be derived from the raw scores on the Vocabulary and Similarities subtests. A Perceptual Reasoning Index (PRI) can be derived from the raw scores on
2040-532: The WISC-IV), then a learning disability may be present . Other psychologists and researchers believe that the WISC can be used to understand the complexities of the human mind by examining each subtest and can, indeed, help in diagnosing learning disabilities. Subsequently, the WISC can be used as part of an assessment battery to identify intellectual giftedness, learning difficulties, and cognitive strengths and weaknesses. When combined with other measures such as
2100-652: The WISC–V in such a manner provides information for educational intervention purposes, such as interventions that address learning difficulties and cognitive deficits. The WISC–V can also be used to assess a child's cognitive development, with respect to the child's chronological age. Using such comparisons with other sources of data, the WISC can contribute information concerning a child's developmental and psychological well-being. Very high or very low scores may suggest contributing factors for adjustment difficulties in social contexts that present problems in accepting such developmental diversity (or that cannot accommodate more than
2160-457: The administration of the test. A revised edition was published in 1974 as the WISC-R (Wechsler, 1974), featuring the same subtests. However, the age range was changed from 5–15 to 6–16. The third edition was published in 1991 (WISC-III; Wechsler, 1991) and brought with it a new subtest as a measure of processing speed. In addition to VIQ, PIQ, and FSIQ scores, four new index scores were introduced:
2220-596: The ages of 6 and 16, Wechsler Intelligence Scale for Children (WISC) is commonly used. The original WAIS (Form I) was published in February 1955 by David Wechsler , Chief Psychologist at Bellevue Hospital (1932–1967) in NYC, as a revision of the Wechsler–Bellevue Intelligence Scale released in 1939. It is currently in its fifth edition ( WAIS-5 ), released in 2024 by Pearson . It is the most widely used IQ test, for both adults and older adolescents, in
2280-647: The classic physical format or on a digital platform. The WAIS-IV measure is acceptable for use with people who are 16–90 years of age. For people younger than 16, the Wechsler Preschool and Primary Scale of Intelligence (WPPSI, 2½–7 years, 7 months) and the Wechsler Intelligence Scale for Children (WISC, 6–16 years) are used. Intelligence tests may be used to assess the level of cognitive functioning in individuals with psychiatric illness or brain injury. Rehabilitation psychologists and neuropsychologists use neuropsychological tests (including
2340-456: The cognitive ability test can help rule out, in conjunction with other tests and sources of information, other explanations for problems, uncover co-morbid problems, and be a rich source of information when properly analyzed and care is taken to avoid relying simply on the single summary IQ score (Sattler, Dumont, & Coalson, 2016). The WISC can be used to show discrepancies between a child's intelligence and his/her performance at school (and it
2400-414: The convergent and discriminant validity of the WISC–V is provided by correlational studies with the following instruments: WISC–IV, WPPSI –IV, WAIS –IV, WASI–II, KABC–II, KTEA–3, WIAT –III, NEPSY–II, Vineland–II, and BASC–II. Evidence of construct validity was provided through a series of factor-analytic studies and mean comparisons using matched samples of special group and nonclinical children. The WISC
2460-517: The country, owing to which its norms must be updated. The Japanese version of the WISC-IV was developed by Japanese psychologists Kazuhiko Ueno, Kazuhiro Fujita, Hisao Maekawa, Toshinori Ishikuma , Hitoshi Dairoku, and Osamu Matsuda. Wechsler Adult Intelligence Scale The Wechsler Adult Intelligence Scale ( WAIS ) is an IQ test designed to measure intelligence and cognitive ability in adults and older adolescents. For children between
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2520-465: The data from the original WAIS; however new norms were provided, carefully stratified. The WAIS-III, a subsequent revision of the WAIS and the WAIS-R, was released in 1997. It provided scores for Verbal IQ, Performance IQ, and Full Scale IQ, along with four secondary indices (Verbal Comprehension, Working Memory, Perceptual Organization, and Processing Speed). Some new contributors to the third edition of
2580-539: The different tests, allowing for a greater understanding of the child's abilities or deficits. This means that a 16-year-old adolescent who has an intellectual disability may be tested using the WISC-V so that the clinician may see the floor of their knowledge (the lowest level). There are five primary index scores, the Verbal Comprehension Index ( VCI ), Visual Spatial Index ( VSI ), Fluid Reasoning Index ( FRI ), Working Memory Index ( WMI ), and Processing Speed Index ( PSI ). Two subtests must be administered to obtain each of
2640-662: The index scores. The General Ability Index (GAI) was included, which consists of the Similarities, Vocabulary and Information subtests from the Verbal Comprehension Index and the Block Design, Matrix Reasoning and Visual Puzzles subtests from the Perceptual Reasoning Index . The GAI is clinically useful because it can be used as a measure of cognitive abilities that are less vulnerable to impairments of processing speed and working memory . There are several notable features in this version of
2700-470: The intelligence scale that make it unique from previous versions. Some of these changes include the removal of Picture Arrangement, Object Assembly, Mazes, Verbal IQ, and Performance IQ and the addition of five subtests that emphasize fluid reasoning and/or working memory. There are four index scores representing major components of intelligence: Two broad scores, which can be used to summarize general intellectual ability, can also be derived: The WAIS-IV
2760-436: The measurement of non-verbal intelligence. This became known as a performance scale. This scale required a subject to actively do something, such as copying symbols or pointing to a missing detail in a picture, rather than just answering questions. This was an important development, as it attempted to overcome biases that were caused by "language, culture, and education." Further, this scale also provided an opportunity to observe
2820-724: The most commonly used test of intellectual abilities include Hsin‐Yi Chen, Louise O’Donnell, Mark Ledbetter, David Tulsky, and Jianjun Zhu. Included seven tests and provided two sub-indices; verbal comprehension and working memory . The Verbal Comprehension Index (VCI) included the following tests: The Working Memory Index (WMI) included: Subtest(s) not included in the sub-indices: Supplementary subtest(s) (Only to be used for total VIQ index scoring and specified sub-index): Included six tests and it also provided two sub-indices; perceptual organization and processing speed. The Perceptual Organization Index (POI) included: The Processing Speed Index (PSI) included: Subtest(s) not included in
2880-584: The normative sample, a number of special group samples were collected, including the following: children identified as intellectually gifted , children with mild or moderate intellectual disability , children with specific learning disorders ( reading , written expression , and math ), children with ADHD , children with disruptive behavior, children who are English Language Learners, children with autism spectrum disorder with language impairment, children with autism spectrum disorder without language impairment, and children with traumatic brain injuries. The WISC–V
2940-458: The original Wechsler–Bellevue Intelligence scale and the modern Wechsler Adult Intelligence Scale IV are named). These criticisms of the 1937 Binet test helped produce the Wechsler–Bellevue scale, released in 1939. However, the present-day WAIS-IV has contradicted many of these criticisms, by incorporating a single overall score, using multiple timed tasks, focusing on intellective items and other ways. While this scale has been revised (resulting in
3000-410: The others are searched for. David Wechsler himself suggested this in 1958. However, the research does not show this to be an effective way to diagnose ADHD or learning disabilities. The vast majority of children with ADHD do not display certain subtests substantially below others, and many children who display such patterns do not have ADHD. Other patterns for children with learning disabilities show
3060-523: The past 5 decades, which makes the application of MISIC redundant, though some psychometricians suggest that such changes are minor, hence the test is still applicable. Instead of MISIC, the fourth edition of WISC that was adapted and standardized for India in 2012, is more commonly accepted and used by clinicians. Being the most widely used test for intelligence assessment in India, MISIC still has its supporters, and will continue to be used by clinicians all over
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#17327758366643120-404: The present day WAIS-IV), many of the original concepts Wechsler argued for have become standards in psychological testing , including the point-scale concept and the performance-scale concept. The Wechsler–Bellevue tests were innovative in the 1930s because they: In the Binet scales (prior to the 1986 version) items were grouped according to age level. Each of these age levels was composed of
3180-517: The primary index scores. The Full Scale IQ is derived from 7 of the 10 primary subtests: Both Verbal Comprehension subtests, one Visual Spatial subtest, two Fluid Reasoning subtests, one Working Memory subtest, and one Processing Speed subtest. Verbal Comprehension and Fluid Reasoning are weighted more heavily in the Full Scale IQ to reflect the importance of crystallized and fluid abilities in modern intelligence models (Wechsler, 2014). The VCI
3240-453: The same term [REDACTED] This disambiguation page lists articles associated with the title WISC . If an internal link led you here, you may wish to change the link to point directly to the intended article. Retrieved from " https://en.wikipedia.org/w/index.php?title=WISC&oldid=1186395353 " Categories : Disambiguation pages Broadcast call sign disambiguation pages Hidden categories: Short description
3300-442: The sub-indices: Supplementary subtests (Only to be used for total PIQ index scoring and specified sub-index): The current version of the test, the WAIS-IV, which was released in 2008, is composed of 10 core subtests and five supplemental subtests, with the 10 core subtests yielding scaled scores that sum to derive the Full Scale IQ. With the WAIS-IV, the verbal/performance IQ scores from previous versions were removed and replaced by
3360-526: The world. The WAIS was founded to get to know Wechsler's patients at Bellevue Hospital and on his definition of intelligence , which he defined as "... the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment." He believed that intelligence was made up of specific elements that could be isolated, defined, and subsequently measured. However, these individual elements were not entirely independent, but were all interrelated. His argument, in other words,
3420-509: Was possible as "the results of both scales were expressed in comparable units". The Binet scale did have performance tasks, but they were geared toward younger children. The Wechsler-Bellevue was also unique in that there were entire tests that were considered supplements or alternatives, including "performance" measures such as the Leiter International Performance Scale. The WAIS was initially created as
3480-632: Was released in late 2024. Normative data were collected in 2023–24 on a U.S. Census-reflective sample that was conormed on the Wechsler Memory Scale: Fifth Edition. The WAIS-5 introduces several new subtests, particularly in the working memory domain, with Digit Span Sequencing and Running Digits now being the core subtests that compose the Working Memory Index. Digit Span Forward, Digit Span Backward, and Letter-Number Sequencing may also be used to construct
3540-492: Was required to receive credit, then passing two yielded no credit). The point scale concept significantly changed the way testing was done by assigning credits or points to each item. This had two large effects. First, this allowed items to be grouped according to content. Second, participants were able to receive a set number of points or credits for each item passed. The result was a test that could be made up of different content areas (or subtests) with both an overall score and
3600-562: Was standardized on a sample of 2,200 people in the United States, ranging in age from 16 to 90. The demographic characteristics of the sample were modeled after the proportions of different groups in an analysis of data from the U.S. Census Bureau . An extension of the standardization has been conducted with 688 Canadians in the same age range. The fifth edition of the Wechsler Adult Intelligence Scale
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