Test of Intelligence

Wechsler Intelligence Scale for Children

Dr Tanmay L Joshi
M: 9890614664
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 Verbal Performance
Vocabulary Picture completion

Similarities Digit Symbol Coding

Arithmetic
Block Design

Digit Span Matrix Reasoning

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Information Picture Arrangement

Comprehension
 H i g h S c o re
Vocabulary ✓Ambitiousness,
✓Educational striving
• Highly correlated with general ✓Broad range of ideas &
intelligence ✓Conceptual skills.
(ample exposure to verbal stimulation).
➢ As a Psychologist, we should analyze
specific items to determine the level of
conceptualization and Quality of
response. L o w S c o re
Dr. Tanmay L. Joshi
✓Deficiency in educational exposure
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✓lack of motivation, (anxiety: as a test taking variable)

 Language development
Diagnostic Markers
Vocabulary Subtest Word knowledge

General verbal intelligence

Language usage & accumulated verbal learning ability

Rough measure of the subject’s optimal intellectual

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efficiency.

Educational background

Range of ideas, experiences, or interests that

a subject has acquired
 H i g h S c o re
Similarities
• Capacity for concept formation, ✓Conceptual ability,
abstract thinking, generalizing & ✓Verbal abstraction,
drawing relationships between
different elements in the
✓Ability to draw relationships
environment and facts.

➢Mango-Banana L o w S c o re
➢Cat-Mouse Dr. Tanmay L. Joshi
✓organic impairment
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➢Milk-Medicine
➢Salt-Water
 Logical abstract reasoning
Diagnostic Markers
Similarities Verbal concept formation or conceptual thinking

Distinguishing essential from nonessential details.

Associative ability combined with language facility

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 Arithmetic H i g h S c o re
✓Problem solving ability,
• Concentration level, mental ✓Memory functioning &
alertness
✓Auditory grasp of complex material
✓Relates to issues of focus, concentration & memory

➢2+2= L o w S c o re
➢3-2+1= Dr. Tanmay L. Joshi
✓Anxiety 7

➢Word form/Calculation ✓Impulsiveness (Silly mistakes)

 Computational skill
Diagnostic Markers
Arithmetic Auditory memory

Sequencing ability.

Numerical reasoning & speed of numerical manipulation

Concentration and attention/low distractibility

Dr. Tanmay L. Joshi 8 Reality contact and mental alertness; i.e., active
relationship to the outside world.

School learning (earlier items)/acquired knowledge

Logical reasoning, abstraction, & analysis of

numerical problems (later items).
 Digit Span H i g h S c o re
✓Attention,
➢ Involves the capacity for attention, ✓Ability to control anxiety (forward & backward)
ability to control anxiety, and
short-term memory.

L o w S c o re
Dr. Tanmay L. Joshi
✓ Arithmetic Score (+) & Digit span (-) = depressive
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trend because attention is associated with

preoccupation of mood!!
Diagnostic Markers Immediate rote recall

Reversibility; ability to shift thought patterns

Digit Span (from digits forward to digits backward).*

Concentration and attention

Auditory sequencing

Rote learning

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 Information H i g h S c o re

✓Ability to store, recall & utilize

✓Educational exposure,
verbal facts.
✓Achievement orientation &
✓Intellectual stimulation.
✓Alertness,
✓remote memory,
✓associative thinking & interest.
L o w S c o re
Dr. Tanmay L. Joshi
✓ ?? 11
Diagnostic Markers
Range of general factual knowledge.

Information Old learning or schooling

Intellectual curiosity or urge to collect knowledge

Alertness to day-to-day world

Long-term memory

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 Comprehension H i g h S c o re

• Utilize practical ➢knowledge even without formal education i.e. -

Practical knowledge
judgment & ➢Awareness of social norms
common sense
reasoning.

L o w S c o re
Dr. Tanmay L. Joshi
✓ ?? 13
 Demonstration of practical knowledge
Diagnostic Markers
Social maturity
Comprehension
Knowledge of conventional standards of behavior

Ability to evaluate past experience; that is, proper

selection, organization, and emphasis of facts &
relationships
Abstract thinking and generalization

Social judgment, common sense, or judgment in

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practical social situations

Information and knowledge of moral codes, social rules,

and regulations.

Reality awareness, understanding, and alertness to

the day-to-day world.
 Verbal Subtests
✓ Cognitive & Personality ✓ Judgment
variables. ✓ Memory
✓ Anxiety ✓ Flexibility
✓ Attention ✓ Reasoning
✓ Concentration ✓ Conceptualization
✓ Abstraction ✓ Relationship between
✓ Achievement concepts
✓ Ability to learn in
educational settings

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 Verbal Performance
Vocabulary Picture completion

Similarities Digit Symbol Coding

Arithmetic
Block Design

Digit Span
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Picture Arrangement

Information

Comprehension
 Degree and quality of nonverbal
1 contact with the environment

Ability to integrate perceptual

2 stimuli with relevant motor responses

Capacity to work in concrete

3 situations

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4 Ability to work quickly
WISC
Performance Scale
Ability to evaluate visuo-
5 spatial information.

Dr. Tanmay L. Joshi

Dr. Tanmay L. Joshi 18
Picture Completion High S co re
• Ability to concentrate & ➢Conceptual & perceptual
focus on details to
differentiate between
essential & nonessential
aspects of situation.

L o w S c o re
Dr. Tanmay L. Joshi
✓ Lack of exposure;
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✓ Lack of knowledge of surroundings.

Diagnostic Markers
Visual alertness
Picture Completion Visual recognition and identification
(long-term visual memory).

Awareness of environmental detail; reality

contact
Perception of the whole in relation to its parts;
visual conceptual ability.

Ability to differentiate essential details from

nonessential details
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Visual concentration combined with an ability to

visually organize material
Digit Symbol-Coding ❖ Requires:
✓ Attention,
Ability to learn new ✓ Concentration,
material readily & ✓ Speed with visual-motor coordination.
efficiently. ✓ Ability for new, imitative learning where speed is
required.

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❖ Useful in diagnosing with organic

impairment (eye-sight/low vision/CP) &
other learning disability problems(LD).
 Diagnostic Markers
Psychomotor speed
Digit Symbol-Coding
Ability to follow directions

Clerical speed and accuracy

Visual short-term memory

Ability to follow directions

Paper-pencil skills
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Ability to learn an unfamiliar task; capacity for
learning and responding to new visual material

Associative learning and ability to imitate Some degree of flexibility; ability to shift mental set
newly learned visual material.
Sequencing ability
Capacity for sustained effort, attention, concentration,
and mental efficiency.
• Symbol Search
• Speed of visual search.*
• Speed of processing information.
• Planning.
• Encoding information in preparation for further processing.
• Visual-motor coordination.
• Learning ability.

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Dr. Tanmay L. Joshi 24
 Block Design
• Shreeram K. (36 yrs.)
• Kishore V. (18 yrs.)
• Requires: Capacity for abstraction & Concept
formation planning, judgment, visual analysis & visual
motor coordination skills, knowledge of colors.
• Low Score: Organic impairment(eye sight), rigidity in
thoughts, anxiety & schizophrenic trend may reflect.

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• Block Design
• Analysis of whole into component parts.*
• Spatial visualization.*
• Nonverbal concept formation.
• Visual-motor coordination and perceptual organization.
• Capacity for sustained effort; concentration.
• Visual-motor-spatial coordination; manipulative and perceptual
speed.

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 Picture arrangement
• Requires:
• Knowledge of interpersonal relating,
• Skills of planning,
• Judgment & perceptual organization,
• Thought fluency,
• Sensitivity to social interactions &
• General intelligence.
• Low Score: Thought disorder, rigidity in thoughts.
• It can be compared with ‘Comparison’ subtest.

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• Picture Arrangement
• Planning ability (comprehending and sizing up a total situation).*
• Anticipation of consequences.*
• Temporal sequencing and time concepts.*
• Accurately understanding nonverbal interpersonal situations.
• Ability to comprehend a total situation and evaluate its
implications.
• Visual organization and perception of essential visual cues.
• Speed of associating and planning information
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• Object Assembly
• Ability to benefit from sensory-motor feedback.*
• Anticipation of relationships among parts.*
• Visual-motor organization.
• Simultaneous (holistic) processing.
• Synthesis; putting things together in a familiar configuration.
• Ability to differentiate familiar configurations.
• Manipulative and perceptual speed in perceiving the manner in
which unknown
• objects relate to each other.
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 Summary
Verbal Subtest Performance Subtests
✓ Anxiety ✓ STM
✓ Attention ✓ Practical memory
✓ Concentration ✓ Working memory
✓ Abstraction
✓ Planning,
✓ Abstraction,
✓ Achievement
✓ Conceptualization
✓ Ability to learn in
✓ Need for structure,
educational settings
✓ Ability to learn new
✓ Judgment material,
✓ Memory ✓ Perception of details
✓ Flexibility ✓ Perceptual analysis,
✓ Reasoning ✓ Visual motor coordination,
✓ Conceptualization identifying patterns &
✓ Sensitivity to social
✓ Relationship between interactions
concepts
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 MAILING ADDRESS
[email protected]

Thank you! Psychology: Applied Perspective

https://www.chaitanyapsychology.com
Dr. Tanmay L. Joshi 32

PHONE NUMBER
9890614667/ 7020736225