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標題: Analysis of subtests in HK-WISC/WAIS III [打印本頁]

作者: lycheema 時間: 08-10-24 09:20 標題: Analysis of subtests in HK-WISC/WAIS III

As those parents whose kids have taken the said IQ tests know, the said IQ tests/subtests contribute to the 3 different IQ scores: Full Scale IQ, Verbal IQ and Performance IQ.

In each subtest, the ceiling score is 19, average score is 10 while some comments say that 17-19 is the ceiling range.

Below is some detailed analysis about each subtest (focus on those appear in HK-WISC):-

The Verbal Scales

The verbal scales assess the individuals competency in the following areas:
A) The ability to work with abstract symbols;
B) The amount & degree of benefit a person has garnered from their education;
C) Memory: verbal ability;
D) Verbal fluency.
The verbal scales are generally more vulnerable to cultural influence than the performance scales. Why?
If a person scores more than 12 points better on the verbal scales than the performance subtest, one of the following may be true:
1) The person as a high degree of education;
2) Psychomotor slowing due to depression;
3) The person may have a tendency to overachieve;
4) The person may have difficulty working with practical tasks;
5) Poor visual-motor integration;
6) A slow, deliberate work style. This will produce higher scores of the verbal tests than the performance tests.
Who do you think is most vulnerable to a large verbal – performance (where verbal is much larger than performance, called a ‘V > P effect’) difference?
A ‘V – P effect’ is most pronounced in adult, educated (> 12 yrs), caucasian males with acute lesions (strokes, tumor) in the right hemisphere (often temporal lobe). Interestingly, persons with right temporal lobe epilepsy often show the ‘V > P effect’.

The Verbal Subtests

1. Information:

This scale tests the following:
A) Range of general factual knowledge;
B) Old learning or schooling;
C) Intellectual curiosity and commitment to collect knowledge;
D) Awareness of day-to-day world;
E) Long-term memory.
This test samples the type of knowledge that an average person with average opportunities should know. The knowledge is usually based on over-learned material.
This type of knowledge is very resistant to neurological damage and psychological disturbance. It is one of the most stable subtests.
To score well on this test the test taker has generally been exposed to a variety of environments, has many interests, and has an intact long-term memory.

2. Digit Span:

A) Immediate recall (rote), both forwards and backwards;
B) Ability to shift thought patterns (reversibility);
C) Attention and concentration;
D) Auditory sequencing.
This is considered a test of auditory/vocal short-term memory and attention.
Correct responses are based on a two-step process: 1) The person must accurately encode the information; 2) The test taker must accurately recall, sequence, and vocalize the auditory information.
Can you think of some individuals who may have difficultly with this task?
Persons who are passive and anxiety-free appear to do best on this test. Scores decrease significantly if anxiety or tension is present. The combination of scores on digit span, and the arithmetic and digit symbol/coding subtests are known as the ‘anxiety triad’.
Persons who score well on digit backwards generally reflect persons who are flexible, have considerable concentration skills, and tolerate stress well.
Digit span along with digit symbol/coding are the most sensitive subtest for determining brain damage, intellectual impairments, and learning disabilities.
In some rare cases, persons score higher on digit backwards than digit forwards! Any suggestions?
Some other interesting findings with digit span:
A) A 5-item discrepancy between digit forward and backward may suggest organic damage. Especially if digit backward scores are lower than the information and vocabulary subtests.
B) Lowered digit forward is more often associated with left hemisphere lesions, lowered digit backward with right frontal damage or diffuse brain damage (e.g., the type seen with solvent abuse).

3. Vocabulary

Language development;
Word knowledge;
Overall verbal intelligence;
Language usage and accumulated verbal learning ability;
Educational background;
This test tests acquired verbal knowledge, and the ability to easily express many ranges of ideas.
Vocabulary is the most reliable verbal subtest (.96).
Like information, vocabulary is not greatly affected by brain damage or psychological difficulties.
Scores generally reflect the nature and level of sophistication of the test takers early schooling and culture learning. Note, it can be improved by later learning.
Vocabulary is the most stable (least variable) of all the subtests. As such, it is often used to indicate a test takers intellectual potential and sometimes to estimate their premorbid level of function.
High scores on vocabulary indicate high intelligence. Test takers with high scores often have wide ranges of interests, have acquired lots of general information, and sometimes have high achievement needs. Low scores suggest a poor educational background, lower IQ, impaired development of language (e.g., poor English) and/or poor motivation.

4. Arithmetic

Computational skills and school learning;
Auditory memory and sequencing ability;
Numerical reasoning and numerical manipulation speed;
Concentration and attention;
Contact reality and mental alertness;
Logical reasoning and abstraction;
The arithmetic subtest requires the following to score well; focused concentration, basic mathematical skills (usually have them by grade 7-8), and the ability to apply these skills.
Test takers often find this subtest more challenging and stressful than the other subtests because it is more demanding and is timed!
If you are an anxious person, how will your scores be affected? Test examiners often recognize anxiety and may give ‘second chances’ with paper-and-pencil and with no time limit on items. Why?
Persons who do well here tend to come from high socioeconomic families, are obedient teacher-oriented students and persons with intellectualizing tendencies. It also shows alertness, concentration, and good auditory & short-term memory.
Here’s an often used formula: School achievement = Information + Arithmetic.
Antisocial personalities tend to react rebelliously to this test. Any ideas?
Low scores suggest poor mathematical reasoning, poor concentration, distractibility, or poor auditory short-term memory. In addition, poor educational backgrounds can account for poor performance.

5. Comprehension

Demonstration of practical knowledge and social maturity;
Knowledge of conventional standards of behaviour (e.g., moral codes, social rules and regulations;
Abstract thinking and generalization;
Social judgment and common sense;
Awareness and understanding of day-to-day reality.
Comprehension like the information and vocabulary subtests is partly a test of acquired knowledge (fairly high correlations among these tests), and is also considered a test which reflects how well test takers conform to convention, have benefited from cultural experiences, and if they have developed a conscience.
Comprehension items require adaptive responses that are efficient to deal with specific problem. Thus, the test taker not only needs to possess the required information, but also must use the information and verbally present it in some appropriate way.
Comprehension scores much lower that scores on information suggest that a test taker may have difficulty using their knowledge.
High scores indicate reality awareness, social compliance (or at least the ability to socially comply), good judgment, and emotionally relevant use of information.
Low scorers, especially if 4 subscale points below vocabulary, may suggest poor judgment, impulsiveness, and hostility.

The Performance Scales

Overall the scores on the performance scales represent the following:

A) The degree and quality to which an individual makes nonverbal contact with the surrounding environment.
B) The capacity to integrate perceptual stimuli with purposeful motor behaviour.
C) The ability to work quickly in concrete situations.
D) The ability to interpret visuospatial stimuli.
The performance tests are not as vulnerable to cultural bias as the verbal subtests.
If a person scores significantly better on the Performance than the Verbal subtests (i.e., 12 points or greater) what could this mean?
Superior perceptual organization abilities.
Very good at working under time constraints.
A tendency toward low academic achievement (e.g., a doer and not a thinker).
Greater possibility of acting out (e.g., delinquency).
Someone for a low SES.
The presence of a language deficit (e.g., learning disability).
A possible lesion/tumor in the left hemisphere. Note: P > V discrepancies are not as reliable as V > P discrepancies. P > V discrepancies mostly occur in adult males with low educational attainment and lesion in the left posterior frontal lobe.
Certain populations are also likely to have a P > V discrepancy. These populations include Native Americans, Hispanics, bilingual persons, and blue-collar workers where visual-spatial learning is stressed.

The Non-verbal (Performance) Subtests

1. Picture Completion

A) Visual recognition and identification (long-term visual memory).
B) Reality contact; awareness of environmental detail.
C) Visual conceptual ability (perception of whole to its parts).
D) Discrimination of essential from nonessential details.
E) Ability to organize visually organized material.
Picture complete measures visual concentration and nonverbal general information. It to some extend depends on the test taker’s experience within their culture. Since many of the objects are taken from Western culture, those not familiar with this culture may perform poorly.
Persons who find it difficult to detach themselves emotionally from each object also score poorly. Why?
Persons who are impulsive also score low (quick responses without detail analysis). Low scorers may also have poor concentration, and poor visual organization.
Persons scoring high are alert, have good visual acuity, and have the ability to recognize important visual information.

2. Picture Arrangement

A) Ability to plan and anticipate consequences (understanding an entire situation).
B) Time conception and sequencing.
C) Understanding nonverbal interpersonal situations.
D) Speed of planning and associating information.
Picture arrangement is a test of ability to plan, interpret, and anticipate social events within a cultural context. Obviously then, experience will play a role.
Picture arrangement and block design are key measures of nonverbal intelligence, with block design being less influenced by culture.
Picture arrangement is very sensitive to brain damage in areas that disrupt nonverbal social skills (right anterior temporal lobe or frontal lobe impairment).
2 methods are generally used to gain information on the test takers. Method 1 observes and records how the person attempts to solve the problem. Questions like the following should be asked, ‘Does the test taker carefully consider the overall problem or do they impulsively start sorting the cards? Is the test taker easily distracted? Is the test taker easily discouraged or are they persistent?’
Method 2 involves asking the test taker, after the completion of the entire subtest, for a verbal description of the stories related to the pictures. Questions like the following are used, ‘Tell me what is happening in the pictures’ or ‘Make up a story about the cards.’
Questions you should ask yourself about the test taker’s stories: Are they logical, fanciful, or bizarre? Are they original or rather conventional? Do the test takers reveal any emotional attitudes relating to themselves or their interpersonal relationships? Were the errors the result of incorrectly perceiving specific details or from not considering certain key details?
High scoring persons are usually sophisticated, have high levels of social intelligence, and can quickly anticipate consequences of initial acts.
Low scorers tend to have difficulty planning ahead, process information very slowly, have a poor sense of humor, and tend to have problems with interpersonal relationships.

3. Block Design

A) Analysis of whole into its parts.
B) Spatial visualization;
C) Nonverbal Concept Formation;
D) Visual-motor coordination and perceptual organization;
E) Ability to concentrate and perceptual speed.
Block design is my favorite subtest. Hint! Hint!
It involves nonverbal problem solving skills since it requires an understanding of a problems components and then putting these components back into a whole.
This test is very sturdy and reliable, and correlates highly with general intelligence.
To score well a person must be able to think abstractly and demonstrate a high degree of flexibility since the frame of reference changes quickly.
Administration is such that the researcher can directly observe the test taker’s responses. Some will give up quickly and throw the blocks away, others will continue to work past the time limits. What other types of information are you then getting?
It is relatively culture free, and has low correlations (.4) with education! What does this mean?
Depression and right hemisphere brain damage (particularly parietal lesions) significantly lower block design scores. Why?
Persons afflicted with Alzheimer’s score very low on block design. It is often their lowest score. It is a good tool for early diagnosis/detection of Alzheimer’s.

4. Object Assembly

A) Ability to benefit from sensory-motor feedback.
B) Visual-motor integration.
C) Holistic processing (parallel processing).
D) Synthesis. Putting things together in familiar configurations.
E) Differentiation of familiar objects.
Object Assembly is a great test of motor coordination and control (like block design and digit symbol).
It is a simple test and scores can fluctuate greatly, because the flat cardboard representations can sometimes accidentally fit together. This tends to inflate test scores.
Sometimes persons who score poorly on overall intelligence do great on object assembly. Thus, it does not correlate well with overall intelligence or the other subtests. It is the poorest subtest in terms of psychometrics. As a result, many researchers do not use it.
Despite these problems, object assembly does provide additional information on problem solving ability in a different type of context. Object assembly is a much more ‘open’ problem solving situation.
Persons who have difficulty changing their frame of references (e.g., obsessive-compulsive persons) tend to do very poorly.
Persons who score well or poorly on block design tend to score similarly with object assembly.

5. Digit Symbol/Coding

A) Psychomotor speed with paper-and-pencil, ability to follow directions, short-term memory.
B) Ability to learn a new task. Ability to quickly shift mental sets.
C) Capacity for sustained attention and concentration.
D) Sequencing ability.
To score high persons need to have high psychomotor speed as well as good visual-motor integration.
The test requires appropriately combining newly learned memory of the digit with a particular symbol.
Digit symbol is highly sensitive to both organic and functional impairments. As with block design depressed and brain damaged persons have a great deal of difficulty with this test. Scores are also highly dependent on age. The older you are the poorer your performance.
Why do you think persons with high reading and writing experience score particularly well?
Since much time pressure exists, anxiety, obsessiveness, and perfectionism significantly lower scores. Why do highly competitive but anxious persons score poorly?
Persons with learning disabilities score low, as do persons with minimal brain damage. What does this suggest to you?
Fast growing brain tumors are affected persons’ scores more than slow growing brain tumors.

http://xnet.rrc.mb.ca/tomh/ability_tests.htm

[ 本帖最後由 lycheema 於 08-10-24 09:22 編輯 ]

作者: 叮鈴 時間: 08-10-30 00:08

謝謝分享，我睇完，真係搔晒頭
單就資料舉其中一例﹕
Arithmetic

Persons who do well here tend to come from high socioeconomic families, are obedient teacher-oriented students and persons with intellectualizing tendencies. It also shows alertness, concentration, and good auditory & short-term memory.
Here’s an often used formula: School achievement = Information + Arithmetic.
Antisocial personalities tend to react rebelliously to this test. Any ideas?
Low scores suggest poor mathematical reasoning, poor concentration, distractibility, or poor auditory short-term memory. In addition, poor educational backgrounds can account for poor performance.

我個仔係極之唔服從師長傾向，超級>> Antisocial personalities tend to react rebelliously to this test。
但佢這part、voca和digit span又唔係低分喎。
如果唔係佢喜歡的，佢係超級唔專注，連成績表評語都話佢專注力有問題。

唔怪之得佢short short地，因為佢理性與非理性正在打仗。

[ 本帖最後由叮鈴於 08-10-30 00:39 編輯 ]

作者: lycheema 時間: 08-11-2 00:13 標題: 回覆 # 的文章

Antisocial personality disorder

Antisocial personality disorder (APD) is a mental disorder. It is defined by the American Psychiatric Association's Diagnostic and Statistical Manual: "The essential feature for the diagnosis is a pervasive pattern of disregard for, and violation of, the rights of others that begins in childhood or early adolescence and continues into adulthood." Deceit and manipulation are considered essential features of the disorder. Therefore, it is essential in making the diagnosis to collect material from sources other than the individual being diagnosed. Also, the individual must be age 18 or older as well as have a documented history of a conduct disorder before the age of 15.  People having antisocial personality disorder are sometimes referred to as "sociopaths" and "psychopaths".

Diagnostic criteria

Three or more of the following are required:

•       Failure to conform to social norms with respect to lawful behaviors as indicated by repeatedly performing acts that are grounds for arrest;
•       Deceitfulness, as indicated by repeatedly lying, use of aliases, or conning others for personal profit or pleasure;
•       Impulsivity or failure to plan ahead;
•       Irritability and aggressiveness, as indicated by repeated physical fights or assaults;
•       Reckless disregard for safety of self or others;
•       Consistent irresponsibility, as indicated by repeated failure to sustain consistent work behavior or honor financial obligations;
•       Lack of remorse, as indicated by being indifferent to or rationalizing having hurt, mistreated, or stolen from another.

The antisocial behavior must not occur exclusively during an episode of schizophrenia or a manic episode.

Symptoms

Characteristics of people with antisocial personality disorder may include:

•       Persistent lying or stealing
•       Recurring difficulties with the law
•       Tendency to violate the rights and boundaries of others
•       Substance abuse
•       Aggressive, often violent behavior; prone to getting involved in fights
•       A persistent agitated or depressed feeling (dysphoria)
•       Inability to tolerate boredom
•       Disregard for the safety of self or others
•       A childhood diagnosis of conduct disorders - this is not a symptom but "a history of"
•       Lack of remorse, related to hurting others
•       Superficial charm
•       Impulsiveness
•       A sense of extreme entitlement
•       Inability to make or keep friends
•       Recklessness, impulsivity
•       People with a diagnosis of antisocial personality disorder often experience difficulties with authority figures.

http://en.wikipedia.org/wiki/Antisocial_personality_disorder

我諗你個聰明仔只是稍為反叛D,而唔係有antisocial personality,聰明仔往往是難明一D架啦!

[ 本帖最後由 lycheema 於 08-11-2 00:14 編輯 ]

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