D. Wechsler's test is one of the most famous and often used in psychological, pedagogical and medical practice. It is one of the individual tests and is used during personal interaction between the psychologist and the subject.
The test is based on D. Wechsler's hierarchical model of intelligence and diagnoses general intelligence and its components - verbal and non-verbal intelligence. Over 2000 publications are devoted to the use of the Wechsler test. In our country, methodological manuals for the test and the test itself were produced by several psychodiagnostic enterprises, therefore, instead of giving detailed
Diagnosis of intelligence 65
description of the test, I will limit myself to only the necessary minimum of information, as well as the relevant theoretical and metrological characteristics of the test.
The first version of the test was proposed in 1939 (Wechsler-Bellevue scale, after the name of the Bellevue clinic) to diagnose the intelligence of people aged 7 to 69 years. D. Wexler criticized existing tests (primarily the Stanford-Binet test), considering them unsuitable for testing adults. The traditional IQ indicator - “mental age” - is completely inapplicable to characterize the intelligence of adults. Most intelligence tests focus on speed, which Wechsler says can be difficult for older people.
In traditional tests, a lot of space was occupied by formulaic operations with words and primitive tasks designed for children.
Refusing to group tasks according to age, Wexler combined the test tasks into subtests that were similar in content; within the subtests, the tasks were arranged according to difficulty level. Instead of the “mental age” indicator, he introduced age standards for the first time.
The test subject's result corresponded to the norms of the age group to which he belonged at the time of testing. The transition from absolute to relative indicators was both the strength and weakness of Wechsler’s technique, since this technique postulated the constancy of a person’s IQ throughout life.
3 versions of the Wechsler test are used: the WAIS test, intended for testing adults (from 16 to 64 years), the WISC test, for testing children and adolescents (from 6.5 to 16.5 years), and the WPPSI test (for children from 4 to 6 ,5 years).
The first two versions of the test have been adapted in Russia, which we will consider in this section.
The test includes 11 subtests. Of these, 6 make up the verbal scale and 5 make up the non-verbal scale. The verbal part included the following subtests.
1. General awareness: includes 29 questions. Diagnoses the level of simple knowledge. There are no questions requiring special and theoretical knowledge. The correct answer is worth 1 point.
2. Understanding: 14 tasks to understand the meaning of expressions. Judgment ability is assessed. Score depending on the correctness of the answer: O, 1, 2 points.
3. Arithmetic: includes 14 problems from a primary school arithmetic course. Problems are solved orally. The ease of handling numerical material is diagnosed. Both correctness and time spent are assessed.
4. Finding similarities: 13 tasks. The test taker must bring 2 items under a general category and identify what they have in common. Conceptual thinking is diagnosed. Score depending on the correctness of the answer: O, 1, 2 points.
5. Memorizing numbers: the first part contains rows with from 3 to 9 digits. The subject must listen to the numbers and reproduce them orally.
The second part includes rows from 2 to 8 digits. The subject must reproduce the series in reverse order.
6. Lexicon: 42 concepts. The test is aimed at studying verbal experience and the ability to define concepts. The test taker must explain the meaning of the word. The first 10 words are common in everyday speech, the next 20 words are of average complexity, the last 12 are abstract theoretical concepts. Score from 0 to 2 points. The verbal scale correlates closely with the subject's general culture and academic performance. The results strongly depend on the language culture of the test subject (on the language proficiency in which the text is written). Scores on the subtests “Awareness”, “Comprehension” and “Vocabulary” characterize the general level of development of the test subject and practically do not change with age and aging. They are believed to be determined by the level of education of the subjects. I believe that the connection is different: since the success of completing these subtests correlates to the greatest extent with general IQ, and is also determined genetically to the greatest extent (see section “Psychogenetics of general abilities”), then most likely the rate of accumulation of verbal knowledge determines the success and level education.
The “Similarity” subtest stands out. The results of its implementation indicate the ability for logical thinking, generalization and abstraction. Test scores decline as people age. Probably, the success of its performance is determined to a greater extent by “fluid” intelligence according to Cattell than the success of performance of other subtests of the verbal scale.
The “Arithmetic” subtest diagnoses not only the success of solving computational problems, but also arbitrary concentration of attention. The results of its implementation depend on the profession and level of education and change little with aging.
The Digit Repetition subtest has the weakest correlation with general intelligence and is aimed at determining the volume of short-term memory and the level of active attention. Wechsler justified the inclusion of this subtest in the scale on its diagnostic value: the inability to reproduce 4 digits in direct order indicates dementia. Direct reproduction deteriorates slightly with aging, while reverse reproduction deteriorates somewhat more significantly.
The results of the “Vocabulary” test are the most stable in relation to the influence of various factors (intuition, general condition of the subject, illness, etc.), therefore it is often used as a “reference point” when analyzing the profile of scores on the subtests of the D. Wechsler scale.
The nonverbal scale, or “action scale,” consists of 5 subtests.
7. Encryption(or Digital characters): is a variant of the code substitution test. The test subject must write the corresponding symbol under each number (100 in total) in 1.5 minutes. The form contains a “key”: a specific symbol is drawn under each of the 9 numbers. Visual-motor speed is diagnosed. The success rate is determined by the number of correctly encrypted digits.
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8. Missing parts(or Completion of pictures)", consists of 21 cards, which show pictures with a missing part, and diagnoses visual observation, as well as the ability to identify significant features. The time to solve one problem is 20 s. The correct answer is worth 1 point.
9. Block Construction (Koss Cubes): 40 tasks. Includes a set of red and white blueprint cards and a set of red and white dice. The test subject must, looking at the sample, assemble a picture from the cubes. Motor coordination and visual synthesis are diagnosed. Accuracy and solution time are assessed.
10. Consecutive pictures: 8 series of pictures. Each episode presents a plot. The pictures are presented in a certain incorrect sequence. The subject must place them correctly. The ability to organize a whole from parts, understand a situation, and extrapolate is diagnosed. The score is determined by the correctness and time of the solution.
11. Assembling an object (Folding figures): 4 tasks. The subject must assemble a figure of a well-known object from individual parts (figures “man”, “profile”, “hand”, “elephant”). The ability to synthesize a whole from parts is diagnosed. The estimate depends on the time and correctness of assembly.
In general, the nonverbal scale diagnoses not only knowledge, but also the individual’s ability to motor-perceptual interaction with objects of the surrounding world, depending on the experience of the activity.
Initially, D. Wexler believed that nonverbal intelligence was more dependent on the psychophysiological inclinations of the individual, but data from twin studies refuted this hypothesis.
The most comprehensive (its belonging to this part of the test is very conditional) test of the non-verbal scale is “Encryption”, diagnosing the properties of attention, perception, coordination. The results of its implementation quickly deteriorate after 40 years.
Many authors consider the “Koss Cubes” to be the most informative subtest of the nonverbal scale. The “Assembling Objects” test is similar in content.
The success of these three tests depends on the development of sensorimotor coordination, while the results on the “Missing Details” and “Sequential Pictures” tests do not depend on the development of motor skills, but are largely determined by cognitive abilities. According to Wexler, the success of these two tests is determined by the experience of perceiving the environment and involvement in culture.
The outcome of the test largely depends on the relationship between the psychodiagnostician and the test subject.
Testing is carried out using an adaptive algorithm. The first items of most verbal subtests (as well as the Koss Cubes) are intended for persons suspected of mental retardation. If the subject does not
Rice. 17. Conducting the WISC-R test (D Veksler) Subtest “Assembling objects”
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a person suspected of mental retardation does not complete the tasks of the main series, then he is presented with the first tasks.
The process of interpreting the results of some verbal tests is not fully algorithmic and requires the active participation of the experimenter.
Processing and interpretation of results can take place at three levels:
1) calculation and interpretation of scores for general intelligence, verbal and nonverbal intelligence, 2) analysis of the profile of assessments of subtest performance by subjects based on calculation of the corresponding coefficients, 3) qualitative interpretation of the individual profile using observation data of the subject’s behavior during the examination and other diagnostic information.
The standard processing option is to calculate the primary “raw” scores for each subtest. Then the “raw scores” according to the corresponding tables are converted into standard ones and displayed in the form of a profile. “Raw” assessments separately for the verbal and nonverbal parts are summed up, and then the corresponding indicators of general, verbal and nonverbal IQ are found in the tables (see Table 7).
Table 7. Classification of IQ indicators according to Wechsler
|
IQ score |
Level of intellectual development |
Detection rate (based on a sample of 1.7 thousand persons from 16 to 64 years old) |
|
130 and above |
Very high intelligence |
|
|
High intelligence |
||
|
"Good norm" |
||
|
Average level |
||
|
Reduced rate |
||
|
Border level |
||
|
Mental defect |
An additional index is the age-related decline in intelligence index. According to Wexler's data, all subtests of his battery are divided into two groups: the main ones, the success of which depends little on age, and the subtests, the results of which deteriorate with age.
He classified the first group as: “Vocabulary”, “Awareness”, “Composition of figures”, “Detection of missing details”, the second group - “Reproduction of numbers”, “Detection of similarities”, “Encryption” and “Koss cubes”.
TO"__________________________________________________ Chapter 3
The coefficient of age-related decline in intelligence (DQ) is equal to:
DQ= -------x 100%,
where TNR is the indicator for subtests with constant results, TPR is the indicator for tests with variable results.
When analyzing the performance profile of subtests, a number of additional indices are used.
The most important characteristic is the spread of points received by subjects for completing each subtest:
^ £ Xi - X|
where Xg is the score for completing a separate subtest, and X == --
The most commonly used vocabulary spread coefficient is the difference between the scale score of a given subtest and the score on the “Vocabulary” subtest. The value of scores for this subtest, as a rule, is always higher than for others, therefore, with the exception of rare cases, the deviation is a negative value.
The algebraic sum of these deviations is called “complex vocabulary spread”: its value is also almost always negative. The score on the “Vocabulary” subtest is most indicative of general intelligence and is relatively stable when the individual’s adaptation to the environment is impaired.
Less commonly used is the modified average spread index - the difference between the score of any verbal subtest and the score of all other verbal subtests (except for the Number Series and Arithmetic subtests) or the score of any nonverbal test and the average score of all other nonverbal tests. This score reflects the relationship of a subject's achievements in a particular subtest with the central tendency of his achievements in other subtests.
Sometimes the “average spread” indicator is used - the difference between the score on one of the subtests and the arithmetic average score of all subtests (except for the Arithmetic and Number Series subtests). This indicator reflects the relationship of the individual achievements of the subject to the central tendency of all achievements. In medical and psychological practice, the calculation of these indicators is used to clarify the diagnosis. For example, it is believed that a significant amount of “negative vocabulary spread” is an indicator of psychosis, in particular, the predominance of a negative vocabulary spread in the nonverbal part is an indicator of depression, and a sharp decrease in the level of performance on verbal tests relative to the score on the “Vocabulary” subtest is a sign of a progressive schizophrenic process, etc. .d.
Description of the technique
Wechsler test(or Wechsler Scale) is one of the most famous tests for measuring the level of intellectual development and was developed by David Wechsler in 1939. The test is based on D. Wexler's hierarchical model of intelligence and diagnoses general intelligence and its components - verbal and non-verbal intelligence.
The Wechsler test consists of 11 separate subtests, divided into 2 groups - 6 verbal and 5 non-verbal. Each test includes from 10 to 30 gradually more difficult questions and tasks. Verbal subtests include tasks that reveal general awareness, general understanding, abilities, finding similarities, reproducing numerical series, etc. Non-verbal subtests include the following: encryption, finding missing details in a picture, determining the sequence of pictures, adding figures. The performance of each subtest is assessed in points, with their subsequent conversion into unified scale scores that allow analysis of the spread.
The performance of each subtest is assessed in points, with their subsequent conversion into unified scale scores that allow analysis of the spread. They take into account the general intellectual quotient (IQ), the ratio of “verbal and non-verbal” intelligence, and analyze the performance of each task. Quantitative and qualitative assessments of the test subject’s performance of tasks make it possible to establish which aspects of intellectual activity are less developed and how they can be compensated. A low quantitative score on one or more subtests indicates a certain type of impairment. There are qualitative and quantitative signs characteristic of one or another form of neuropsychic pathology.
History of creation
Although the intelligence testing movement had been actively developing for decades, it was not until the late 1930s. There was no well-standardized individual intelligence test for adults. Growing dissatisfaction with the standardization and structure (mental age levels) of the Stanford-Binet scale gave Wechsler the impetus to create the Wechsler-Bellevue Adult Intelligence Scales (W-B) in 1939.
Wechsler originally designed his test as a "point scale" rather than a mental age scale. When creating an intelligence scale, he took into account criticism of the Stanford-Binet test for its exclusively verbal focus and included in his methodology a number of nonverbal tasks proportional to the verbal scale. Also, during standardization, fairly large samples of the adult population were used. Standardization attempted to control educational and professional status. The final version of the new test was intended for use in the age range from 10 to 60 years.
Some of the main reasons that influenced the final selection of subtests included in the Wechsler scale are the following:
- the selected subtests had high correlations with other intelligence test batteries;
- they differed sufficiently in their functions, which made it possible to prevent any specific influence on the subjects from individual abilities and inabilities;
- The results of these tests allowed us to make certain diagnostic conclusions.
After two successive revisions of the test, in 1949 Wechsler introduced a new and revised form of the test, the Wechsler Adult Intelligence Scale (WAIS). The WAIS was standardized on 1,700 subjects (evenly distributed across gender and age levels) ranging in age from 16 to 64 years. The standardization sample was supplemented with a sample of 475 elderly individuals (from 60 to 75 years and older). In this new standardization, all regions of the United States were represented, urban and rural populations at each age level, as well as the 10% of non-white citizens. The WAIS was revised in 1981 and became the WAIS-R.
Modifications
3 variants of the D. Wechsler test are used:
- the WAIS (Wechsler Adult Intelligence Scale) test, designed for testing adults (16 to 64 years old);
- WISC test (echsler Intelligence Scale for Children) - for testing children and adolescents (from 6.5 to 16.5 years);
- WPPSI test (Wechsler Preschool and Primary Scale of Intelligence) for children from 4 to 6.5 years old. The first two versions of the test have been adapted in Russia, which we will consider later.
It’s nice to communicate with an intelligent person who can support any topic, joke at the right time and become serious. Such people are said to have a high level of intelligence. What is this concept and what are its levels?
Intelligence level - what is it?
Intelligence is characterized as a certain quality of the human psyche, which allows him to adapt to changing living conditions. It also lies in the ability to learn something new, understand and apply your knowledge and experience. The level of intelligence is a certain coefficient expressed in a quantitative assessment of a person’s ability to adapt to new living conditions.
Wechsler test
Many scientists have been involved in determining the level of intelligence, but the Wechsler scale has become especially popular recently. Developed in 1939, it measures aspects of the intellectual characteristics of children and adults from three to seventy-four years of age. Wechsler's tests are based on a hierarchical intellectual model, the pinnacle of which is verbal and practical (non-verbal) intelligence.
The history of the definition criteria in the test
In 1939, the first version of the scale appeared - Bellevue, where "Bellevue" is the name of the clinic. Wechsler's proposed tests were designed to diagnose people from seven years of age to 69 years of age. D. Wexler criticized the tests used at that time, the main of which was the Stanford-Binet test. He considered them unsuitable for studying the adult category of people, since they are speed-oriented, which is difficult for older people. Also, existing tests included primitive operations aimed more at children.
Its features
A characteristic feature of this is the ability to cover a wide range of ages, and a separate Wechsler test is a children's version that gives a specific description of the child's intellectual inclinations and reveals patterns of intelligence development. In addition, the results obtained during testing are taken into account by psychiatrists to make a correct diagnosis.
What modifications of this technique are there?
Wexler combined subtests according to content and difficulty levels. And mental IQ was redirected to age.
W-B (Wechsler-Bellevue Adult Intelligence Scales) was rather an intellectual scale for adults. It has been edited twice. As a result, in 1949, the Wechsler WAIS tests, that is, the Wechsler Adult Intelligence Scale, were released. This was already a standardized technique, which was distributed according to gender and age. Of these, 1,700 subjects were aged from 16 to 64 years, and 475 were aged from 60 years and above. When standardizing, not only age was taken into account, but also professional status and education. The resulting scale is for a range of ten to sixty years. The main criteria of the subtests are:
- high correlation component with other tests;
- difference in functions, which excludes the specific influence of certain abilities or their absence;
- the possibility of certain conclusions based on testing results.
Today, three types of diagnostics are used: the WAIS test (adults from 16 to 64 years old), WISC (children and adolescents 6.5-16.5 years old) and WPPSI (children 4-6.5 years old). For the Russian Federation, only the first two have undergone adaptation: WAIS and WISC.
Dough blocks
This technique includes 2 blocks:
- verbal, consisting of 6 subtests;
- nonverbal - 5 subtests.
In the first block, general competence (awareness), intelligence (comprehension), arithmetic, similarity (resemblance), repetition of numbers, and vocabulary are examined. And non-verbal includes research in the field of missing details, sequential pictures, using Kos cubes, adding figures, using encryption. All tasks are given in order of increasing difficulty from level to level. In terms of time, testing takes one hour per patient and another one to process the results. When conducting, the age category is taken into account, since there is a separate Wechsler test - a children's version, and a separate one - for adults.
What is taken into account in the test results?
To summarize, it is necessary to carry out three levels of processing and interpretation of the results. The first level is the analysis of marks of general, verbal and non-verbal intelligence. The second is a study of the results with the calculation of the corresponding coefficient, the evaluation profile of the completed tasks. At the third stage, the individual profile is interpreted, taking into account the patient’s behavior during the examination and other diagnostic data. Similarly, adults process the Wechsler test for preschoolers, analyzing the results of the tasks.
Using the classic option to obtain the result, the specialist calculates the first “wet” estimates of each study. After that, he sums up the assessments from the tables that correspond to the task, converts them into standard ones and displays them in the form of a profile. Verbal and non-verbal assessments must be added separately, then the indicators must be determined based on general IQ tables.
Description of the scales of the Wechsler technique
The methodology includes verbal and nonverbal scales. The first includes the following indicators:
1. General Awareness Scale consists of 29 interrogative tasks that must be answered. This is the diagnosis of the level of simple knowledge, without special theoretical training. Correct - one point, incorrect answers are not taken into account.
2.Understanding scale contains 14 tasks to study the semantic load of expressions and reasoning ability. Scores based on the level of correctness - from zero to two points.
3. Arithmetic consists of 14 tasks from the course of arithmetic science in primary education. The test is oral; the attentiveness of the specialist conducting the examination is important here. He looks at the ease of handling the data and the time interval.
4. Find similarities between objects- 13 tasks to identify a general category of objects. Conceptuality is important in this block. Scores from zero to two.
5. Remember numbers- rows of 3-9 numbers (listen and repeat orally) and 2-8 numbers, which are reproduced in reverse order.
6. Vocabulary consists of 42 concepts. At the same time, verbal experience, conceptuality, and meaningfulness are studied. Ten words in this block are taken from everyday language, twenty are of an average level of difficulty, 12 of them are abstract and theoretical concepts. Scores here range from zero to two per option.
The Wechsler test for adults is a nonverbal assessment of intelligence. It includes 5 actions:
- Character data (encryption) - 100 digits, 1.5 minutes each.
- Completing the drawings - 21 pieces (20 minutes).
- Koss hexahedrons (40 cubes) - assemble a drawing from cubes.
- Sequence - 8 series of cards.
- Collecting objects from figures - 4 tasks.
The result of an intelligence test using a method such as the Wechsler test for children depends on the general culture of the child and his performance at school. Success in completing tasks is related to the level of general IQ, but is also determined by genetics. It follows from this that the speed of acquiring verbal skills and knowledge will determine his success and level of education.
Explanation of results
The most interesting point in any test is the time it takes to decipher the results. This applies to all methods, because a person is interested in knowing why he spent so much time and what he is like within the framework of the chosen topic.
The Wechsler intelligence test also assumes a certain gradation of results. This characteristic is considered here in the following ranges:
- More than high intelligence - score 130.
- High - 120-129.
- Good - 110-119.
- Average - 90-109.
- Bad - 80-89.
- Border zone - 70-79.
- Low (mental defect) - up to 69.
Features of the children's version of the test
The diagnostic scale for school-age children (6.5-16.5 years) includes twelve subtests corresponding to the WAIS, but with the introduction of easier and similar tasks and a “maze” subtest.
Wechsler's tests for preschoolers differ in that “understanding” is replaced by “memorizing numbers”, and “maze” by “coding”. During the experiment, the verbal and nonverbal parts alternate so that the child can easily learn the tasks and complete them. To calculate IQ, additional studies are not taken into account.
The “maze” subtest consists of tasks that gradually increase in difficulty of completion. For this, a certain time is provided (to find a way out), after which errors are counted.
In 1967, a version of the WPPSI was released, consisting of 11 subtests, of which one is an auxiliary test. Eight of them are lightweight and have been adapted to WISC, and the remaining three are completely new. Diagnosis using this method can be carried out in two stages.
The verbal unit includes: competence, vocabulary, arithmetic ability, similarity, awareness and sentences.
The scale of actions for this modification of the test includes: a house for an animal, completing drawings, labyrinths, geometric diagrams, constructing blocks - Koss hexahedrons.
“Sentences” in this block were replaced by “memorizing symbols”, which are taken from WISC; they either replace any verbal test or are used additionally.
The Animal House subtest is taken instead of the Code subtest from the WISC and consists of cards with pictures of a dog, a chicken, a fish, and a cat. The child arranges the houses according to the key.
Conditions for its holding
In the procedure for studying the intellectual sphere of children, testing begins only after the motivation of the ward. Then only the Wechsler children's test will show real results. At the same time, you need to try to set the child up positively, using a smile and creating a positive attitude.
The child should not feel like he is taking an exam. Entry to testing should be in a playful manner. Questions are formulated with clear pronunciation and precision. All answers, with the exception of clearly negative ones, should be encouraged. Unsuccessful answers are amortized, and if the child is silent, the specialist should stimulate him to answer. They do not move on to the next task until they receive an answer to the previous one. In case of contradictions, it is necessary to let the correct option be chosen with the leading question “how?”. Additional questions in this case are inappropriate, as they put children in a difficult situation.
It is also possible that the child completes the task incorrectly. Then the testing psychologist should pretend as if he did not notice this and invite the child to think about the answer to the next question. After success in the next answer, the subject is asked to return to the previous question again.
The approach to young people over the age of 16, when they take the Wechsler test for adults, is absolutely identical to that for children, with minor adjustments for age.
Interpretation of nonverbal indicators of the children's version of the test
IQ (Wechsler test) is analyzed using coefficients. It is important to pay special attention to improving the child’s nonverbal components. Many scientists believe that nonverbal diagnostics have much wider possibilities.
It is necessary to take into account that the test result in childhood can change significantly if the living conditions, upbringing and education of the child change. The template method is not able to fully demonstrate the intelligence of an individual, since it does not take into account the dynamic aspects of the development of mental abilities. It's fair to say that a high IQ is not a genius. It often happens that people of high intelligence are invisible to society, while people of average intelligence achieve great professional success. The fact is that success depends on specific intelligence, originality of thinking, strength of desire for a goal, and so on. It is impossible to speak categorically based on the test results about the intellectual potential, the limit of a child’s development. This is unacceptable from a moral point of view.
Correctness in the description of test results
It is for this reason that the psychologist is required to be somewhat gentle in describing the results showing a low intellectual level. The interpretation of the Wechsler test assumes the presence of a different outcome of the procedure. When the time comes to announce the results, the specialist must do this without a hint of a low level of intelligence, giving hope to the person, advising him, without stopping there, to develop further.
The Wechsler method for studying intelligence in adults (1955) is a variant that arose as a result of the processing of the previously widely used Wechsler-Bellevue test (1939). Numerous modifications of this method are known, used in Germany, Poland and other countries. In particular, in Germany, psychologists use the so-called Hamburg version of the method (HAWIE), in which some questions are adapted, and the entire test as a whole is newly standardized for 2000 subjects. In the Soviet Union, the Wexler method was adapted by collaborators of the Leningrad Research Psycho-Neurological Institute named after. V. M. Bekhtereva.
Using the Wechsler method, persons over 16 years of age can be examined. For examining children, a special version of the Wechsler method (W1SC) was created, adapted and standardized by A. Yu. Panasyuk (1973).
The Wechsler method consists of 11 separate methods - subtests. Each of them does not contain any new techniques that have not been used before in experimental psychology. All subtests are divided into 2 groups - verbal (6) and non-verbal (5).
1st subtest -general awareness- contains 29 questions aimed at measuring the volume of human knowledge. Based on the answers to these questions, one can to a certain extent judge the memory of the subject, the range of his interests, and the education he has received. The results for this subtest change little with aging or under the influence of a disease process (the exception is diseases that occur with severe intellectual-mnestic decline). The degree of difficulty of the questions asked to the examinee gradually increases. This principle is also typical for other subtests. Here are some questions:
2. What shape is the ball?
24. Who wrote the Iliad?
29. What is epistemology?
Typically, the study begins with the fifth question and only in those cases when the subject cannot cope with the fifth and sixth questions, they return to the previous ones.
The correct answer is worth 1 point. The maximum score in the first subtest is 29 points.
2nd subtest -general understanding- contains questions that cover the characteristics of the subject’s behavior in a particular situation, as well as determining his understanding of the figurative meaning of proverbs. Materials on this subtest testify to the social and cultural foundation of the subject. It is believed that with the help of the second subtest “common sense”, the amount of practical knowledge, is examined. It should be noted that this technique was used in the clinic of V. M. Bekhterev by S. D. Vladychko (1913), who used it to study mentally ill people.
Here are examples of questions asked to the patient:
3. What will you do if you find a letter on the street in a sealed, addressed, stamped envelope? 14. What does the expression mean: “One swallow does not make spring”?
The study begins with the third question. They return to the previous ones only when it is discovered that the subject is incompetent in his answers to the third, fourth and fifth questions.
Answers are scored 0, 1 or 2 points depending on the correct understanding of the situation contained in the question and on the accuracy, completeness and degree of generalization of the judgment contained in the answer. So, to the question of what to do with a letter found on the street, the best answer is one that shows the subject’s understanding of the need to send the letter immediately: put it in the mailbox; take it to the post office. This answer is worth 2 points. Answers indicating that the subject understands that the letter is not his property are scored 1 point: I will take it to the specified address; I'll hand it over to the police. A complete lack of understanding of what should be done with the letter is scored 0 points: I won’t pick it up; I'll throw it in the trash can.
Understanding of the proverb “One swallow does not make spring” is assessed at 2 points if the subject understands its abstract meaning: it is impossible to build a generalization on the basis of one case; For generalization, a set of features is needed. Answers with a specific example or those indicating an insufficient degree of abstraction are scored 1 point: one good deed does not mean that a person is good. A literal understanding of the proverb is scored 0 points: if the swallow has flown, it has not yet
means that spring has come; Swallows always arrive earlier than other birds.
The maximum score in the second subtest is 28 points. There is no time limit. The results here, as in the 1st subtest, depend little on age and do not deteriorate significantly with aging.
3rd subtest- arithmetic- consists of 14 tasks. The first two tasks are checked only if there are insufficient answers to the 3rd and 4th tasks. Arithmetic tasks presented to the subject are characterized by increasing difficulty. Time is limited - 15 s are allotted for the first 4 tasks, 30 s for the 5th - 10th task, 60 s for the 11th - 13th task, 120 s for the last one. For quickly solving the last 4 problems, 1 point is added. The correct solution to a problem is scored 1 point (including problems that did not have to be checked).
Examples of arithmetic problems:
4. If a person bought 6 kopecks worth of stamps and gave 10 kopecks, then how much
should he get back? 8. How long will it take a person to walk
24 km if he goes at a speed of 3 km/h? 14. Eight people can finish the job in 6 days. How many people will it take to do this job in half a day?
This subtest indicates the ability to concentrate active attention and operate with arithmetic material. The ability to perform mental arithmetic does not show a significant tendency to deteriorate with age. The results in this subtest with aging are somewhat worse than in the “digit repetition” subtest, but significantly better than in the subtests that will be discussed below.
4th subtest -finding similarities- is a somewhat simplified version of the method for comparing concepts, in which the task is limited only to establishing similarities. The subject is offered for comparison such concepts as orange - banana, coat - dress, praise - punishment, fly - tree. Response time is not taken into account. Answers are scored 2, 1, 0 points. The assessment of the answer depends on the level at which the task was completed. Thus, when comparing the concepts “lion” and “dog”, it is possible
the following answers: both the lion and the dog are animals, beasts (the answer is at the conceptual level); both the lion and the dog eat (answer at the functional level); they both have legs (answer on a specific level).
It should be pointed out that often assessing the answer and determining the level of comparison of concepts presents great difficulties and requires experience and knowledge from the researcher. There may be answers, the qualification of which is very difficult. Thus, a patient with schizophrenia found that the similarity between a lion and a dog lies in the fact that these are animals “equally acutely perceived by humans.” With a formal approach to assessment, we can talk here about the conceptual level of the answer. In fact, we are talking about typical schizophrenic dissent. This example demonstrates the inappropriateness of a purely quantitative approach to assessing results.
This subtest assesses mainly the logical nature of thinking. The maximum score for the subtest is 26 points.
Although in this subtest the time for completing tasks is not limited and the slower pace of older subjects does not put them in worse conditions than younger subjects, nevertheless, the results here significantly decrease with age. O. Bromley (1966) points out that older people become not only less capable of forming abstract principles, but also of distinguishing between them. When they interpret proverbs, their answers are less general and less abstract than those of younger people.
5th subtest -reproduction of digital series- used to study memory, mainly operational memory, and attention. Each series of numbers has 2 equivalent tasks. The second task in the series is presented to the subject only if he failed the first. The numbers, according to the instructions, are reproduced in forward and reverse order. The reason for stopping the study is the failure of the subject in both tasks of this series. Time is not regulated. Each correctly completed task is worth 1 point. The maximum score is 17 points (when playing numbers in forward order - 9 and in reverse - 8 points).
According to D. Wexler, the inability of the subject to repeat a series of 4 digits in direct order may indicate dementia. Aging (physiological) does not have a noticeable effect on simple memorization (the performance of this sub-test in patients with cerebral atherosclerosis will be discussed below). It should be noted that this subtest not so much characterizes the state of the memory function in all its diversity, but rather reflects the characteristics of active attention and de-automatization of series of signs. O. Bromley found that the reproduction of numbers in forward order decreases slightly with age; the difficulty in reproducing numbers in reverse order is more noticeable in older people.
6th subtest -vocabulary- serves to assess vocabulary. Due to the fact that vocabulary depends on educational level, it changes little with aging.
The subject is offered 40 words and asked to define them and explain their meaning. At first, these are simple and frequently used words (money, winter, bed, factory, detail, collection). Gradually, the task becomes more complicated, the examiner names for definition such words as perimeter, tirade, plagiarism, parody, etc. Of course, in this subtest, the complication of the task is relative in nature and is revealed when comparing not so much individual words as groups of words.
Answers are scored from 0 to 2 points. In this case, they are guided by the following criteria: the answer is scored 2 points if it is:
1) a good, well-chosen synonym;
2) the main use of the word in the vocabulary of the language;
3) one or more definitions of the basic properties of the word;
4) a word that generalizes the concept to which the word being defined belongs;
5) several correct descriptions of the properties of the word being defined, which together reflect the subject’s understanding of the meaning of this word.
Correct but incomplete answers are scored 1 point:
1) unclear or insufficiently clear synonym;
2) secondary, not primary, use of this word in the language;
3) an example of the possible use of a word in a language. Obviously incorrect answer and absence of
real understanding of the question, even after its repetition, non-understanding of the meaning of the word presented in a characteristic context.
For example, understanding the word “sentence” can be scored 2 points if one of the following answers is given: legal decision, court decision, conclusion, legal act of decision; 1 point - punish, condemn, condemn; 0 points - prison, reprimand.
The time for studying the vocabulary subtest is not regulated. The maximum score is 80 points.
The listed 6 subtests belong to the verbal group. Despite the fact that based on the results of their implementation, an overall assessment is made, which is compared with the performance of non-verbal subtests, they themselves are quite heterogeneous. This is convincingly shown by the research of O. Bromley (1966). Thus, she found that among old people the results of completing tasks on the subtests: “vocabulary”, “general awareness” and “general understanding” change little. The author explains this consistency of results with aging by the nature of the activity necessary to complete tasks; lack of requirements regarding speed of execution; relative simplicity of tasks. These subtests measure intellectual achievements that persist with aging rather than intellectual abilities that decline after a certain age.
Let's move on to the description of nonverbal subtests.
7th subtest -digital characters- requires from the subject in a special table (Fig. II) in accordance with the patterns in the rows of randomly selected numbers, put its designation, symbol under each number, as if to re-encrypt the numbers. This test examines psychomotor skills and learning ability. The task completion time is limited to 90 s. Each correctly completed task is worth 1 point. The first 10 tasks are not taken into account, they serve as an example. The ability to learn new material is evidenced by the implementation of subsequent examples, when the subject is warned about the start of chronometry and the need to complete the task as soon as possible. When studying different age groups using this technique, it was found that the performance indicator shows a clear downward trend after 40 years.
8th subtest -finding missing details in a picture. Here the ability of the subject to identify the essential features of an object or phenomenon is revealed. The subject is presented with a special set of pictures. Each image is missing one essential detail. The exposure of each picture is 20 s. Each correct answer is worth 1 point. The maximum score is 20 points.
9th subtest -Koos cubes- serves to study spatial imagination, constructive thinking. The subject must discover the ability to transfer a visual image from a sample card to a specific structure, which he recreates on a different scale from colored cubes. Standard set of sample cards (Fig. 12). Time is strictly regulated; for successful completion of the last 4 tasks within a shortened period of time, 1 or 2 points are added to the grade. The experience sheet contains time criteria for assessing the completion of each task. The maximum result is 48 points.
10th subtest -consecutive paintings- is a clearly timed version of the method of establishing the sequence of plot development based on a series of pictures. A total of 8 series of pictures are used. Each series is offered in a specific order that does not correspond to the true sequence of pictures. The subject must grasp the meaning of the story depicted with the help of pictures, and demonstrate, according to D. Wexler, the ability to organize a group of factors into a logical system. Here the nature of the task is assessed (there are better and worse options) and the time spent on it. Depending on this, the assessment for individual tasks is different - from 4 to 6 points. The tasks become more difficult in the order in which they are presented. The maximum result is 36 points.
Here are some of the series used in this subtest (Fig. 13).
11th subtest -addition of figures- measures the ability to compose from individual fragments a single semantic whole, a collection of these fragments. The subject is asked to put together a whole from 4 figures cut into separate fragments. (Fig. 14). The time is strictly regulated. Additional points are given for quickly completing a task (individual tasks are scored from 8 to 13 points). The maximum result is 46 points. Then, using a special table, the primary (“raw”) assessments of the results of individual subtests are converted into unified, scale ones, which make it possible to analyze the spread. Verbal and non-verbal indicators are calculated separately, and then the overall indicator. The last three indicators are calculated adjusted for age.
Fig. 14. Wechsler test. Subtest "Addition of figures"
D. Wexler divided subtests into the main ones, which little change the results with age (vocabulary, awareness, composing figures, detection of missing details), and those that show a clear deterioration in results with age (reproduction of numbers, similarity, substitution of digital symbols and Koos cubes).
This division is to a certain extent arbitrary. Some subtests that are subject to age-related changes (composing figures and missing parts) are included in the group of subtests with unchanged results, and, conversely, subtests that are slightly influenced by age-related changes - reproducing numbers and finding similarities - belong to the group subject to changes. By comparing the performance of these two subgroups of tests, Wechsler obtained the coefficient of deterioration, age-related damage (DQ)
where THP are indicators for subtests with unchanged results;
THP - data on subtests with variable results (the result obtained by multiplying by 100 is expressed as a percentage).
As already indicated, O. Bromley, in gerontopsychological research, attaches great importance to the derivation of a productivity indicator, which determines the intellectual level in relation to young people who have reached the peak of biological and intellectual development. In a young man, according to O. Bromley, the productivity indicator is equal to the intellectual indicator (IQ). In an old person, IQ remains at a more or less constant level, but the productivity indicator steadily decreases.
The last restandardization of the technique on the American population was carried out by D. Wexler’s student A. Kaufman in 1991 (children’s version) and in 1998 (adult version).
Raven Tables
(progressive matrix scale)
The test was created by K. Raven in 1936. At first it was assumed that with its help the features of perception and perception would be studied. This was due to the fact that the theoretical basis of the test, along with the theory of neogenesis by S. Spearman (1904), is the theory of perception of forms developed by Gestalt psychology. While working with the test, it was revealed that when solving the tasks included in the test,
three basic mental processes: attention, perception and thinking. Therefore, the Raven test is not considered a purely “intellectual” test, such a test of “general intelligence”, which usually includes the D. Wechsler scale. When solving tasks using Raven tables, the concentration of active attention, its sufficient volume and distribution. In particular, attention is the factor of perception that creates a certain setting for perceptual activity. Using the Raven test, researchers judge not about intelligence, but about the ability for systematized, systematic, methodical intellectual activity.
The Raven test consists of nonverbal tasks, which, according to T. Bilikievich (1956), is important, since it takes less into account the knowledge acquired by the subject in connection with education and life experience.
The test stimulus material contains 60 tables, divided into 5 series. Each series includes 12 tables containing tasks of increasing difficulty. At the same time, the type of tasks becomes more complex from series to series.
IN series A The principle of establishing relationships in the structure of matrices was used. The task is to supplement the missing part of the main image with one of the fragments given in each table. Completing the task requires the examinee to carefully analyze the structure of the main image and detect the same features in one of several fragments. Then a comparison of the fragment occurs, its comparison with the environment of the missing part of the table.
Serie B built on the principle of analogy between pairs of figures. The subject must find the principle according to which the analogy is constructed in each individual case and, based on this, select the missing fragment. In this case, it is important to determine the axis of symmetry, according to which the figures in the main sample are located.
Series C built on the principle of progressive changes in the figures of the matrices. These figures within the same matrix are becoming more and more complex; it is as if they are continuously developing. The enrichment of figures with new elements is subject to a clear principle, by discovering which you can select the missing figure
Series D built on the principle of rearranging figures in a matrix. The subject must detect this regrouping occurring in the horizontal and vertical directions.
Series E is based on the principle of decomposing the figures of the main image into elements. The missing figure can be found by understanding the principle of analysis and synthesis of figures.
Figure 15 shows samples of Raven's tables, illustrating the specifics of the principle of constructing tasks in each series, as well as the gradual increase in difficulty of the tasks contained in the tables.
In the instructions, the subject is informed that he will have to complete 60 tasks, and attention is paid to their degree of difficulty. Then it is indicated that each task contains in a large frame an example of a certain structure or made up of a series of figures. The figures or drawings of the sample are not located randomly, but according to a certain pattern. Having established the nature of the pattern inherent in each matrix, the examinee will be able to find the missing fragment. The order of completing tasks is required.
The first 5 tasks (A1-A5) are checked by the researcher right there, and if it is clear that the subject has understood the task, he completes the rest, taking into account time and completely independently. If necessary, the first 5 tasks can be completed with the help of a researcher. Each correct solution to the task is worth 1 point. The total number of points is calculated for all tables and for individual series. The resulting general indicator is considered as an index of intellectual strength and mental productivity of the subject. Indicators of task completion for individual series are compared with the statistical average, taking into account the difference between the results obtained in each series and the control ones obtained through statistical processing of survey data from large groups of healthy individuals and, thus, regarded as expected results. This difference allows us to judge the reliability of the results obtained (this does not apply to mental pathology).
The resulting total indicator is converted into percentages using a special table. There are five degrees of intellectual level on the scale:
I degree - over 95% - particularly highly developed intelligence;
II degree - 75-94% - above average intelligence;
3rd degree - 25-74% - average intelligence;
4th degree - 5-24% - below average intelligence;
5th degree - below 5% - intellectual defect.
The given gradation refers to a certain age group and indicates the intellectual level of the subject relative to the age group to which he belongs. Using a special table, the absolute indicator can be converted into an intellectual quotient (IQ)/
Tietze technique
It was published by M. Titze in 1974 (M. Titze, 1974) and was intended to study thinking disorders in schizophrenia. The stimulus material of the technique is represented by seven large paintings measuring 23x20 cm, which depict various objects or situations:
1) a gas station with a car being refueled;
2) a group of people watching paratroopers descend from an airplane;
3) the interior of a business premises with a man depicted in the foreground talking on the phone;
4) an accident on the street, in the foreground a doctor provides assistance to a person lying on the roadway;
5) execution;
6) robbery in a sparsely populated place;
7) living room with a TV screen, a broken ball and a woman blowing.
Each of these large paintings has a rectangular “white” area with a missing image, which the subject must restore. For this purpose, 42 fragments common to all seven large paintings are simultaneously proposed, exactly corresponding in size and shape to the area of the large painting; fragments contain images of individual living or inanimate objects - a cyclist, a bookcase, a tank, a car, an ambulance, a chair, a dog, a running policeman, etc. (Fig. 16).
The research technique is as follows.
1. Instructions: “Now you will be shown several large paintings that depict various real scenes. Each of the paintings has a section of missing image. At the same time, you will be offered various options for these missing images, common to all large paintings. It is necessary for each of the large paintings to select a complementary fragment corresponding to the integrity of its plot. If you think that there may be several such fragments that restore the integrity of the image in a large picture, then select them all, but the first one is still the one that most suits the meaning. Say the number of this fragment (it is written on the back of the card) and put the selected fragment(s) in place, moving on to the next large picture. Feel completely free. Your intelligence is not tested. The time of your elections is not limited.
2. The registration form records all the choices of the subjects, the time of each choice, as well as all spontaneous statements of the subjects during execution
research. In addition, it is necessary to ask the subjects to give an explanation of each of their choices; this is also entered into the protocol.
Thus, Tietze’s technique, in a certain sense, can be compared with Raven’s matrices, and also allows one to study the activities of subjects.
The method was tested by the author on groups of patients with schizophrenia, depression, neuroses, alcoholism, as well as on healthy subjects. It was found that patients with schizophrenia choose more additions to one large picture than representatives of other study groups. The need to analyze the statements of subjects explaining the choice of one or another complementary fragment is indicated. The method was noted to be highly sensitive to the detection of schizophrenic thought disorders.
A comprehensive testing of the methodology on the Russian-speaking population was carried out by V. M. Bleicher and S. N. Bokov (1995). The technique was proposed for use by mentally healthy subjects, patients with neuroses and neurotic developments, schizophrenia, epilepsy, various non-epileptic organic brain lesions, persons with character accentuations and psychopathy, borderline intellectual deficiency, mental retardation of various degrees. The psychiatric diagnosis of all subjects was not in doubt and was at least 2 years old.
It has been established that patients with schizophrenia are characterized by the largest average number of choices per large picture. A qualitative analysis of the characteristics of the subjects’ performance of individual tasks of the technique made it possible to detect in them a significant range of thinking disorders, with formally intact criticality in perceiving the plot of large paintings. For example, when assessing picture No. 6 (robbery), the patient chooses a parachute as an answer: “...So that someone can come down and figure out the situation. After all, there is theft here...”; another patient, evaluating picture No. 4 (an accident on the street), chooses a monument: “...The monument is suitable. An accident has occurred - a person is lying...", when attention is paid
patient to the fact that perhaps he should first of all call an ambulance, he replies: “...Maybe we should have chosen an ambulance... Well, no. Next time”, etc.
Summarizing the features of the qualitative analysis of the results of Tietze’s technique performed by patients with schizophrenia, we can say that they, unlike subjects of other nosological groups, are characterized, in most cases, by a formally correct perception of the essence of what is happening in large pictures of the event, but at the same time, a simultaneous violation, due to the amotivational pathogenetic clinical and psychological mechanisms inherent in schizophrenia, planning and execution of subsequent actions - corresponding to the correctly perceived plot of the picture, the choice of the necessary complementary fragment to restore the integrity of the overall plot.
In contrast to patients with schizophrenia, who formally correctly perceive the plot of large paintings, patients with epilepsy, non-epileptic organic lesions of the brain, subjects with borderline intellectual disability and mental underdevelopment of various degrees already at the stage of perception are noted to have varying degrees of severity of the disorder criticality. For example, one of the patients with epilepsy, evaluating painting No. 6, which depicts a robbery scene, sees running on ice: “...Are they running on ice? It’s like walking on ice here... This is a clean place, what can you put there? There is nothing here"; a subject with borderline intellectual disability evaluates picture No. 7 (room with a broken TV) as follows: “...Room, smoke from the stove. Apart from the chair, nothing fits...”
According to the results of our research, Tietze’s technique, being sufficiently suitable for diagnosing thinking disorders in schizophrenia, can also be used to obtain useful pathopsychological information for other types of mental pathology.
Domino scale
Proposed by A. Anstey (1943) as an alternative to Raven's matrices for studying nonverbal intelligence in children over 12 years of age. It has been statistically shown that the domino test is homogeneous in more than 20 indicators with respect to the so-called G factor according to C. Spearman (1904), who experimentally discovered that
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tests aimed at identifying individual abilities are interconnected by significant positive correlations, and came to the conclusion that there is a certain general, general factor G that influences all the studied variables (tests). The general factor identified by S. Spearmen is interpreted as a plastic function of the central nervous system. Thus, general intelligence is viewed as a biologically determined property. The concept of a general factor is still the subject of debate among supporters of various directions.
In testology, the “domino” scale is still considered to be aimed at measuring general (innate) intelligence. Since it is believed that the general factor is especially sensitive to pathological disorders of mental activity, the “Domino” scale is considered as a test that is especially suitable for studying intelligence in psychiatric practice. At the same time, it is also believed that, in contrast to verbal tests, which also reflect the intellectual level that preceded the disease, the “domino” scale reflects the level at the time of the study, that is, we are again talking about tests with unchanged and variable real results.
The “domino” scale consists of 4 examples and 44 tasks, arranged according to the degree of increasing difficulty. On the cards or sheets offered to the subject, rectangles with dots are drawn, similar to those used when playing dominoes. These rectangles are located in a certain sequence, the analysis of which allows us to establish a known pattern and continue the general series (Fig. 17). The subject must say how many points, in his opinion, there should be in a rectangle, the outline of which is indicated only by a dashed line.
The technique is used for psychometric research of intelligence, while 25 minutes are allotted to complete all 44 tasks. Using special tables, the total indicators are converted into percentages corresponding to a certain level of intelligence.
Wechsler test
The Wechsler test (other names: Wechsler scale, Wechsler intelligence test, WAIS, WISC) is one of the most popular intelligence tests in the West (especially in English-speaking countries). In our country, the test is also widely known, but its popularity is not so great, due to the complexity of adapting intelligence tests to other languages and the rather high requirements for the qualifications of a psychodiagnostician.
The test includes 11 subtests that make up the verbal and nonverbal scales:
Verbal subtests:
1. General awareness subtest. Explores a store of relatively simple information and knowledge. There are 29 questions offered, the score is 1 point for the correct solution to each question.
2. Subtest of general understanding. Evaluates the completeness of understanding the meaning of expressions, the ability to judge, and understanding of social norms. The subject must give an answer about his intended actions in the described situation. There are 14 questions, the score depending on the accuracy of the answer is 0, 1 or 2 points.
3. Arithmetic subtest. Evaluates concentration and ease of handling numerical material. The test taker must verbally solve a series of arithmetic problems. An assessment is given not only of the accuracy of the answer, but also of the time spent on the solution.
4. Similarity subtest. Evaluates the ability to form concepts, classify, organize, abstract, and compare. The subject must establish and characterize the commonality between a pair of concepts. The score varies from 0 to 2 points, depending on the level of generalization achieved: specific, functional, conceptual. The subtest offers 13 pairs of concepts.
5. Number series repetition subtest. Aimed at studying working memory and attention, it consists of two parts: memorizing and repeating numbers in forward and reverse order.
6. Vocabulary subtest. Aimed at studying verbal experience (understanding and ability to determine the content of words). It is proposed to explain the meaning of a number of words. There are 42 words in the task: the first 10 are very common, of everyday use; the next 20 are of medium difficulty; the third group consists of 12 words of high complexity. Score - from 0 to 2 points.
Nonverbal subtests:
7. Digit encryption subtest. Studies the degree of mastery of visual-motor skills. The task is to write under each number in the cell the corresponding symbol (a set of symbols is offered). Execution time is limited. The score corresponds to the number of correctly encrypted digits.
8. Subtest of finding missing parts. Studies the characteristics of visual perception, observation, and the ability to distinguish significant details. The subject is presented with 21 images, in each of which it is necessary to find some missing detail or some inconsistency. The correct answer is worth one point. Execution time - 20 seconds.
9. Subtest of the Braid cubes. Aimed at studying sensorimotor coordination, the ability to synthesize a whole from parts. The subject is asked to sequentially reproduce ten samples of drawings from multi-colored wooden cubes. Time is limited for each task. The score depends on both the accuracy and the time it took to complete the task.
10. Picture sequence subtest. Explores the ability to organize fragments into a logical whole, to understand a situation and anticipate events. The task contains eight series of pictures. In each series, the pictures are united by a plot, according to which the subject must arrange them in a certain sequence. The score depends on the correctness and time of the solution.
11. Subtest of composing figures. Aimed at studying the ability to synthesize a whole from parts. The subject is offered the details of four figures in a certain sequence (“man”, “profile”, “hand”, “elephant”) without indicating what these details should be made up of. The assessment takes into account the time and correctness of the decision.
Currently, 3 versions of the D. Wechsler test are used:
- the WAIS (Wechsler Adult Intelligence Scale) test, designed for testing adults (16 to 64 years old);
- WISC test (Wechsler Intelligence Scale for Children) - for testing children and adolescents (from 6.5 to 16.5 years);
- WPPSI test (Wechsler Preschool and Primary Scale of Intelligence) for children from 4 to 6.5 years old.
The first two versions of the test have been adapted in Russia.
The first adaptation of WAIS was carried out at the Psychoneurological Research Institute named after. V.M. Bekhterev (1956) in Leningrad. The most recent adaptation of the WAIS test was made by psychologists at St. Petersburg State University (1991).
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Leary test
See what the “Wechsler Test” is in other dictionaries: WECHSLER TEST
Wechsler test- see Wechsler scale. Large psychological dictionary. M.: Prime EUROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003. Wechsler test... - a method for assessing the level of intellectual development in accordance with the biological age of the subject...
Human psychology: dictionary of terms INTELLIGENCE TEST
- (English intelligence test). Tests designed to determine the level of intellectual development of students and identify the characteristics of their intelligence. With the help of T. and. various mental... ... are quantitatively determined and qualitatively characterized.- (intelligence test), measurement of intellectual abilities. First T. on i. developed by Binet in 1908. Naib, the Wechsler test is widely known, in addition, based on the analysis of a person’s verbal and non-verbal abilities, vocabulary, reasoning... ... Peoples and cultures
WECHSLER TEST- WECHSLER TEST. One of the most common psychological tests for studying intelligence using a series of experimental techniques - subtests developed by D. Wexler (1949, 1955). There are verbal and non-verbal subtests.... ... New dictionary of methodological terms and concepts (theory and practice of language teaching)
intelligence test- (general ability test) is one of the especially popular and widespread types of tests. A psychodiagnostic technique designed to identify the mental potential of an individual. Serve to assess the level of development of thinking (intelligence)… … Great psychological encyclopedia
Wechsler memory scale- test for psychometric study of memory function. Developed by D. Wexler in 1945. Consists of a number of subtests aimed at studying mechanical, semantic and associative memory. Makes it possible to compare auditory and visual... Pedagogical terminological dictionary
WECHSLER, PRE-SCHOOL CHILDREN AND PRIMARY SCHOOL CHILDREN SCALE OF INTELLIGENCE (WPPSI)- An intelligence test designed for use with children under 6 years of age... Explanatory dictionary of psychology
Wechsler test- (WAIS) one of the most commonly used tests of adult intelligence research between the ages of 16 and 75 (see) D. Wechsler. Consists of 2 subtests: a) verbal subtest and b) performance subtest. Verbal tasks are for general... ... Encyclopedic Dictionary of Psychology and Pedagogy
Block design test- This test, developed by Samuel Kos on the basis of extensive research conducted by him in 1921, was published in 1923. From the very beginning, it was intended as a non-verbal intellectual test for research. analytical and synthetic aspects... ... Psychological Encyclopedia
