The intelligence test WISC-V: changes and news
An approximate decade has elapsed since the previous version of the Intelligence Scale of Weschler for children (WISC-IV), adapted in Spain in 2005, until the publication of the new version, the WISC-V. Between both tests, various modifications can be observed in the scales. that make up each of the tests.
These scales currently provide a higher level of reliability and validity of the theoretical construct «intelligence», which have been obtained from the most recent scientific findings in the fields of intelligence, neurodevelopment and processes of learning.
In the text published by the General Council of the COP of Spain, an increase in psychometric indices is confirmed on: Theoretical Foundation, Analysis of the Items, different types of Validity (content and internal structure) and different types of Reliability (stability, consistency internal). Thus, most of these scores on these methodological characteristics are in the Excellent category.
Below we will see a detailed description of the essential aspects about the main tests that make up the current WISC-V.
- Related article: "Types of intelligence tests"
WISC-V Features
The WISC V is a single application clinical test intended for the assessment of the intellectual aptitudes of individuals aged between 6 and 16 years 11 months.
The results obtained in each of the scales contained give as a result five specific scores, the Global Indices and a general score that indicates the total IQ of the evaluated person (IQ). The statistical expression of the IQ score starts from the normal distribution of the intelligence variable, the which establishes that the population mean is at the value 100 and that it has a standard deviation of +/- 15 points.
Thus, 68% of the population falls between the values 85 and 115 and only 2% are at the extremes (scores below 70 or above 130). Below 85, it is understood that the individual has a significantly lower than average general intellectual capacity. The same occurs for figures above 115, although in the opposite direction (greater intellectual capacity).
- You may be interested: "Types of intellectual disability (and characteristics)"
News in indices, factors and scales
New from its predecessor, components have been reformulated and added to some of the five primary indices. Thus, the WISC-IV was made up of the indices: verbal comprehension, perceptual reasoning, work memory and processing speed. On the other hand, the WISC-V includes verbal comprehension, fluent reasoning, visuospatial capacity, working memory and processing speed. Therefore, the former primary factor "perceptual reasoning" has been divided in the current "fluid reasoning" and "visuospatial ability" expanding the specificity of the skills included in each of them.
On the other hand, the following secondary factors can also be obtained: quantitative reasoning (measures accuracy of academic achievement in reading and mathematics), memory auditory work (memory skills and inhibition of proactive interference) and non-verbal (intellectual aptitude in tests without verbal content), general capacity (aptitude less related to working memory and processing speed than Total IQ) and cognitive competence (efficiency in processing the information).
More concretely the WISC-V has fifteen scales, which are detailed below:
| PROOF | DESCRIPTION |
| Cubes | Reproduction with cube-shaped pieces of bicolor models presented on cards and with a specific time limit. |
| Similarities | Description of the conceptual elements presented by two words read by the examiner. |
| Arrays | Selection between several options of the element that completes each of the matrices presented. |
| Digits | Repetition of a series of numbers that the examiner indicates following three different criteria: repeat in the same order, repeat in reverse order, and repeat in numerical order from least to higher. |
| Keys | Copy of symbols assigned to the figures between 1 and 9 in a given time. |
| Vocabulary | Graphic identification and verbal definition of the elements indicated by the examiner. |
| Balances* | Selection between different options of the answer that balances the weight on the displayed scale, in a specific time. |
| Visual puzzles * | Selection of the elements that make up the puzzle presented within a limited time. |
| Span of drawings * | Identification of the elements presented in order of appearance, in the first presentation, within a subsequent series where more interleaved elements appear. |
| Search for symbols | Identification of one of the two model symbols in a larger set of elements, with a time limit. |
| Information | Evaluation of general knowledge from questions of a different nature. |
| Letters and numbers | Ordering of the elements (letters and numbers) indicated by the examiner, in increasing and alphabetical order respectively. |
| Cancellation* | Search for elements in a set of stimuli presented in a structured or random way at a given time. |
| Understanding | Answer to questions made by the examiner about social norms and rules. |
| Arithmetic | Mental resolution of arithmetic problems in a limited time. |
The Global Indices
The fifteen tests indicated are classified into two different subtypes (main and optional) in depending on whether they should be counted for the final count of the IQ value total. Thus, the scales that add up for this calculation become: Cubes, Similarities, Matrices, Digits, Keys, Vocabulary and Balances. * Newly incorporated tests in the WISC-V version.
As indicated above, the list of the fifteen tasks specified above make up five indexes, which consist of the evaluation of the following capacities:
1. Verbal Comprehension
Assesses verbal concept formation skills, expression of relationships between concepts, richness and precision in the definition of words, understanding of social conventions and knowledge related to culture. It is made up of the Similarities, Vocabulary, Information and Comprehension scales.
2. Fluent Reasoning
It corresponds to a measure of logical-deductive reasoning and the identification of abstract visual patterns and the capacity for simultaneous processing through visual analogies. It is made up of the Balances, Matrices and Arithmetic measures.
- Related article: "Fluid Intelligence and Crystallized Intelligence: what are they?"
3. Visuospatial Capability
Determine the level of reasoning from stimuli and abstract information of a non-verbal conceptual type, visual analysis, as well as constructive practical ability and perceptual organization. The Cubes and Visual Puzzles scales are included.
4. Work memory
It is a measure of the information retention and storage capacity, as well as the ability to mentally operate with such information, transform and generate a new result with it. Digits, Letters and Numbers and Picture Span tests are included in this index.
- Related article: "Types of memory: how does the human brain store memories?"
5. Processing speed
Analyze the ability to focus attention and in the exploration, ordering, discrimination of the visual information presented quickly and efficiently. It is made up of the Keys, Symbol Search and Cancellation scales.
Areas and purposes of application
The WISC-V test has been designed for purposes within both clinical and clinical application areas. also neuropsychological, educational psychology, forensic psychology or in the field of services social.
Among the different aspects, among the main objectives of this test, the determination of the cognitive capacity or the neuropsychological functioning both in the establishment and in the dismissal of the existence of: Developmental Disorders (such as example the Autism Spectrum Disorders or Intellectual Disability Disorders), the presence of High Abilities; Specific Learning Disorders, neuropsychological dysfunctions such as dementias, Attention Deficit Disorders or also the determination of Special Educational Needs (SEN) in the school group.
Bibliographic references:
- General Council of Psychology of Spain: https://www.cop.es/uploads/PDF/2016/WISC-V.pdf
- Hernández, A., Aguilar C., Paradell, E. and Valla, F. (2015) Review of the Spanish Adaptation of the Wechsler Intelligence Scale for Children - V. Ed: Pearson Education.