Wednesday 5 August 2015

Culture Fair Intelligence Test


Ø  Author:
Culture Fair Intelligence Test was named after the English-born US psychologist Raymond B(ernard) Cattell (1905–98) who first published it in the Journal of Educational Psychology in 1940, describing it as ‘culture-free’. (Cattell Culture-Fair Test) This test was originally called the “Culture Free Intelligence Test” but was changed when it became evident that cultural influences cannot be completely extirpated from tests of intelligence. (Gregory, Culture Fait Intelligence Test (CFIT), 2004)

Ø  Theoretical Perspective:

Cattell and horn (Gregory, R. Cattell and the Fluid/Crystallized Distinction, 2004) used factor analysis to study the structure of intelligence. They argued that general intelligence exists and consists of two factors: fluid intelligence and crystallized intelligence.
Abbreviated as Gf, Fluid intelligence is a largely nonverbal and relatively culture-reduced form of mental efficiency. It is related to a person’s inherent capacity to learn and solve problems. Thus, fluid intelligence is used when a task requires adaptation to a new situation. For these reasons, Cattell believed that measures of fluid intelligence were culture-free. Based on this assumption, he devised the Culture Fair Intelligence test in an attempt to eliminate cultural bias in testing.

Ø  Purpose:
Cattell Culture Fair Test is an intelligence test designed specifically to measure the fluid intelligence in a manner avoid the test bias assumed to affect scores on more conventional tests, such as the Wechsler scales and the Stanford-Binet test, by excluding items requiring linguistic skills and general knowledge.

Ø Applications:
Some high-IQ societies, for example The Triple Nine Society, accept the CFIT-III as one of a variety of old and new tests for admission to the society. A combined raw score of 85 on forms A and B is required for admission. CFT 3 also informs about the intellectual capability of the examinee. It helps in the identification of emotional or learning problems. It is helpful in assessing an applicant’s potential to perform job relevant tasks that involve cognitive ability. It is also used in selecting students with regards to their probable success in college in chance of attaining scholarships, and increasing the effectiveness of vocational guidance decisions both for students and adults.

Ø  Reason of Selection:
For our final project, we were given the domain of “Intelligence testing.” For this reason, we made a list of the main and common intelligence tests used today. Out of that list, each group member selected a kind of test. This is the method and reason of why I selected the “Cattell Culture Fair Intelligence Test.”
This test may be selected by test takers because of its claim to be “culture fair”, and thus may be able to give accurate IQ scores, although it is seen that this claim may be wrong as the goal of producing a culture-fair test has not been achieved by CFIT.

Ø  Developmental Phases (Orna, 2013):
Cattell got interested in the measurement of intelligence in late 1920. This work resulted to the publications of the Cattell Group and Intelligence test in 1930. After 5 years, several of the scales were revised into non-verbal form to diminish the unwanted and unnecessary effects of verbal fluency in the measurement of intelligence.
Another version of the test appeared in 1940. At this stage, items had become completely perceptual and were organized to six subtests, three of which have been retained in the present format. Of the 159 items analyzed, 72 of satisfactory validity and reliability were retained for the published edition.
In 1949, CFIT underwent another revision and adopted the format. This format has been retained since, consisting of four subtests (series, classification, matrices and conditions) at each of two difficult levels.
In 1961, there was a slight adjustment in the difficulty level sequencing for a few items. Norm samples were expanded to achieve better national representation. This resulted in its current form.
Ø  Mode of Administration:
There are three scales of Cattell Culture Fair Intelligence Test (Orna, 2013):
·         Scale 1, ages 4-8, and cognitively impaired adults (has eight subtests and requires individual administration)
·         Scale 2, ages 8-13 and average adults
·         Scale 3, 13-17 and superior adults
·         Scale 1 involves considerable interaction between tester and the examine – four of the subtests must be administered individually (Gregory, Culture Fait Intelligence Test (CFIT), 2004). Thus, in some respects, scale 1 is more of an individual intelligence test than a group test.
·         The scale 2 and 3 contain two equivalent forms as A and B (Orna, 2013). Each form can be administered individually or with combination of the other form. When it is administered individually, it is called short intelligence test. However, when the both forms of a scale are combined, it is called a full scale test.
·         Scales 2 and 3 have four subtests (four kinds of IQ Problems):
·         Series: In this subtest, the individual has to select the item that completes the series. He is presented with an incomplete, progressive series.
·         In scale 2, series has 12 items to be completed in 3 minutes. In the series portion of scale 3, 13 items have to be completed in 3 minutes.
·         Classification: In this subtest, that item in each row has to be marked that does not belong with the others. This subtest differs slightly in scale 2 and 3. In scale 2, the individual is presented with 5 figures. He must select 1, which is different from the other four.
·         In scale 3, the individual must correctly identify 2 figures, which are in some ways different from the others.
·         In scale 2, the classification subtest has 14 items to be completed in 4 minutes. Same is the case for the classification subtest in scale 3.
·         Matrices: In this subtest, that that item has to be marked that completes the given matrix of the pattern.
·         In scale 2, the matrices subtest has 12 items to be completed in 3 minutes. In the matrices portion of scale 3, 13 items have to be completed in 3 minutes.
·         Conditions: The subtest conditions requires the individual to select on the five choices provided, the duplicate conditions given in the far left box.
·         In scale 2, the conditions subtest has 8 items to be completed in 2 ½ minutes. In the conditions portion of scale 3, 10 items have to be completed in 2 ½ minutes.
·         This test can be administered both on the individual and in groups. Total administration time is 12 ½ minutes. The total number of items in scale 2 is 46, and the total number of items in scale 3 is 50. Answers can be marked in the test booklet of eight pages or on a separate answer sheet.

Ø  Scoring:
Percentiles of raw scores are calculated (Gregory, Culture Fait Intelligence Test (CFIT), 2004), and then these percentiles are converted into normalized standard score IQs with the mean of 100 and standard deviation of 16.

Ø Psychometric Details:
Ø  Reliability:
There is an entirely satisfactory internal consistency of the general score (Cronbach’s alpha .80). The part A is slightly lower, but satisfactory nevertheless (Cronbach’s alpha .77 – .81 depending on the sample). There is high test-retest reliability in adults, lower in high school students. The scores are significantly better after 3 weeks. (CFT 3. Culture Fair Intelligence Test – Version 3 Raymond B.Cattell, Alberta K.S. Cattell)

Ø  Validity:
The validity of the CFT 3 as a test measuring fluid intelligence proved by: decreasing of scores with the age, high correlations with the scores of fluid intelligence tests (Raven’s Matrices and Raven’s Matrices Advanced), significant, but lower, with crystallized intelligence tests (Omnibus, APIS, TRS-Z), correlation of CFT 3 scores  with school grades in high school students. (CFT 3. Culture Fair Intelligence Test – Version 3 Raymond B.Cattell, Alberta K.S. Cattell)

Ø  Norms: 
For high school students (3rd graders), university students, adults with higher education level – for the overall score part A, and for the general score (part A + part B). (CFT 3. Culture Fair Intelligence Test – Version 3 Raymond B.Cattell, Alberta K.S. Cattell)

Ø Standardization:
The developers of the culture fair test took considerably large samples of the population to standardize the results. (Features of the Culture Fair Intelligence Test)
The standardized group for the scale 2 was comprised of 4328 people including males and females. The developers included population not only from various regions of the United States but also from the Great Britain. (Features of the Culture Fair Intelligence Test)
The standardized group for the scale 3 of the culture fair intelligence test was comprised of 3140 people. This sample included students from the American High Schools and young adults from all over the America. (Features of the Culture Fair Intelligence Test)
However, critics reject the standardization of the culture fair intelligence test on solid grounds. They rightly claim that the sample was not fully representative. The standardization process has not even described percentages of women, African American, Americans and other sections of the population. Thus the whole process of standardization is faulty and misleading. (Features of the Culture Fair Intelligence Test)

Ø Use of Cattell Culture Fair Intelligence Test in Pakistan:
Mensa is the largest and oldest high IQ society in the world. It is a non-profit organization open to people who score at the 98th percentile or higher on a standardized, supervised IQ or other approved intelligence test. It provides a forum for intellectual exchange among its members. There are members in more than 100 countries around the world (What is Mensa?). Cattell Culture Fair Intelligence Test is used in conjunction with Stanford Binet test in the Figure Reasoning Test (FRT) portion of their IQ test. This test is administered all over Pakistan in order to admit people with high IQ in their organization.

Ø  Comments on administration, scoring and interpretation:
The CFIT is an excellent brief, nonverbal measure of general intelligence (Gregory, Culture Fait Intelligence Test (CFIT), 2004). Even when form A and form B are both used to obtain what is referred to as the full test, the CFIT can be administered to large groups in less than an hour. An important caution to test users is that the laudable goal of producing a culture-fair test has not been accomplished by the CFIT. It is doubtful that a truly culture fair test is even possible. 

Even though the CFIT is a worthy test, it is badly in need of revision and renorming (Gregory, Culture Fait Intelligence Test (CFIT), 2004). The test is rather old-fashioned in appearance. Some of the test item drawings are so small that only persons with perfect vision can infer the figural relationships depicted in the item components. Previous standardization samples have been poorly specified and would appear to be convenience samples rather than carefully selected stratified representations of the population at large.

Tuesday 4 August 2015

Universal Nonverbal Intelligence Test.



Ø Name of test
The name of test is universal nonverbal intelligence test.

Ø  Purpose of test:
The Universal Nonverbal Intelligence Test (UNIT) is designed to provide a fair, comprehensive, standardized, and norm-referenced assessment of general intelligence with entirely nonverbal administration and response formats. The UNIT assesses four facets of intelligence: reasoning, memory, symbolic processing, and no symbolic processing.

Ø  Operational definition:
It is defined as:
The Universal Nonverbal Intelligence Test (UNIT) is a set of individually administered specialized tasks that measure cognitive abilities.

Ø Original author:

Author(s): Bruce A Bracken R Steve McCallum
The Universal Nonverbal Intelligence Test (UNIT) was developed by Bruce A. Bracken and R. Steve McCallum. It tests children in the K-12 range, from kindergarten (5 or 6 year olds) through to 12th grade (17-18 year olds) and serves as an unbiased assessment of intelligence for the speech-, language- and hearing-impaired, those with different cultural or language backgrounds or who are verbally uncommunicative

Ø Revision of the test:

UNIT Test Review Form:
UNIT Test Review Form Name of Reviewer: Carla Guerguy
Title of Test: Universal Nonverbal Intelligence Test™ (UNIT™)
It is selected: To measure general cognitive functioning, to identify intellectual giftedness, cognitive disabilities, and cognitive strengths and weaknesses. UNIT is for persons belonging to groups where traditional intelligence testing would be inappropriate or unfair Development.

Ø Development scales (scales manual)
The scales of UNIT are:
·         Cognitive abilities
·         Symbolic Mediation
·         Symbolic Memory
·         Communication
·         Analogic Reasoning
·         Object Memory
·         Nonsymbolic Mediation
·         Spatial Memory
·         Cube Design
·         Mazes
The UNIT consists of 4 subscales:
·         The Memory Quotient (MQ),
·         The Reasoning Quotients (RQ),
·         The Symbolic Quotient (SQ),
·         The Nonsymbolic Quotient (NSQ).
The scaled scores on each of the subscales are combined to form the Full Scale Intelligence Quotient (FSIQ) score.

Ø Administration

UNIT can be administered in three forms;
·         Abbreviated Battery (10-15 minutes),
·         Standard Battery (30 minutes)
·        Extended Battery (45 minutes)
Examiners employ eight universal hand and body gestures to explain the tasks to examinees. Examiner demonstrations, sample items, corrective responses, transitional checkpoint items, and scored items that do not permit examiner feedback, aid the nonverbal administration process. Examiners may administer two, four, or all six subtests depending on the referral. The Abbreviated Battery consists of the first two subtests, takes about 15 minutes to administer, and is ideal for screening of cognitive functioning. The Standard Battery consists of the first four subtests, takes about 30 minutes to administer, and is ideal for eligibility and diagnostic decision making. The Extended Battery consists of all six subtests, takes about 45 minutes to administer, and provides the most in-depth diagnostic data of the three test batteries. Regardless of which battery is administered, the examinee will receive an equal number of reasoning, memory, symbolic, and nonsymbolic tasks.
Ø  Scoring:
UNIT can be scored by hand or scored with the UNIT Compuscore software. UNIT Compuscore provides professionals the option to quickly convert raw scores to derived scores, and allows for changes in confidence bands and significance levels. The narrative text report contains a text section that can be exported for word processing, and the program includes integrated help menus for ease-of-use.

System Requirements
  • Microsoft® Windows 95/98/NT/2000/ME operating system
  • Pentium® Processor
  • 20 MB hard disk space (30 MB recommended)
  • 32 MB of RAM
  • CD-ROM drive
Ø  Interpretation:
UNIT interpretation lends itself to a broad range of complex memory and reasoning abilities, including both verbal (symbolic) and nonverbal mediation. Memory subtests measure recall of content, location, and sequence. Reasoning subtests measure pattern processing, problem solving, understanding of relationships, and planning abilities.
Each of the six subtests will yield scaled scores with a mean of 10 and an SD of 3. In addition, the following five quotient scores are available, each with a mean of 100 and an SD of 15: Full Scale Intelligence Quotient (FSIQ); Memory Quotient (MQ); Reasoning Quotient (RQ); Symbolic Quotient (SQ); and Nonsymbolic Quotient (NSQ).
The Examiner’s Manual illustrates how UNIT reduces the negative impact of language limitations through studies with African Americans, Asians, Hispanics, Native Americans, and individuals with limited English proficiency, as well as with individuals who are deaf and hearing impaired. Diagnostic information relevant to common educational exceptionalities, including mental retardation, giftedness, and learning disabilities is provided.
Ø  Standardization:
The UNIT was standardized using an American sample of 2,100 children ages 5 years and 0 months to 17 years and 11 months and 30 days.
Ø  Reliability and Validity:
Reliabilities are high, and validity studies include exploratory and confirmatory factor analyses, which provide consistent support for the structure of the UNIT.
In Reliability: Standard Battery reliability ranges from .89-.95, Abbreviated Battery .84-.94, Extended Battery .91-.94
Validity studies show strong concurrent validity with many other measures of intelligence, and the UNIT appears to be a good predictor of academic achievement. In addition, discriminant validity evidence is reported, demonstrating that the UNIT differentiates among individuals with intellectual disabilities, learning disabilities, or speech/language impairments, or those who are gifted.
Ø Research:
As such there is no research done in Pakistan but it is used all around the world as a research about universal nonverbal intelligence test is shown below:
Ø Physical growth and universal nonverbal intelligence test: associations in Zambia:

To investigate normative developmental body mass index (BMI) trajectories and associations of physical growth indicators--height, weight, head circumference (HC), and BMI--with nonverbal intelligence in an understudied population of children from sub-Saharan Africa.
A sample of 3981 students (50.8% male), grades 3-7, with a mean age of 12.75 years was recruited from 34 rural Zambian schools. Children with low scores on vision and hearing screenings were excluded. Height, weight, and HC were measured, and nonverbal intelligence was assessed using the Universal Nonverbal Intelligence Test, Symbolic Memory subtest and Kaufman Assessment Battery for Children, Second Edition, and Triangles subtest.
Students in higher grades had a higher BMI over and above the effect of age. Girls had a marginally higher BMI, although that for both boys and girls was approximately 1 SD below the international Centers for Disease Control and Prevention and World Health Organization norms. When controlling for the effect of age, nonverbal intelligence showed small but significant positive relationships with HC (r = 0.17) and BMI (r = 0.11). HC and BMI accounted for 1.9% of the variance in nonverbal intelligence, over and above the contribution of grade and sex.
BMI-for-age growth curves of Zambian children follow observed worldwide developmental trajectories. The positive relationships between BMI and intelligence underscore the importance of providing adequate nutritional and physical growth opportunities for children worldwide and in sub-Saharan Africa in particular. Directions for future studies are discussed with regard to maximizing the cognitive potential of all rural African children.

Wechsler Adult Intelligence Scale (WAIS)



Ø Author:
David Wechsler, a clinical Psychologist (1896-1981) created what we now refer to as the Wechsler IQ test. He developed the first Wechsler Bellevue Scale in 1939 and 15 years later revised it into the WAIS.
As an aside, David Wechsler’s study of memory loss before the First World War provided a foundation for his curiosity about intelligence and how it is tested. Wechsler eventually became interested in children’s IQ scores. He considered the effect of environment on intelligence and decided that a person’s IQ is open to influences. As well, Wechsler observed that qualities such as persistence can affect general intelligence. He designed intelligence tests that could be applied to a range of ages.

The types of Wechsler intelligence tests include the Wechsler Pre-School and Primary Scale of Intelligence (WPPSI) for ages three to seven years; the Wechsler Intelligence Scale for Children (WISC) for ages seven to 16; and the Wechsler Adult Intelligence Scale (WAIS) for ages 16 and above. (The Wechsler IQ Test)

Ø Operational Definition:

Intelligence:
According to Wechsler “Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment. (aSGuest104610, Wechsler, 2011)

Ø Reason of Selection:
The Wechsler IQ test and the scale have been adapted in various countries and there have been attempts to make the scale more culturally fair. The Wechsler IQ test has been used for more than 50 years. In fact, the Wechsler Adult Intelligence Scale (WAIS) is among the most widely used scale for IQ tests.

Ø  WAIS-II:

The WAIS-III is the 1997 revision of the test originally published in 1955 and first revised in 1981. (Wechsler Adult Intelligence Scale) It provided scores for Verbal IQ, Performance IQ and Full Scale IQ, along with four secondary indexes (Verbal Comprehension, Working Memory, Perceptual Organization, and Processing Speed). The WAIS-III consists of 14 subtests and takes about 60–75 minutes to complete. The test is taken individually, with a test administrator present to give instructions. Each subtest is given separately, and proceeds from very easy items to very difficult ones. Tasks on the WAIS-III include questions of general knowledge, traditional arithmetic problems, test of vocabulary, and completion of pictures with missing elements, arrangements of blocks and pictures, and assembly of objects.

Ø  Verbal Scales The Verbal Comprehension Index (VCI) included the following tests:
Information: 28 items on a variety of information adults have presumably had opportunities to acquire in our culture. No specialized or academic information included; however, some of the items cover quite sophisticated information.
Comprehension: 18 items that require examinee to explain what should be done in certain circumstances, the meaning of proverbs, why certain societal practices are followed, and so forth. The test measures practical judgment, common sense, and the ability to understand and adapt to social customs. Score on each item varies (0-2 pts) according to the degree to which the response describes the most pertinent aspects of the question.
Vocabulary: 66 words of increasing difficulty are presented orally and visually. Examinee required defining the words. Score (0-2) based on sophistication of definition. It measures verbal knowledge and concept formation.
Similarities: 19 items requiring examinee to describe how two given things are alike. Score on each item varies according to the degree to which the response describes a general property primarily pertinent to both items in the pair. Measures concrete, functional, and abstract concept formation. The Working Memory Index (WMI) included:
Arithmetic: 20 arithmetic problems similar to those encountered in elementary math courses. Problems are administered orally and must be solved without paper and pencil. In addition to math knowledge, test measures concentration and systematic problem-solving ability.
Digit Span: Two parts, Digits forward and digits backwards. Examinee required repeating 3 - 9 digits forward and 2 - 9 digits backwards. Measures short-term memory, attention, and concentration..
Letter-Number Sequencing (Optional Test): Examiner presents combinations of letters and numbers, from 2 to nine letter-number combinations. Examinee must repeat each series by, first, repeating the numbers in ascending order, then the letters in alphabetical order (e.g., 9-L-2-A; correct response is 2-9-A-L). Measures "working memory," the ability to simultaneously recall and organize stimuli of different, similar types. This also is a standard test on the Wechsler Memory Scale-III.
Performance Scales: The Perceptual Organization Index (POI) included:
Picture Completion: 25 cards, each containing a picture having a part missing. Examinee must identify the missing part. It measures the ability to observe details and recognize specific features of the environment (I.e., whole to part discrimination). Also measures performance in deliberately focusing attention.
Block Design:  Perhaps the butt of more jokes than any other WAIS scale! Included in the test are nine red and white square blocks and a spiral booklet of cards showing different color designs that can be made with the blocks. The examinee must arrange the blocks to match the design formed by examiner or shown on cards. In addition to being scored for accuracy, each item is scored for speed as well. It measures spatial problem-solving and manipulative abilities, and part to whole organization.
Matrix Reasoning: A new test on the WAIS-III. Examinee is presented with a series of design with a part missing. Examinee chooses the missing part that will complete the design, from five choices. It measures nonverbal analytical reasoning.
The Processing Speed Index (PSI) included:
Coding-Digit Symbol: Numbers 1 - 7 are paired with symbols on a key presented to examine. Examinee has 120 seconds to go through a grid of 90 numbers and place the correct symbol above each number. It measures visual-motor speed and complexity, motor coordination. There are two additional, optional extensions of the coding test that measure the examinees skills in learning the coding process after completing the initial task.
Picture Arrangement: Eleven items. Each item consists of 3 to 6 cards containing pictures. The examinee must arrange the pictures from left to right to tell the intended story. Again, both accuracy and speed are scored. Partial credit is given for alternate, but less commonly given arrangements to some items. Measures nonverbal reasoning and sequencing skills, and grasp of social cause and effect (also known as social intelligence).
Object Assembly (Optional Test):  Four items, each item being a "cut up" object, like a puzzle. Examinee must correctly assemble the parts of the puzzle. It measures visual-motor problem-solving and organizational abilities, and visual anticipation skills.
Symbol Search (Optional test):  Examinee must match one or two symbols shown on the left column with the same symbol/s in the right column of each page in the supplemental test booklet. Measures organization accuracy and processing speed
The WAIS-III elicits three intelligence quotient scores, based on an average of 100, as well as subtest and index scores. WAIS-III subtests measure specific verbal abilities and specific performance abilities.
The WAIS-III elicits an overall intelligence quotient, called the full-scale IQ, as well as a verbal IQ and a performance IQ. The three IQ scores are standardized in such a way that the scores have a mean of 100 and a standard deviation of 15.
Ø Psychometric Detail:
The WAIS-III is considered to be a valid and reliable measure of general intelligence. When undergoing reliability and validity studies, other intelligence tests are often compared to the Wechsler scales. It is regularly used by researchers in many areas of psychology as a measure of intelligence.
Ø  Validity:
WAISIII correlates highly (mid 90’s) with earlier versions of the WAIS. Correlation with SBIV is .88 Correlates significantly with grades in high school, university IQ and occupational attainment are also significantly correlated. Predictions deriving from theory are borne out; fluid intelligence supposedly declines more rapidly in old age than crystallized intelligence Supported by finding that verbal subtests show minimal decrement with age, while performance subtests drop markedly. (razaqhamdani8625)
Ø Standardization:
A large standardization sample was used of 1880 Americans. This sample was 50% male and 50% female (Wechsler Adult Intelligence Scale (WAIS), 2004). The individuals who formed the standardization sample were aged from 16 years 0 months to 74 years 11 months.  The standardization sample was highly representative of the US population in terms of age, sex, race, geographic region, occupation, education and urban-rural residence. The individuals in the standardization sample were tested between May 1975 and May 1980 at 115 testing centers across the U.S.
The scaled scores were based on a reference group of 500 subjects in the standardization sample aged between 20 and 34. Although scaled scores for each of the 11 subtests are obtained using a single table based on the reference group, IQs are derived separately for each of the age groups (there are nine e.g. 16-17, 18-19, 20-24, 25-34, 70-74). The test can be used for people aged 16 and up. It has found to be appropriate for use with those over 74. So the WAIS has a good standardization sample and it is also considered to be reliable and valid.
The reliability coefficients: (internal consistency) are .93 for the Performance IQ averaged across all age groups and .97 for the Verbal IQ, with an r of .97 for the full scale. Reliability for the 11 subsets is not as strong.
Split half reliability: .95+ (very strong)
Evidence supports the validity of test as a measure of global intelligence.  It does seem to measure what it intends to measure. It is correlated highly with other IQ tests (e.g. The Stanford-Binet), it correlates highly with empirical judgments of intelligence; it is significantly correlated with a number of criteria of academic and life success, including college grades, measures of work performance and occupational level.  There are also significant correlations with measures of institutional progress among the mentally retarded.
Ø  Subsequent Revisions:
  • WAIS (1955)
  • WAIS-R (1981)
  • WAIS-III (1997)
  • WAIS-IV (2008)
Ø  Current Version:
It is currently in its fourth edition (WAIS-IV). The original WAIS (Form I) was published in February 1955 by David Wechsler, as a revision of the Wechsler-Bellevue Intelligence Scale that had been released in 1939. The fourth edition of the test (WAIS-IV) was released in 2008 by Pearson. (Wechsler Adult Intelligence Scale)
Ø  Application:
A short, four-subtest version of the WAIS-III battery has been released, allowing clinicians to form a validated estimate of verbal, performance and full scale IQ in a shorter amount of time. Rehabilitation psychologists and neuropsychologists use the WAIS-IV and other neuropsychological tests to assess how the brain is functioning after injury. Specific subtests provide information on a specific cognitive function. For example, digit span may be used to get a sense of intentional difficulties. Today, various high-IQ societies accept this test for membership in their ranks. For example, the Triple Nine Society accepts a minimum score of 146 on any WAIS scale. (Wechsler Adult Intelligence Scale)
The WAIS has also been found to be a good measure of both fluid and crystallized intelligence. Fluid intelligence refers to inductive and deductive reasoning, skills considered to be largely influenced by neurological and biological factors. In the WAIS, fluid intelligence is reflected in the performance subtests. Crystallized intelligence refers to knowledge and skills that are primarily influenced by environmental and sociocultural factors. In the WAIS, crystallized intelligence is reflected in the verbal subtests. Wechsler himself did not divide overall intelligence into these two types. However, the consideration of fluid and crystallized intelligence as two major categories of cognitive ability has been a focus for many intelligence theorists. (Wechsler adult intelligence scale)
Ø  Purpose:
The purpose of WAIS-III is to provide a measure of general intellectual function in older adolescents and adults. (Esther Strauss, 2006) 
Ø Prevalence in Pakistan
The link mentioned below is website where you can administer the test online. It includes 60 questions and is scored automatically after 40 minutes.
http://wechsleradultintelligencescale.com/
Pakistan Institute of Learning and Living (PILL) is a research based organization. This institution provides training in 5 board areas. One of them is Assessment. In this board of area they provide training in IQ Assessment and Wechsler Intelligence Scale of Adults (WAIS). (Pakistan Intitute of Learning and Living: Training and Development)
Ø  Examples: Examples of this type of question are as follows.
Similarities sub-test question:
·         How are a cat and a mouse alike?
·         Possible Answers:
·         The cat chases the mouse – 0 points
·         They are both pets or they both have fur or are brown – 1 point
·         They are both animals – 2 points
·         Vocabulary sub-test question:
·         What does ancient mean?
·         Possible Answers:
·         Something over 50 years old – 0 points
·         Something very old – 1 point
·         Something from a very long time ago; hundreds of years old – 2 points


Rotation of IQ