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This chapter reviews research studies pertaining to WAIS-III administration time, scoring errors,
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cially at ages 75 89. WAIS and WAIS-R stability was thoroughly reviewed and investigated by Matarazzo and his colleagues, leading to the following conclusions about practice effects when the two administrations surround an interval of 1 or a few months: P-IQ increases substantially more than V-IQ, decreases in IQ on a retest are quite rare, FS-IQ gains of at least 15 points are necessary to infer a meaningful gain in general intelligence or verbal intelligence, with gains of 20 25 points needed for P-IQ. These findings generally apply to the WAIS-III as well, especially at ages 16 54. For ages 55 and older, gains of 15 or more points probably denote a meaningful gain on all three IQ scales. Any changes in IQ are meaningful only if interpreted in the context of base-rate data concerning the practice effect, along with clinical and behavioral inferences. Some researchers have applied strong cautions regarding generalizations from Matarazzo s work, but his findings seem to have serious implications for the interpretation of both clinical and research data. Among separate WAIS-III subtests, the largest practice effects were observed for Picture Completion, Object Assembly, and Picture Arrangement; the smallest were noted for Matrix Reasoning, Vocabulary, and Comprehension. WAIS-III and WISC-III IQs correlate substantially for normal and clinical samples, although the corresponding subtests on the two
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batteries often do not. When 16-year-olds are tested on both tests, mean IQs have been quite similar in magnitude. Longitudinal investigations of the WISC-R and WAIS-R, administered in that order about 3 to 4 years apart, show substantial correlations between the IQs yielded by the two Wechsler batteries. Typically, the WAIS-R IQs earned on the retest have averaged about 5 FS-IQ points higher than the WISC-R IQs for the various samples, most of which were composed of low-functioning subjects. Some evidence suggests a real gain in intelligence over time for retarded individuals, but the results are speculative; other evidence suggests that WAIS-R IQ gains over time are larger the lower the mean IQ of the sample of individuals with mental retardation. These gains, whatever their cause, have important practical implications for clinicians regarding changes in classification from test to retest. For 16-year-olds, use the WISC-III for individuals functioning in the Below Average Range; the WAIS-III has an insufficient bottom for low-functioning 16-year-olds. The WISC-III lacks a sufficient top on several tasks and therefore makes the WAIS-III a wiser choice when assessing adolescents who are of Above Average intelligence. For those 16-year-olds of Average intelligence, the WAIS-III is a better choice of instrument because it has newer norms.
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Factor Analysis of the WAIS-III
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There seems to be nothing more irresistible to a psychometric researcher than factor analysis of a Wechsler battery except, possibly, developing or validating short forms. The passion for factor analysis reached its height with the WISC-R, WISC-III, and WAIS-R, but the WAIS-III seems to be generating a number of investigations as well (e.g., Caruso & Cliff, 1999; Kaufman, Lichtenberger, & McLean, 2001; Tulsky, Zhu, & Prifitera, in press). This chapter addresses WAIS-III psychometric research related to factor analysis; the concepts of the g factor and subtest specificity, both dependent on factor analysis, are also covered. 3 presented the basic three-factor structure of the WAIS-III to show the similarities with the factor structures of its predecessors, the Wechsler-Bellevue I, the WAIS, and the WAIS-R. As noted, the Verbal Comprehension, Perceptual Organization, and so-called Freedom from Distractibility (or Working Memory) factors were highly similar for each adult Wechsler 218
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scale, reinforcing the continuity of the constructs measured by the original adult battery and its three subsequent revisions. In this chapter, the factor structure of the WAIS-III is reexamined to aid interpretation of the test. This discussion is limited to techniques such as principal factor analysis followed by orthogonal or oblique rotations and to confirmatory factor analysis. This chapter concludes with a systematic treatment of the strengths and weaknesses of the instrument, based on the comments of reviewers.
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