COMPARISON OF SYSTEMS FOR CLASSIFYING INTELLIGENCE ON THE W-B I, WAIS, AND WAIS-III in .NET

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COMPARISON OF SYSTEMS FOR CLASSIFYING INTELLIGENCE ON THE W-B I, WAIS, AND WAIS-III
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Although the classification systems used to describe IQs do not relate to the comparability of the instruments, it is still worthwhile to examine
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PART I
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INTRODUCTION TO THE ASSESSMENT OF ADOLESCENT AND ADULT INTELLIGENCE
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TABLE 3.10 Summary of correlations between WAIS-R and WAIS-III
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scaled scores, indexes, and IQs along with stability coefficients WAIS-R & WAIS-III correlation Verbal Subtests Information Digit Span Vocabulary Arithmetic Comprehension Similarities Letter-Number Sequencing Performance Subtests Picture Completion Picture Arrangement Block Design Object Assembly Digit Symbol-Coding Matrix Reasoning Symbol Search Index Verbal Comprehension Perceptual Organization Working Memory Processing Speed IQs Verbal Performance Full Scale .94 .86 .93 .96 .91 .96 .95 .88 .89 .89 .50 .63 .77 .69 .77 .79 .69 .82 .76 .86 .77 .79 .83 .82 .90 .80 .76 .79 .94 .83 .91 .86 .81 .83 .75 Mean WAIS-III stability coefficient
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NOTE: Correlational data are based on Table 4.1 of the WAIS-III/WMS-III Technical Manual (Psychological Corporation, 1997). Stability data are from Table 3.9 of the WAIS-III/WMS-III Technical Manual (Psychological Corporation, 1997).
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FROM THE WECHSLER-BELLEVUE I TO THE WAIS-III
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the changes in the system espoused by Wechsler for his adult intelligence tests. These systems and their modifications are indicated in Table 3.11. Note that the IQ ranges for the W-B I differ a bit from the more familiar ranges used for the WAIS, WAIS-R, and WAIS-III; the differences are relatively sizable for the Mentally Retarded and Borderline categories, as a cutoff for retardation of 65 (rather than the more typical 69) was used for the W-B I. Examination of Table 3.11 reveals that the IQ ranges were modified when the W-B I was revised, and the labels applied to some IQ ranges were altered when the WAIS was revised. The only label that changed when the WAIS-R was revised was for the lowest category, which changed from Mentally Retarded to Extremely Low. The lesson here is that classification systems are necessarily arbitrary and can change at the whim of test authors, government bodies, or professional organizations. They are statistical concepts and do not correspond in any real sense to the specific capabilities of any particular per-
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son with a given IQ. The classification systems provide descriptive labels that may be useful for communication purposes in a case report or conference, and nothing more.
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COMPARISON OF IQS YIELDED BY THE WAIS-R AND WAIS-III
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The number of studies employing both the WAIS-R and WAIS-III is smaller than the numerous studies available for comparing earlier versions of the test. The WAIS-III/WMS-III Technical Manual (Psychological Corporation, 1997) provided data on a large sample (N = 192) that was administered both tests in counterbalanced order (interval = 2 12 weeks). The mean IQs differed very slightly, with the WAIS-III Full Scale IQ being 2.9 points less than the WAIS-R Full Scale IQ. The Verbal and Performance IQs were
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TABLE 3.11 Classification systems used for W-B I, WAIS, WAIS-R, and WAIS-III IQs
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Corresponding IQ Range WAIS-III Classification Very Superior Superior High Average (Bright-normal on W-B I & WAIS) Average Low Average (Dull-normal on W-B I & WAIS) Borderline Extremely Low (Defective on W-B I & WAIS; Mentally Retarded on WAIS-R) W-B I 128+ 120 127 111 119 91 110 80 900 66 790 WAIS 130+ 120 129 110 119 90 119 80 890 70 790 WAIS-R 130+ 120 129 110 119 90 119 80 890 70 790 WAIS-III 130+ 120 129 110 119 90 119 80 890 70 790 Theoretical % 2.2 6.7 16.1 50.0 16.1 6.7
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65 & below
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NOTE: The classification systems for the W-B I and WAIS are from Wechsler (1958, Tables 2 and 3); the system for the WAIS-R is from Wechsler (1981); and the system for the WAIS-III and the theoretical percentages are from The Psy-
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chological Corporation (1997). The theoretical percentages correspond to the IQ ranges for the WAIS, WAIS-R, and WAIS-III, but not the W-B I ranges.
PART I
INTRODUCTION TO THE ASSESSMENT OF ADOLESCENT AND ADULT INTELLIGENCE
only 1.2 and 4.8 points less, respectively, on the WAIS-III in comparison to the WAIS-R. According to Flynn (1984, 1987), U.S. norms become outdated at the rate of about 3 points per decade, although the current rate may be closer to 21 2 points (Flynn, 1998a, 1998c). Thus, these differences are what one would expect (Flynn, 1984, 1987, 1998a, 1998c), given the lower scores that occur when an individual s performance is referenced to outdated norms.