skrevet af Nicole Dulle
The WISC-III intelligence test is no longer extensively used. In 2003, the WISC-IV, which is an updated and revised edition of the WISC-III, was published and available for testing. However, it is too early for extensive research on the WISC-IV.
(Burns & O’Leary, 2004)
What is the WISC-III?
The WISC-III is an intelligence test published in 1991. It is the third edition in a long tradition of Wechsler intelligence tests.
Intended for children ages 6 to 16 and 11 months.
Two scales - Verbal and Performance
Verbal Scale Subtests
Five Mandatory Subtests (dvs. skal tages)
One Supplementary Test (evt. supplement)
Digit Span (Talspændvidde)
(This test can be substituted for one of the other tests if and only if the data from a mandatory subtest is missing or invalidated.)
Performance Scale Subtests
Five Mandatory Subtests
Picture Completion (Billedudfyldning)
Picture Arrangement (Billedserier)
Block Design (Terningmønstre)
Object Assembly (Puslespil)
Two Supplementary Subtests
Symbol Search (Symboler)
The Mazes subtest can be substituted for any of the mandatory subtest if the data is missing or invalidated. The Symbol Search can only be substituted for the Coding subtest.
How is the test scored?
Verbal and Performance Scales are combined to obtain a Full Scale IQ.
• All subtests are weighted equally
• Each subtest has mean of 10 and standard deviation of 3
What is the WISC-III supposed to do?
Measure children’s cognitive abilities
Identify gifted children
Identify children with learning disabilities (obs identificere er ikke det samme som diagnosticere - der skal andre tests til!)
Assist in planning and implementing effective treatment programs for challenged individuals
About 43% of the variance in all 13 subtests are attributed to g
While the WISC-III does measure g, it fails to take other possible intelligences into account
Possibility of Scorer Errors (der findes en pc program og tro mig der laves mange fejl her)
Each subtest is scored by the test administrator
Certain questions call for open-ended responses; the administrator is responsible for using good judgment when scoring.
How should these interesting responses be scored?
Cultural Bias in the WISC-III
Eurocentric standardization sample
All intelligence tests are subject to cultural context
(Das, Naglieri, & Kirby, 1994)
Despite its popularity, the WISC-III was not faultless.
Parents, psychologists, and school administrators should keep the errors and limits of intelligence tests in mind when looking at a child’s IQ score.
Lack of a conclusive definition for intelligence
Burns, T. G. & O’Leary, S. D. (2004). Wechsler intelligence scale for children—iv: Test review. Applied Neuropsychology, 11(4), 233-236.
Das, J. P., Naglieri, J. A., and Kirby, J. R. (1994). Assessment of cognitive processes; The pass theory of intelligence. Needham Heights, MA: Allyn and Bacon.
Ehrlich, R. (2003). Are people getting smarter or dumber? Skeptic, 10, 50-61.
Kamphaus, R. W. (1993). Clinical assessment of children’s intelligence: A handbook for professional practice. Needham Heights, MA: Allyn and Bacon.
Kubinger, K. D. (1998). Psychological assessment of high ability: Worldwide-used wechsler’s intelligence scales and their psychometric shortcomings. High Ability Studies, 9, 237-251.
Kwate, N. O. A. (2001). Intelligence or misorientation? Eurocentrism in the WISC-III. Journal of Black Psychology, 27, 221-238.
Sattler, J. M. (2001). Assessment of children: Cognitive applications. San Diego, CA: Jerome M. Sattler, Publisher, Inc.
Additional images obtained from