Approximately a decade has passed since the previous version of the Weschler Intelligence Scale 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 on the fields of intelligence, neurodevelopment and learning processes.
In the text published by the General Council of the COP of Spain, an increase in psychometric indices on: Theoretical Foundation, Analysis of Items, different types of Validity (content and internal structure) and various types of Reliability (stability, consistency) is confirmed. internal). Thus, the majority of these scores on these methodological characteristics are located 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
The WISC V is an individually applied clinical test intended for the evaluation of the intellectual abilities of individuals between 6 and 16 years 11 months
The results obtained in each of the scales contained result in five specific scores, the Global Indices and a general score that indicates the total IQ of the person being evaluated (IQ) The statistical expression of the IQ score is based on the normal distribution of the intelligence variable, which establishes that the population mean is at the value 100 and has a standard deviation of +/-15 points.
Thus, 68% of the population is 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 general intellectual capacity significantly below average. The same occurs for figures greater than 115, although in the opposite direction (greater intellectual capacity).
As a novelty compared to 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, working memory and processing speed. On the other hand, the WISC-V includes verbal comprehension, fluid reasoning, visuospatial ability, working memory and processing speed. Therefore, The previous 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 precision of academic achievements in reading and mathematics), auditory working memory (memory skills and inhibition of proactive interference) and non-verbal (intellectual aptitude in tests without content). verbal), general ability (intellectual aptitude less related to working memory and processing speed than Total IQ) and cognitive competence (efficiency in information processing).
More concretely The WISC-V has fifteen scales which are detailed below:
PROOF
DESCRIPTION
Cubes
Reproduction with cube-shaped pieces of two-color models presented on cards and with a certain 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: repetition in the same order, repetition in reverse order and repetition in numerical order from least to greatest.
Keys
Copy of symbols assigned to 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 various options of the answer that balances the weight on the scale shown, in a specific time.
Visual puzzles*
Selection of the elements that make up the puzzle presented within a limited time.
Drawing span*
Identification of the elements presented in order of appearance, in the first presentation, within a subsequent series where more elements appear interspersed.
Symbol Search
Identification of one of the two model symbols in a larger set of elements, with a time limit.
Information
Evaluation of general knowledge based on questions of 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.
Comprehension
Answer to questions asked by the examiner about social norms and rules.
Arithmetic
Mental resolution of arithmetic problems within a limited time.
The fifteen tests indicated are classified into two different subtypes (main and optional) depending on whether they should be counted towards the final count of the total IQ value. Thus, the scales that add up for this calculation become: Cubes, Similarities, Matrices, Digits, Keys, Vocabulary and Scales.* Tests newly incorporated in the WISC-V version.
As indicated above, the list of the fifteen tasks specified above make up five indices, which They consist of the evaluation of the following capabilities:
1. Verbal Comprehension
It evaluates verbal concept formation skills, the expression of relationships between concepts, the richness and precision in the definition of words, understanding of social conventions and knowledge linked to culture. It is made up of the Similarities, Vocabulary, Information and Comprehension scales
2. Fluid 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 measures of Scales, Matrices and Arithmetic.
3. Visuospatial Ability
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. Cubes and Visual Puzzles scales are included.
4. Working Memory
It is a measure of the information retention and storage capacity, as well as the ability to mentally operate with said information, transform it and generate a new result with it. Included in this index are the Digits, Letters and Numbers and Drawing Span tests.
5. Processing Speed
Analyze the ability to focus attention and in the exploration, organization, discrimination of visual information presented quickly and efficiently. It is made up of the Keys, Symbol Search and Cancellation scales.
The WISC-V test has been designed for purposes included in both clinical and neuropsychological application areas, educational psychology, forensic psychology or in the field of social services.
Within the different aspects among the main objectives of this test, it becomes the determination of the cognitive capacity or neuropsychological functioning both in the establishment and in the rejection of the existence of: Developmental Disorders (such as Autism Spectrum Disorders or Intellectual Disability Disorders), the presence of High Abilities; Specific Learning Disorders, neuropsychological dysfunctions such as dementia, Attention Deficit Disorders or also the determination of Special Educational Needs (SEN) in the school community.
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.
