• genetic factors
• socio-education factors
• severe psychopathology
• rapport with tester
• opporitional behavior
• neurological and medical functioning
• ambition, personality style
• culture, lingustics
• distractability or anxiety
• perceptual impairments(hearing and vision)

Intelligence is explained primarily by a single factor (g)

derived from early factor analysis 

Thurstone Theory of Intellegence

Cattel-Horn-Carol (CHC) Theory

Thurstone-Primary Mental abilities, defined by factor analysis, intellegence as multidimensional 

CHC- three strata: g and two subtypes (fluid and crystalized) obtained by rotation with series of more narrowly defined abilities 

one high order factors in Cattel-Horn-Carrol (CHC) Theory,

capacity to aquire new knowledge, solve new problems, partially biological and genetic, working memory, doing things on the fly, approaching things in a novel way, problem solving requiring flexability in the face of new stimuli, figure weights subtest

high order factor in CHC Theory, knowledge and learning gained over one;s lifetime, an interaction between fluid intellegence and enviroment (culture, education, experience, practice, acculturation, language ). Higher SES, children of professionals =higher crystalized intellegence, low SES, children of unskilled workers=lower crystallized intellegence

Need both fluid and crystallized for most tasks 

Stage based theory that says intellegence is different in different stages, not just an accumulation of knowledge.

1. sensorymotor
2. preoperational 
3. concrete operational 
4. formal operational 

Intellegence as neural efficiency (processing speed)

Content-like fluid

process-like crystallized 

WAIS IV Revision Goal #1

Update Theoretical Foundations

• eliminate dual IQ structure
• enhance assessment of fluid intellegence (new subtest, figure weights)
• enhance assessment of working memory (revise arithmatic and digit span)
• enhance assessment of processing SPeed (new subtest cancellation)

WAIS IV Revision #2

Enhance Clinical Utlility 

co-normed with WMS IV

Additional clinical group studies

Comprised of VCI +PRI

less sensative to working memory and processing speed

which are more likely to be inpaired when there is a neuropsychological disorder 

WAIS IV Revision Goal #3

Improve Psychometirc Properties 

• update norms
• improve floor and ceiling
• improve or maintain subtest composite reliabilities
• provide initial evidence of validity 

All validity must be seen as construct validity 

construct validity-the degree to which test results can be interpreted as reflecting a particular psychological construct as evidenced by

1. content validity
2. internal structure
3. response process
4. association with other variables
5. consequences of test use 

WAIS IV Validity 

1. content validity
2. internal structure 
3. response processes
4. association with other variables
5. consequences of test use 

1. content validity- adequete sampling of construct domain
2. internal structure -factor analysis
3. response processes-computed response frequencies, asked about problem solving strategies
4. association with other variables-MTMMM correlation coefficients, concurrent validity
5. consequences of test use- not discussed 

WAIS IV Revision Goal #4

Enhance User-Friendliness 

• reduce testing time (number of subtests, discontinue rules)
• increase portability
• revise instructions and record form
• seperate WAIS and WMS manuals 

WAIS IV REvision Goal #5

Increase Developmental Appropriateness

• add demonstration and sample items
• reduce vocab level for instructions
• reduce emphasis on motor demands and time bonus scores
• enlarge visual stimuli and drop Object Assembly 

Scores, mean and standard deviation

subtests=

index scores=

FSIQ=

GAI=

subtests have scaled scores (mean of 10, sd of 3)

index scores have standard scores (mean of 100, sd of 15)

FSIQ also standard score

GAI is optional composite score 

Core Subtests:

similarities

vocabulary

information

supplimental:

comprehension

• verbal comprehension and concept formation skills
• crystallized knowledge
• accumulated experience
• verbal reasoning through problems and tasks
• verbal expression
• "purer" measure of verbal IQ
• verbal IQ best predictor of reading achievment in reffered populations 

core:

block design

matrix reasoning

visual puzzles

supplimental: 

picture completion

figure weights (16-69 only)

• visual perception and organization
• reasoning with visually presented, non verbal material
• increased emphasis on fluid reasoning ability
• with tasks such as concept formation, visual processing, and simultanious processing within the non-verbal domain
• visual motor coordination
• ability to apply skills in an efficient manner
• purer meaure than performance IQ

• assesses both retention and manipulation of information
• providdes info on short term memory and working memory

• includes tasks dynamically related to mental capacity, academic development and reeasoning
• helps to conserve mental resources (efficiency) by processing rote information quickly
• related to ability to quickly access stored information
• requires visual scanning, perception and organization
• requires efficient production of multiple motor responses
• requires executive control of attention and sustained effort

• organization of materials
• standardized administration (a rooom without distriction, giving instructions the same way every time, timing)
• accurate recording and scoring
• showing empathy, building rapport, demostrating professionalism and therapeutic relationship
• behavioral observations
• countertransference (impressions, expectations-maintain objectivity)
• culture variables (gestures, timing, language)

what is standardized Testing?

uniform administration procedures

objective scoring criteria 

• informed consent: what will happen, risks, get signature, cnfifentiality, encourage best performance...
• clinical interivew
• collect collateral info as available from third party observers  
• how information will be shared and with whom-authorization to disclose
• special needs, reasonable accomidations 

• provides evidence of reliability of test results
• provides multiple sources of info
• helpful for written recommendation 
• be discreet
• report WHEN unusual behaviors occur
• be aware of your own reactions 
• do not tests if under the influence or acutely psychotic 
• physical presentation
• sensorimotor abilities
• behaviors
• work habits and attitudes toward testing
• attention
• expressive and receptive language 

-be aware of timing

-know manual, where to find things

try to do in as feww sessions as possible

-read verbatim

-consider what kind of i dont know response (cause they dont know, dont want to try, are tired, dont want to be wrong, not paying attention)

-offer encouragement that doesnt tell if right or wrong (you tried hard on that)