Psycho-diagnostics

Intellectual Functioning
Wechsler Adult Intelligence Scale-III

Asst. Prof. Tanmay L. Joshi (SET)

HPT Arts & RYK Science College, Nasik.
M: 9890614667
Email id: tljoshi13@gmail.com
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• Intelligence is an aggregate and global
capacity of an individual, to act purposefully,
to think rationally and to deal effectively with
his/her environment(D. Weshler).
• I.Q= M.A./C.A. x 100.

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 Aspects of intelligence
Communication skills
Ability for self-care
Conduct of home living management
Appropriate use of social skills
Ability to utilize community resources
Ability to employ self-direction
Ability to manage personal health issues and safety
problems
Functional skills in the academic area
Ability to organize leisure activities and work life
Knowledge of strength & weakness lead to contribute to
decision making process in intervention. ( Ex: IEP:
Individual Education program)
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 I.Q. Scores Degree/Category

• 130 and above • Very superior

• 120–129 • Superior
• 110–119 • High average
• 90–109 • Average
• 70–90 • Borderline
• 51-69 • Mild
• 36-50 • Moderate
• 21-35 • Severe
• Below 20 • Profound

Mentally Challenged (Mentally Retarded)

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VERBAL SUBTESTS
1. Vocabulary
2. Similarities
3. Arithmetic
4. Digit span
5. Information
6. Comprehension

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PERFORMANCE SUBTESTS
1. Picture completion
2. Digit symbol-coding
3. Block design
4. Matrix reasoning
5. Picture arrangement

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 Verbal Subtests
Vocabulary:
• Highly correlated with general intelligence
(ample exposure to verbal stimulation).
As a Psychologist, we should analyze specific items to determine the
level of conceptualization and Quality of response.
• High Score:
ambitiousness,
educational striving
broad range of ideas &
Conceptual skills.
• Low Score:
Deficiency in educational exposure
lack of motivation, (anxiety: as a test taking variable)

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 Similarities
• Capacity for concept formation, abstract thinking,
generalizing & drawing relationships between different
elements in the environment and facts.
Ex:
Mango-Banana
Cat-Mouse
Milk-Medicine
Salt-Water
Indicates conceptual ability, verbal abstraction, and the
ability to draw relationships. May be impaired when
organic impairment is present.
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 Arithmetic
• Concentration level, mental alertness.
High Score: problem solving ability, memory
functioning & auditory grasp of complex material.
Relates to issues of focus, concentration, and
memory.
Low Score:
Anxiety
Impulsiveness (Silly mistakes)

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 Digit Span
• Involves the capacity for attention, ability to
control anxiety, and short-term memory.
• Based on STM.
High Score (Success) reflects attention, ability
to control anxiety (forward & backward).
• Arithmetic Score (+) & Digit span (-) =
depressive trend because attention is
associated with preoccupation of mood!!

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 Information
• It reflects :
Ability to store, recall & utilize verbal facts.
Alertness,
remote memory,
associative thinking & interest.
High Score: educational exposure, achievement
orientation & intellectual stimulation.

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 Comprehension
• Utilize practical judgment & common sense
reasoning.
High Score: knowledge even without formal
education i.e. Practical knowledge
• Awareness of social norms.

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 Verbal Subtests
Cognitive & Personality Judgment
variables. Memory
Anxiety Flexibility
Attention Reasoning
Concentration Conceptualization
Abstraction Relationship between
Achievement concepts
Ability to learn in
educational settings

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 Performance Subtests
• Picture Completion
• Digit-Symbol-coding
• Block Design
• Matrix Reasoning (Only in W.I.S.C.)
• Picture arrangement

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 Picture Completion

• Ability to concentrate & focus on details to

differentiate between essential & nonessential
aspects of situation.
• Required skills: Conceptual & perceptual.
• Low Score: lack of exposure; knowledge of
surroundings.

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 Digit Symbol-Coding

• Ability to learn new material readily &

efficiently.
• Requires: attention, concentration, speed with
visual-motor coordination.
• Ability for new, imitative learning where speed
is required.
• Useful in diagnosing with organic impairment
(eye-sight/low vision/CP) & other learning
disability problems(LD).

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 Block Design
• Shreeram K. (36 yrs.)
• Kishore V. (18 yrs.)
• Requires: Capacity for abstraction & Concept
formation planning, judgment, visual analysis &
visual motor coordination skills, knowledge of
colors.
• Low Score: Organic impairment(eye sight),
rigidity in thoughts, anxiety & schizophrenic
trend may reflect.

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 Matrix Reasoning
• Children are shown colored matrices or visual
patterns with something missing.
• The child is asked to select the missing piece from
a range of options.
• Measures visual functioning; visual processing and
abstract, spatial perception and may be influenced
by concentration, attention, and persistence.
• Comparisons need to be drawn with other subtests
to highlight impulsive, obsessional or confused
personality functioning as well as impaired
planning ability.
– Picture Completion, Picture Arrangement,
– Block Design, Digit Symbol-Coding
• * Practice effect
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 Picture arrangement
• Requires:
• Knowledge of interpersonal relating,
• Skills of planning,
• Judgment & perceptual organization,
• Thought fluency,
• Sensitivity to social interactions &
• General intelligence.
• Low Score: Thought disorder, rigidity in
thoughts.
• It can be compared with ‘Comparison’ subtest.
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 Summary
Verbal Subtest Performance Subtests
Anxiety STM
Attention Practical memory
Concentration Working memory
Abstraction
Planning,
Abstraction,
Achievement
Conceptualization
Ability to learn in
Need for structure,
educational settings
Ability to learn new
Judgment material,
Memory Perception of details
Flexibility Perceptual analysis,
Reasoning Visual motor coordination,
Conceptualization identifying patterns &
Sensitivity to social
Relationship between interactions
concepts
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Diagnostic applications
Role of report writing
Role of observation

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