Hamburg-Wechsler intelligence test for children

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WISC-V UK

The Hamburg-Wechsler intelligence tests for children ( HAWIK ) are intelligence tests for children and adolescents aged 6 to 16 years. They go back to David Wechsler's concept of intelligence and are among the most frequently used intelligence tests on children worldwide. Since the first version of the test in 1966, they have been adapted several times to reflect current research. They are based on the English language tests by David Wechsler, the " Wechsler Intelligence Scale for Children " (WISC), the first version of which was published in 1949. The HAWIKs represented the German adaptation of the WISCs until August 2011. Since then, the test procedure has been marketed again under the original name WISC in Germany, Austria and Switzerland. The processing time for the standard tests is between 65 and 90 minutes.

So far, four HAWIKs and two WISCs have been launched. The WISC-V is the current edition of the Wechsler test series.

History of origin

Publishing year Test name abbreviation Authors
1956 Hamburg-Wechsler intelligence tests for children HAWIK Hardesty, Francis P. & Priest, Hans J.
1983 Hamburg-Wechsler intelligence tests for children revised HAWIK-R
1999 Hamburg-Wechsler intelligence tests for children III HAWIK-III Uwe Tewes, Peter Rossmann & Urs Schallberger
2007 Hamburg-Wechsler intelligence tests for children IV HAWIK-IV Franz Petermann & Ulrike Petermann
2011 Wechsler Intelligence Scale for Children - Fourth Edition WISC-IV Franz Petermann & Ulrike Petermann
2017 Wechsler Intelligence Scale for Children - Fifth Edition WISC-V Franz Petermann

In addition to the HAWIK, other intelligence tests for other age ranges were developed on the Wechsler intelligence model. The German adaptations are the Wechsler Preschool and Primary Scale of Intelligence - Third Edition (WPPSI-III, German version) and the Wechsler intelligence test for adults (WIE).

The Wechsler intelligence test series was originally based on the intelligence model of David Wechsler, who defined intelligence as follows: " Intelligence is the composite or global ability of the individual to act purposefully, to think sensibly and to deal effectively with his environment ."

In version IV of the test procedure (HAWIK-IV and WISC-IV) the underlying model concept has been revised. Instead of differentiating between action and language intelligence, the test is now based on the so-called Cattell-Horn-Carroll model (CHC). In the current version, the test comprises the scales of perceptual logical thinking, language comprehension , working memory and processing speed, which together form the overall IQ.

HAWIK-III

construction

The HAWIK-III is considered the German adaptation of the WISC-III, which was published by Wechsler in 1991. The procedure of the HAWIK-III is very similar to its English-language counterpart. The HAWIK-III consists of the same 11 subtests as the HAWIK-R:

  • Add pictures
  • common knowledge
  • Numbers symbol test
  • Find common ground
  • General understanding
  • Organize images
  • Computational thinking
  • Mosaic test
  • Vocabulary test
  • Figure laying
  • Repeating numbers

In addition, the following two subtests have been added:

  • Labyrinth test
  • Symbol search

Compared to the HAWIK-R, the test was supplemented by lighter and heavier items in order to increase the informative value of the test results in the extreme areas. The test duration for the 11 standard tests is between 50 and 70 minutes. When performing the additional tests, another 10 to 15 minutes must be allowed for.

Intelligence values

The HAWIK-III is divided into a verbal and an action part. This enables the calculation of an overall value and a separate verbal and action IQ. The verbal IQ is derived from the results of the subtests

  • common knowledge
  • General understanding
  • Computational thinking
  • Find common ground
  • Repeating numbers and
  • Vocabulary test

calculated. The tests become part of the action

  • Add pictures
  • Figure laying
  • Organize images
  • Mosaic test
  • Numbers Symbol Test '

counted. In addition, the HAWIK-III offers the possibility of calculating intelligence values ​​for four further sub-performance areas. These are called linguistic understanding, perception organization, undistractable and working speed.

Areas of application

The HAWIK-III * has the advantage that by determining values ​​for the sub-performance areas, more precise assumptions can be made about the causes of learning and thinking disorders. Therefore, it is particularly suitable for the following areas:

  • educational, medical or clinical-psychological diagnostics
  • school psychology services

However, it is not suitable for diagnosing giftedness

Normalization

The standardization of HAWIK-III took place between 1995 and 1998 in Germany, Austria and Switzerland on a total of 1570 children. Children between the ages of 6 and 16 were tested.

Reliability

The calculation of the reliability parameters was carried out using the test halving method . The split-half reliability of the HAWIK-III was r = .95 for the verbal part, r = 0.91 for the action part and r = 0.96 for the total values.

objectivity

In order to ensure sufficient objectivity in the implementation and evaluation of the HAWIK-III, the test evaluators are equipped with a broad assessment aid for the free answers of the children.

HAWIK-IV

construction

Theoretical innovations were reflected in the structure of the HAWIK-IV. So far, test creation has been based more on clinical and educational experience than on a clear definition of intelligence. The HAWIK-IV is based on the renowned and empirically tested CHC model , which is divided into three levels. On the one hand, “ intelligence is understood as a global construct (Stratum III) that determines the behavior of an individual as a whole ”. On the other hand, intelligence is seen as a product of 10 fundamental factors. At the lowest level (stratum 1), more than 70 basic skills can be assigned to these ten factors (Petermann and Petermann). In order to do justice to this model, the HAWIK-IV no longer distinguishes between a verbal and an action part. The test consists of 15 sub-tests, 10 of which are known as core tests. It is believed that the reason for the introduction of new subtests can also be found in the conceptual reorientation. The five added tests are called 'Image Concepts', 'Letter-Number-Sequences', 'Matrix Test', 'Strikethrough Test' and 'Recognize Concepts'.

Intelligence values

The following five intelligence values ​​are recorded in the HAWIK-IV:

  • Understanding of language
  • perceptual logical thinking
  • Working memory
  • Processing speed
  • Overall IQ

Areas of application

  • Assessment of general cognitive functioning
  • diagnose intellectual giftedness or intellectual disability
  • identify individual strengths and weaknesses

Normalization

The HAWIK-IV was standardized on 1,650 children from the Federal Republic of Germany, Austria and German-speaking Switzerland .

Reliability

The reliability parameters of the HAWIK-IV subtests (split-half coefficients, Fisher-Z-averaged over age groups or retest correlations in speed tests) are between r = .76 and r = .91. The reliability for the entire test is r = .97.

evaluation

After a child has completed the test, the raw points achieved are converted into value points using a given table. These value points are then added up in order to first determine the IQ values ​​for the four indices language comprehension, perceptual logical thinking, working memory, processing speed and then also the total IQ. The conversion into index values ​​/ IQ values ​​is based on the normal distribution curve .

interpretation

The four index values ​​and the total IQ can be assigned to a certain percentage rank. This can be interpreted to mean that it relates the respective performance to the norm sample and provides information about the percentage of the comparison group that performed better or worse. For example, an IQ of 84 corresponds to a percentile rank of 16. Correspondingly, 16 percent of the participants in the standardization sample performed poorly or equally well and 84 percent performed better.

The overall IQ and the four index values ​​can also be interpreted in terms of content. Based on the normal distribution curve, all IQ values ​​in the range of 85 and 114 are referred to as average. Values ​​in the range between 115 and 129 are considered to be above-average performance, while from 130 IQ points one can speak of giftedness. Values ​​below the average (70–84) can sometimes be referred to as a learning disability. Values ​​below 70 indicate a slight to severe intellectual disability.

An interpretation of the overall IQ only makes sense if the performance profile is homogeneous. One can speak of a homogeneous performance profile if the strongest and weakest index values ​​are not more than 23 points apart. In the case of a heterogeneous distribution, i.e. a difference of ≥ 23 IQ points, a discrepancy analysis should preferably be used. A discrepancy analysis is first carried out at the level of the four indices. They enable explicit statements about a child's strengths and weaknesses. If you are interested, a discrepancy analysis can also be carried out at the subtest level.

If it is found that the index values ​​for speech comprehension and perceptual logical thinking deviate significantly from the index values ​​for working memory and processing speed, the HAWIK-IV offers the option of calculating the general ability index (AFI) instead of the total IQ. This is mostly necessary for gifted children, as they often perform very well in the areas of language comprehension and perceptual logical thinking, while they tend to be in the average range in terms of their working memory and processing speed. As a consequence, this can mean that gifted children are only given an average IQ. Only the values ​​of the six core tests are included in the calculation of the AFI, which are included in the indices language comprehension and perceptual logical thinking. The founders of the HAWIK-IV classify these as tests more meaningful for the cognitive performance of highly gifted people, as they mainly measure fluid and crystalline intelligence.

WISC-IV

construction

With the WISC-IV, the first intelligence test of the WISC series appeared in 2011 under the original name in German-speaking countries. The test procedure consists of 15 sub-tests, on the basis of which the following five parameters can be formed:

  • Working memory
  • Understanding of language
  • Processing speed
  • Perceptual Logical Thinking
  • Overall IQ

Areas of application

  • Assessment of cognitive performance
  • Well-founded assessment of the state of development
  • Targeted statements about strengths and weaknesses
  • Process analyzes provide information for well-founded and targeted funding

Normalization

There are data from the years 2005 and 2006 from Germany, Austria and German-speaking Switzerland, which refer to 1,650 children.

Reliability

The reliabilities of the subtests lie between r = .76 and r = .91 and vary at the index level between r = .87 and r = .94. The reliability for the overall test is r = .97.

validity

Validation studies from the years 2008 to 2011 are available for the German-speaking area. The factorial and criterion-related validity was comprehensively confirmed.

WISC-V

construction

The WISC-V is a very differentiated intelligence diagnostic with 15 sub-tests, on the basis of which the following six parameters can be formed:

  • Visual-spatial thinking
  • Fluid reasoning
  • Processing speed
  • Working memory
  • Understanding of language
  • Overall IQ score

Areas of application

  • well-founded assessment of the state of development
  • further analyzes at the sub-test level
  • Targeted statement about the strengths and weaknesses of a child with profile analysis
  • Well-founded funding thanks to process analyzes

Normalization

Norms from 2016 based on a sample of around 1,100 German children and adolescents.

Reliability

The reliabilities of the subtests vary between r = .80 and r = .93. At the level of the index values, the reliabilities vary between r = .89 and r = .96. For the overall test it is r = .96.

validity

The criterion-related and factorial validity could be comprehensively confirmed. For this purpose, comparisons with other intelligence diagnostic methods as well as factor analyzes based on the norm sample were carried out.

Individual evidence

  1. ↑ a b c d e Franz Petermann and Monika Daseking (eds.) (2009); Case book HAWIK-IV . Göttingen, Hogrefe
  2. ^ D. Wechsler (1949): Wechsler Intelligence Scale for Children. New York: Psychological Corp.
  3. ^ A b Thomas Trautmann: Introduction to gifted education. Baltmannsweiler 2005, p. 49.
  4. ↑ Archived copy ( Memento of the original from May 20, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / diagnostik.sdbb.ch
  5. ↑ a b c d F. Petermann & U. Petermann (eds.) (2010). HAWIK-IV (3rd expanded edition). Bern: Huber.
  6. ^ F. Petermann & U. Petermann (eds.) (2011). WISC-IV . Frankfurt am Main: Pearson Assessment.
  7. Jump up ↑ Wechsler, D. & Bondy, C. (1964). Measurement of Adult Intelligence. Bern: Verlag Hans Huber.
  8. ↑ a b c d e f U. Tewes, P. Rossmann, U. Schallberger (eds.) (1999). Hamburg-Wechsler intelligence test for children - 3rd edition . Bern: Huber.
  9. ↑ a b Monika Daseking, Ulrike Petermann, Franz Petermann: intelligence diagnostics with the HAWIK-IV . In: Childhood and Development . No. 16 (4), 2007. Hogrefe Verlag, ISSN 0942-5403, pp. 250-259.
  10. ^ Wechsler, David (2011). Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) - German version. Edited by F. Petermann u. U. Petermann. Frankfurt Main. Pearson Assessment

Web links

Commons : Wechsler Intelligence Scale for Children  - Collection of images, videos and audio files

See also