Wechsler Preschool and Primary Scale of Intelligence - III

The Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition (WPPSI-IV) is used in intelligence diagnostics to improve the cognitive performance of kindergarten, preschool and school children in an age range from 2 years and 6 months to 7 years and 7 months measure up. The German version is a current adaptation of the American Wechsler Preschool and Primary Scale of Intelligence - IV . The original Wechsler Preschool and Primary Scale of Intelligence (WPPSI) by David Wechsler is one of the last Wechsler tests and was published in 1967. The WPPSI-IV, like the other Wechsler tests (in German-speaking countries currently the WISC-V for children and adolescents (previously under license as HAWIK-IV) and the WIE for adults) is one of the most widely used test procedures worldwide. The test was standardized on 895 children in Germany from 2015 to 2017.

history

Publishing year	Surname	abbreviation
1967	Wechsler Preschool and Primary Scale of Intelligence	WPPSI
1989	Wechsler Preschool and Primary Scale of Intelligence revised	WPPSI-R
2002	Wechsler Preschool and Primary Scale of Intelligence - Third Edition	WPPSI-III
2006	German adaptation of WPPSI-III with its own standardization and a new name	HAWIVA-III
2009	New German adaptation of WPPSI-III with new standardization under original names	WPPSI-III
2018	Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition	WPPSI-IV

Principle of the Wechsler tests

No intelligence test can simultaneously cover all areas of cognitive functions in a meaningful and practically manageable way. Wechsler has therefore chosen a form of measurement that is intended to cover those areas that have proven to be important aspects of cognitive functions. He selected a sufficiently large number of subtests in order to obtain clinically relevant information about a person's cognitive level in a reasonable period of time. Wechsler believed that other factors, such as academic performance, executive functions, and motor skills, are closely related to intelligence test performance, but are best assessed using test methods specifically designed to assess these issues.

Ultimately, performance in measuring cognitive abilities reflects only part of what intelligence involves. David Wechsler believed that cognitive factors are only part of intelligence. The characteristics that also contribute to intelligent behavior for him include planning and a sense of purpose, enthusiasm, field dependence / independence , impulsiveness, fearfulness and perseverance. These characteristics can influence a child's performance in a test as well as in daily life (Wechsler, 1975).

Structure of the test

The test battery consists of 14 sub-tests:

Passive vocabulary : the child looks at four pictures and should point to the picture that the test leader names.

Mosaic test : With the help of one- or two-colored cubes, the child should recreate templates of different complexity (model or picture template) within a given period of time.

General knowledge : The child answers questions about generally known events, facts, places and personalities.

Laying figures : pieces of a puzzle are presented to the child. The child puts them together within a specified time.

Active vocabulary : the child names pictures that are shown to him beforehand in a book.

Matrix test : The child looks at an incomplete matrix and selects the missing part from four or five possible answers.

Vocabulary test : the child gives definitions for the words given by the test leader.

Image concepts : The child should select one image from two series of images in order to form a group with a common characteristic.

Symbol search : the child compares a group of abstract symbols with a target symbol in a limited time and indicates whether the target symbol is in the search group.

Recognize terms : The child decodes a general term that the test leader paraphrases.

Coding symbols : The child should assign abstract symbols to a series of simple geometric figures. It draws the symbols in the corresponding fields in a limited time using a given key.

General understanding : The child answers questions that require an understanding of general principles and social situations or rules.

Add pictures : The child sees a series of pictures and shows or names the important detail that is missing from the picture.

Find common ground : The child should name or describe what is common to verbally given pairs of terms. The terms refer to concepts or everyday objects.

Based on the selected sub-tests, an overall IQ for a child's cognitive development level can be measured. In addition, four other superordinate values (index values) can be determined:

Verbal part
Plot part
Processing speed
General language scale

execution

The implementation time depends on the age and is 20 to 40 minutes for children aged 3 years. From 4 years the duration of the test is between 40 and 50 minutes. The test is carried out individually with the child.

Reliability and validity

The reliabilities are for

the sub-test: between r = 0.77 and r = 0.88
the index level: r = 0.87 and r = 0.92
the overall test: r = 0.95

The validity of the WPPSI-III can be demonstrated through inter- correlation studies , clinical validation studies, correlation studies with other measuring instruments such as the HAWIK-IV or factor analysis studies.

Web links

Individual evidence

↑ Information from the publisher

Wechsler, D. (2009). Wechsler Preschool and Primary Scale of Intelligence - III - German version. Edited by Franz Petermann . Frankfurt am Main: Pearson Assessment.
Wechsler, D. (1989). Wechsler Preschool and Primary Scale of Intelligence - Revised. San Antonio, TX: The Psychological Corporation.
Wechsler, D. (1975). Intelligence defined and undefined: A relativistic appraisal. American Psychologist, 30, 135-139.
Wechsler, D. (1967). Manual for the Wechsler Preschool and Primary Scale of Intelligence. San Antonio, TX: The Psychological Corporation.