The Wechsler Intelligence and Memory Scales are a series of psychological tests developed by David Wechsler to assess intelligence and memory. There are three main versions - the Wechsler Adult Intelligence Scale (WAIS) for adults, the Wechsler Intelligence Scale for Children (WISC) for ages 6-16, and the Wechsler Memory Scale (WMS) to evaluate different memory functions. Each test provides index scores on areas like verbal comprehension, working memory, and processing speed. The tests are widely used by clinicians to diagnose conditions like learning disabilities and dementia.
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
MMPI is a personality inventory used in the assessment of personality. It is also used as a psychometric test as well as a diagnostic tool by clinical psychologists and counselors. Developed by Hathway & McKinley in the year 1943. It is the second most widely used personality inventory.
MMPI is a personality inventory used in the assessment of personality. It is also used as a psychometric test as well as a diagnostic tool by clinical psychologists and counselors. Developed by Hathway & McKinley in the year 1943. It is the second most widely used personality inventory.
describes the popular tests of intelligence, aptitude and personality and its types. Elaborates the types of intelligence, aptitude and personality and how to clinically assess them
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
3. Introduction
• Developed by Dr. David Wechsler, a clinical psychologist
• These are individually administered, composite
intelligence tests in a battery format.
• Assessment is done in different areas of intellectual
ability
– Observation of personality in different situations
• Three versions of the test provide 3 different IQ scores
– performance IQ
– verbal IQ
– full scale IQ
• Considered one of the best psychological tests and are
frequently used in clinical practice.
4. History and Development
• In the 1930’s Wechsler studied
various standardized tests and
initially selected 11 subtests.
• “Premise-intelligence” global in
nature and represents some
part of personality.
• 1939: development of the
Wechsler Bellevue
• 1955: development of the
Wechsler Adult Intelligence
Scale (WAIS)
• 1981: development of WAIS-R
5. History and Development
• 1997 development of (WAIS)
– The Wechsler Bellevue originally intended for adults
• 1949 Wechsler Intelligence Scale for Children
(WISC) developed.
• WISC revised in 1974 to WISC-R and in 1991 to
WISC-IV
• 1967 the development of Wechsler Preschool
and Primary School of Intelligence (WPPSI).
• Later revised to WPPSI-R in 1989 then to WPPI-IV
in 2002
6. Forms of the Test
• Wechsler –Bellevue – Has been revised several times
leading to various Editions = WAIS; WAIS R, WAIS III, WAIS
IV
– Initially developed in 1939, and revised in 1946
• Wechsler Adult Intelligence Scale (WAIS ) - Developed in
1955 due to deficiencies primarily linked to both reliability
of the subsets and size of Wechsler –Bellevue
• WAIS - R = Developed in 1981 and was based on 1,880
individuals, considered generally more representative.
– Wechsler Adult Intelligence Scale - III (WAIS -III ) = Developed in
1997 as a revision to WAIS-R.
– Reason = to update norms, extend age range, modify items,
develop higher IQ “ceiling” and “Floor”, decrease reliance on
timed performance, develop/index factor scores etc.
• WAIS - IV = released in 2008, composed of 10 core subtests
and five supplemental subtests, with the 10 core subtests
comprising the Full Scale IQ
7. Forms of the Test
Wechsler Intelligence Scale for Children
(WISC) - Four Editions:
– WISC – 1949, WISC-R 1974, WISC
III 1991, WISC IV 2003 & WISC V
2014,
– 6-16 yrs
– Wechsler Intelligence Scale for
Children (WISC)- developed for
assessing children between 0
and 6 years. Was revised in 1974
– WISC-R.
– WISC-R = was standardized on a
new sample that was more
accurately representative.
• (WISC- III)- Developed 1991, revision
of WISC.
– Major Change = inclusion of four
factor/index scores = Verbal
Compensation, Perpetual
organization, Freedom from
Distractibility, and Processing
speed.
– More reliability and
standardization on 2,200 children
between 6 and 16 years.
• (WISC-IV)
– General cognitive abilities: general
problem-solving/reasoning skills
(verbal, nonverbal, and visual
domains)
– Working memory and processing
speed
8. Forms of the Test
Wechsler Preschool and Primary Scale of Intelligence (4-6yrs)
• Wechsler Preschool and Primary Scale of Intelligence (WPPSI) – A
downward extension of WISC, Developed in 1967.
– In response to an increasing need for the assessment of preschoolers.
– Wechsler Preschool and Primary Scale of Intelligence- Revised (WPPSI
- R) = A revision of WPPSI in 1989.
– expanded the age range to 3–7 years 3 months and introduced a new
subtest, Object Assembly.
• (WPPSI - III)
– Additional subtests to enhance the measurement of Fluid Reasoning.
(Matrix Reasoning, Picture Concepts, Word Reasoning and Measures
of Processing Speed)
• (WPPSI - IV)
– Working Memory subtests added (Picture Memory and Bug Search)
– Processing Speed subtests added ( Bug Search, Animal Coding, and
Cancellation)
• provides Verbal and Performance IQ scores as well as a Full Scale IQ score
9. Test Description (WAIS)
• The WAIS-III is composed of 14 subtests.
• Eleven of the subtests produce the three summary scores of Verbal
IQ, Performance IQ, and Full Scale IQ.
• The verbal subtests include:
– Vocabulary, Similarities, Arithmetic, Digit Span, Information, and
Comprehension. The performance subtests include Picture
Completion, Digit Symbol (Coding), Block Design, Matrix Reasoning,
and Picture Arrangement.
• Two additional subtests: Letter–Number Sequencing and Symbol
Search, are supplemental and included in index scores.
• The index scores :
– Verbal Comprehension (Vocabulary, Similarities, and Information),
– Perceptual Organization (Picture Completion, Block Design, and
Matrix Reasoning),
– Working Memory (Arithmetic, Digit Span, and Letter–Number
Sequencing),
– Processing Speed (Digit Symbol and Symbol Search)
10. Test Description (WISC)
• Generates a Full Scale IQ which represents a
child's general intellectual ability.
• Provides five primary index scores
– Verbal Comprehension Index
– Visual Spatial Index
– Fluid Reasoning Index
– Working Memory Index
– Processing Speed Index
11. Test Duration
• Administration of the
11 subtests approx. 75
mins
– range of 60 to 90 min.
• The time needed to
administer the 13
subtests required to
generate all of the
summary and index
scores is 80 min
– range of 65 to 95 min
12. What it measures/ How it’s used
• Three tests were developed:
– The Wechsler Adult Intelligence Scale
(WAIS)
– Wechsler Intelligence Scale for
Children (WISC)
– Wechsler Preschool and Primary Scale
of intelligence (WPPSI)
• Measures intellectual performance
through observation of personality
in various settings
• Measures a full scale IQ (an
individual's complete cognitive
capacity – verbal and performance)
• Measures several variables
• academic achievement,
• occupational performance etc.
13. What it measures/ How it’s used
• WAIS and WISC provide information on an
individual’s cognitive strengths and weaknesses.
• Helps also check for cognitive changes
– Recovery following after surgery
• Provides clinicians, researchers and educators
with baseline measures on determining the
degree of change in them over time.
– evaluate the effectiveness of an educational
programme
– evaluate changing abilities of a person.
14. What it measures/ How it’s used
• Wechsler scales are scored administered and
scored in a similar way
• Each test has two batteries of subtests grouped
into two general areas:
– Verbal scales – measure general knowledge,
language, reasoning and memory
– Performance scales - measure spatial, sequencing and
problem-solving skills.
• Trained examiners use a set of complex test
materials, test takes approx. 90mins. Raw scores
are converted into standard scores.
15. Intelligence Quotient (IQ)
• “Intelligence” Is an individual's ability to adapt and
constructively solve problems in the environment.
• IQ originally developed by Lewis Terman (1916),
proposed this scale for classifying IQ scores:
– Over 140 :Genius or near genius
– 120-140 : Very superior intelligence
– 110-119:Superior intelligence
– 90-109: Normal or average intelligence
*MA is the mental age
*CA is the chronological
16. IQ Classifications.
WAIS:
• 130+ Very Superior
• 120–129 Superior
• 110–119 High Average
• 90–109 Average
• 80–89 Low Average
• 70–79 Borderline
• 69- Extremely Low
WISC:
• 130 + Extremely High
• 120–129 Very High
• 110–119 High Average
• 90–109 Average
• 80–89 Low Average
• 70–79 Very Low
• 69- Extremely Low
17. Average adult IQ vs. real-life
accomplishments
Accomplishment IQ
• MDs, JDs, and PhDs 125
• College graduates 112
• 1–3 years of college 104 - 110
• Clerical and sales workers 100–105
• High school graduates, skilled 97-100
• 1–3 years of high school 90-95
• Semi-skilled workers 90–95
• Elementary school graduates 90
• Elementary school dropouts 80–85
• Have 50/50 chance of reaching high school 75
18. Assets
• Extensive history of
continuous evaluation.
• Easy to administer with clear
guidelines that limit the
possibility of error.
• WAIS-III and WISC-III both
normed and WAIS-III is co-
normed with the WMS-III
• Has a very extensive
population range.
• Great accuracy in predicting
academic and occupational
performance.
• It is possible to gain
considerable information on
cognitive strengths and
weaknesses.
• Very useful in tracking
cognitive changes over time or
after injury/ illness. In
individuals and various
populations.
• Reveals important personality
and clinical variables.
19. Limitations
• Reductionist interpretations of
test scores label and stereotype.
• Very limited capacity in predicting
non-academic activity.
• They measure present level
functioning so can only be used
to make short term predictions.
• Emphasizing convergent,
analytical and scientific modes of
thought.
• Focus on the outcome of
cognition rather than the process
• Limited ability in assessing
minority groups.
• The meaning of some of the
subset scores is still not well
understood
• A degree of subjectivity when
scoring
• Complexities in calculating scores
creates potential for errors
• Not much change has been made
to the tests despite
advancements in theories of
intelligence
20. General Uses
• These tests are used not only as intelligence tests, but as a
clinical tools
• Used as part of an assessment to diagnose ADHD/ADD and
learning disabilities
• Can be used to show discrepancies between a child's
intelligence and his/her performance at school
• Can be used as part of an assessment battery to identify
intellectual giftedness/ cognitive strengths and weaknesses
• To predict future academic achievement
• Contribute information concerning a child's developmental
and psychological well-being
– Very high/ low scores may suggest contributing factors for
adjustment difficulties in social contexts
22. Introduction
• Individually administered, composite batteries
designed to understand the various
components of a person’s memory better.
• Currently in the third edition WMS-III and
provides full range memory functioning.
• Based on current theories of memory and
plays a pivotal role in cognitive assessment.
23. History and Development
• There are three editions of the WMS, each has
incorporated advances in theoretical
understanding of memory.
• WMS composed of brief procedures on memory
for paired words, simple visual designs, texts and
sequences.
• The WMS-R had significant improvements such as
including age-related norms.
• The WMS-IV effectively addresses issues of
behaviour and brain relationships involved in
memory and learning.
24. Test Description
• The WMS has three primary
indexes:
– Immediate Memory (immediate
recall scores from Logical
Memory, Faces, Verbal Paired
Associates, and Family Pictures)
– General (i.e., delayed) Memory
(Auditory Recognition Delay)
– Working Memory
(Letter/Number Sequencing and
Spatial Span)
• Additional subtests include
Orientation, Word List learning,
and Visual Reproduction
25. Test Duration
• Administration time for primary subtests is 30 to
35 min,
• Administration of all of the supplemental
subtests was estimated to take 15 to 20 min of
actual testing time.
• Together, administration of the complete WMS
should take 45 to 55 min
26. What it measures/ How it’s used
• Used for age group 16-90years. The WMS-IV is
designed to measure different memory functions in a
person. Checks:
– logical memory,
– verbal paired associates,
– visual reproduction,
– spatial addition,
– symbol span,
– design memory
– cognitive screener.
• Tests for conditions such as dementia or mild learning
difficulties.
27. What it measures/ How it’s used
• The index scores focus on
– auditory memory
– visual memory
– visual working memory
– immediate memory
– delayed memory
28. What it measures/ How it’s used
• Gives a Brief Cognitive Status Exam
– helps to assess global cognitive functioning (memory
deficits/ neural, psychiatric, developmental disorders)
• Differentiates clinical groups i.e. dementia vs.
normal memory functioning.
• Can be self administered or by a clinician.
– Brief cognitive assessment test (21-point BCAT-SF) six
item test/ administered in <5mins ,
– client is asked to perform simple tasks e.g. show
orientation to time, incidental recall, mental control
etc.
– The test information is presented both verbally and
visually.
29. Assets
• Working visual and auditory memory indices are
distinct and measurable.
• The original WMs was quite short (15 mins)
• The complexity of the WMS-III allows it to
measure a wide range of memory functions.
• Norming of WMS-III with WAIS- III and it’s
superior standardization
• Mostly has clear guidelines on scoring and
administration.
30. Limitations
• Some of the indices are redundant (general and
immediate memory indices)
• WMS-R and WMS-III take very long to administer
(45- 100 minutes). Sometimes practitioners use
only subsets introducing a probability of error.
• High degree of cultural loading in Logical memory
subset I and II.
• Lack of guidelines on how to administer Logical
memory subsets may lead to variations that
affect scores.