Intelligence test

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Intelligence Test
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The WAIS-IV stands for Wechsler Adult Intelligence Scale-Fourth Edition, according
to Lichtenberger and Kaufman (2013). The scale was created with emerging clinical and
demographic trends in mind. It allows you to assess your cognitive abilities. Subtests in
verbal comprehension, perceptual reasoning, working memory, and processing speed are
included in the test.
Vocabulary Test:
Vocabulary, information, and comprehension are all tested in the verbal
comprehension subtests. When it comes to similarities, the person being tested is given a pair
of words representing common concepts and asked to describe how they are similar. The
similarity test assesses verbal concept formation and reasoning (Lichtenberger et al., 2013).
The client being tested is expected to name objects that have been visually presented to her
during the vocabulary test. They may also be asked to define words that have been visually or
orally presented to them. This test assesses the examinee’s word knowledge.
General Ability Test:
The client is asked to respond to a wide range of common knowledge topics in the
information section. This test assesses an individual’s ability to learn, retain, and retrieve
factual information. In incomprehension tests, the person being tested responds to questions
based on his knowledge of broad concepts and events (Lichtenberger et al., 2013). The test
assesses a person’s conceptualization and verbal reasoning. It also determines our ability to
apply and evaluate previous experiences and reveal practical knowledge and judgment.
Arithmetical Test
The client was required to solve series of arithmetic problems using the Arithmetic
test critically. To directly measure her mathematical and arithmetical reasoning abilities,
Ellen Myrin was required to pay attention; concentrate has complete control over her mental
and short-term memory. The Arithmetic subtest also measured the client’s quantitative
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knowledge, logical reasoning, and sequential processing. Also, the client was required to take
the Digit span test. In this case, she repeated a series sequence of numbers. She recalled the
sequences in ascending order (Lichtenberger et al., 2013). Additionally, the client’s auditory
and short-term memory’s arithmetic assessment required careful concentration, paying close
attention, and complete mental control.
These were majorly influenced by her ability to sequence information accurately. The
Digit Span Sequence increased the working memory of the client and the demands for
performing tasks.
The client was required to take the Number-Letter Sequencing test involves series of
presented sequences of numbers and letters that she orally complete and kept simultaneous
track of. The numbers were arranged in ascending and descending order, with the letters
being arranged in alphabetical orders. This test aimed to measure the sequential process
capability and concentration. The Letter-Number Sequence also assessed the client’s
underlying cognitive flexibility, information processing abilities, and fluid intelligence. The
client scored average in this test (Lichtenberger et al., 2013).
Hypothetical client:
Ellen Myrin is a Caucasian woman who took part in a cognitive functioning
assessment using the WAIS-IV evaluation and appraisal tool. She was given several tests to
determine her global capacity to demonstrate purpose and reason in her actions and thought
system, even though the reasons for participating in the assessment were not documented
(Lichtenberger et al., 2013).
Her general thinking skills are slightly above average, as evidenced by her percentile
rank of 61 on the full-scale IQ test. Ellen is clearly capable of performing most of the duties
and responsibilities required to deal effectively with her environment, as evidenced by her
percentile rank of 91 in general ability. Ellen’s verbal comprehension (VCI) results show that
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she has a high vocabulary index (percentile rank of 84). This is a high similarity index
(percentile rank of 75) and a high information index (percentile rank of 84). These indices
show that Ellen has above-average abilities in each subtest mentioned (Lichtenberger et al.,
2013). The client’s test performance was influenced by visual-motor coordination and visual
discrimination.
However, Ellen’s abilities and skills in the working memory index (WMI) are below
average. The client performs well on arithmetical tasks (percentile rank of 84) but poorly on
digital span (percentile rank of 09), indicating that she lacks the memory to repeat or recall
activities or issues in the correct order. Ellen’s percentile rank of 90 is above the average,
indicating a high level of ability in the perceptual reasoning index (PRI). Similarly, the PRI’s
subtests demonstrate that the client possesses the global capacity and reasoning skills
required to solve visual puzzles, solve matrix problems, and engage in a block design
(Lichtenberger et al., 2013). Finally, Ellen’s processing speed index (PSI; percentile rank of
4) is extremely low, indicating that she may have difficulty completing tasks and is slow in
taking in information, synthesizing it through logical thinking to make sense of it formulating
a well-thought-out response.
Indeed, the client’s extremely low scores on the PSI subtests of digit-symbol
programming (percentile rank of 01) and symbol search (percent range of 16) indicate that
she may be unable to make quick decisions and may have executive functioning issues
(Lichtenberger et al., 2013). Slow processing speed isn’t a recognized learning disability, but
it does have strong ties to it.
Recommendation for the client’s career major:
Ellen should consider pursuing a bachelor’s degree in education. She is best suited to
become a high school or college teacher. Her vocabulary skills and general skills are
impeccable. She can create engaging lesson plans and effectively assess students’
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performance (Lichtenberger et al., 2013). However, Ellen should not pursue a degree in
mathematics or computing majors. She lacks critical thinking skills. Additionally, her
arithmetic skills are relatively below average. Therefore, she cannot be better excellent in
these courses.
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Reference
Lichtenberger, E. O., & Kaufman, A. S. (2013). Essentials of WAIS-IV Assessment. Hoboken,
New Jersey: John Wiley & Sons.
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