1 TM. Copyright 1997 by The Psychological Corporation. All rights reserved. © WMS–III KIT PHOTO...

11

TM

Copyright 1997 by The Psychological Corporation. All rights reserved.©

WMS–III KITWMS–III KIT

PHOTO

WMS–III KIT MATERIALS

PHOTO

WMS–III KIT MATERIALS

22


Brief Description of the WMS–IIIBrief Description of the WMS–III• Individual Administration

• Assessment of Learning and Memory Functioning of Older Adolescents and Adults

• Age Range: 16 Years–89 Years

• Scale Composition– 6 Primary Subtests– 5 Optional Subtests

• Individual Administration

• Assessment of Learning and Memory Functioning of Older Adolescents and Adults

• Age Range: 16 Years–89 Years

• Scale Composition– 6 Primary Subtests– 5 Optional Subtests

33


Key Terms of Memory FunctioningKey Terms of Memory FunctioningStimuliStimuli

Free Recallretrieval withoutthe aid of cues

AttentionAttention

Encoding - process of memory storageEncoding - process of memory storage

Retrieval - process of rememberingRetrieval - process of remembering

Cued Recallretrieval withthe aid of cues

Recognitionstimulus triggers

remembering

44


WMS–III Primary IndexesWMS–III Primary Indexes

General (Delayed) Memory

ImmediateMemory

Visual Immediate

Working Memory

Visual Delayed

Auditory Delayed

Auditory Recognition

Delayed

55

AuditoryImmediate


Why Assess Learning and Memory?Why Assess Learning and Memory?

• Difficulty with memory is one of the most common complaints.• Clinical disorders may differentially affect memory and IQ.• Difficulty with memory is often the first sign or a defining feature

of many clinical disorders.• Memory tests help explain how an individual learns.• Memory tests help reveal relative cognitive strengths and

weaknesses that may not be readily apparent to the individual or the clinician.

• Difficulty with memory is one of the most common complaints.• Clinical disorders may differentially affect memory and IQ.• Difficulty with memory is often the first sign or a defining feature

of many clinical disorders.• Memory tests help explain how an individual learns.• Memory tests help reveal relative cognitive strengths and

weaknesses that may not be readily apparent to the individual or the clinician.

66


Practical Interpretation of Memory Test ScoresPractical Interpretation of Memory Test Scores

• What is the individual’s ability to learn and retain new material?

• Are there differences in the individual’s ability to learn and retain auditory versus visual information?

• How quickly or slowly does the individual learn?• How well is newly learned information stored after a

delayed interval?• Does the individual benefit from hints, cues, or

choices in remembering material?

• What is the individual’s ability to learn and retain new material?

• Are there differences in the individual’s ability to learn and retain auditory versus visual information?

• How quickly or slowly does the individual learn?• How well is newly learned information stored after a

delayed interval?• Does the individual benefit from hints, cues, or

choices in remembering material?77


• The relationship is analogous to theability–achievement relationship

• IQ is the best estimate of premorbid memory functioning (potential)

• Deviations between IQ and memory (in the proper direction) may suggest specific memory impairmentor weakness

• WAIS–III and WMS–III are the only co-normed ability–memory instruments

• The relationship is analogous to theability–achievement relationship

• IQ is the best estimate of premorbid memory functioning (potential)

• Deviations between IQ and memory (in the proper direction) may suggest specific memory impairmentor weakness

• WAIS–III and WMS–III are the only co-normed ability–memory instruments

Goal 1: Improve and Expand Normative SampleLink With IQ


88


• WMS–R Standardization Sample - WAIS–R Short Form• WMS–III Standardization Sample - WAIS–III

• WMS–R Standardization Sample - WAIS–R Short Form• WMS–III Standardization Sample - WAIS–III



Immediate Memory

General Memory

Working Memory

Immediate Memory

General Memory

Working Memory

Primary IndexesPrimary Indexes VIQ

VIQ

WMI

WMI

POIPOIVCI

VCI

FSIQFSIQPIQPIQ PSIPSI

.53

.56

.62

.53

.56

.62

.57

.60

.68

.57

.60

.68

.54

.56

.65

.54

.56

.65

.52

.56

.51

.52

.56

.51

.47

.48

.62

.47

.48

.62

.44

.47

.82

.44

.47

.82

.46

.48

.55

.46

.48

.55

Selected Correlations Between WMS–III and WAIS–III (N=1250)Selected Correlations Between WMS–III and WAIS–III (N=1250)

99


Goal 2: Improve ReliabilityGoal 2: Improve Reliability

ReliabilityReliability

• Index Internal Consistency

• Index Test–Retest

• Subtest Internal Consistency

• Index Internal Consistency

• Index Test–Retest

• Subtest Internal Consistency

.70–.90.70–.90

(not available)(not available)

RangeRange MedianMedian

WMS–RWMS–R WMS–RWMS–R

.74–.93.74–.93 .77.77 .87.87

(not available)(not available)

.57–.93.57–.93 .70–.88.70–.88

.74–.93.74–.93

.80.80 .82.82

.81.81

1010

WMS–III WMS–III


• No Recognition Measures Following Recall• Attention / Concentration Emphasized• Index Scores Limited

• No Recognition Measures Following Recall• Attention / Concentration Emphasized• Index Scores Limited

• Recognition Measures Following Recall• Working Memory Emphasized• Expanded Index Scores (Modality Specific)• Revised Administration Procedures• Ecological Validity

• Recognition Measures Following Recall• Working Memory Emphasized• Expanded Index Scores (Modality Specific)• Revised Administration Procedures• Ecological Validity

WM

S–R

WM

S–R

WM

S–I

IIW

MS

–III

Goal 3: Improve Content and Structure of the ScaleGoal 3: Improve Content and Structure of the Scale

1111


• No Recognition Measures Following Recall• Administration Time About 60 Minutes • No IQ – Memory Evaluation

• No Recognition Measures Following Recall• Administration Time About 60 Minutes • No IQ – Memory Evaluation

• Recognition Measures Following Recall (Encoding versus Retrieval)

• Working Memory Highlighted• Administration Time About 30–35 Minutes • IQ–Memory Evaluation (Co-norming)• Floor Effects Addressed

• Recognition Measures Following Recall (Encoding versus Retrieval)

• Working Memory Highlighted• Administration Time About 30–35 Minutes • IQ–Memory Evaluation (Co-norming)• Floor Effects Addressed

WM

S–R

WM

S–R

WM

S–I

IIW

MS

–III

Goal 4: Improve Clinical UtilityGoal 4: Improve Clinical Utility

1212


WMS–III DimensionsWMS–III Dimensions

• Modality of Presentation Auditory versus Visual

• Temporal Immediate versus Delayed

• Subtest Format Free Recall versus Cued Recall Recall versus Recognition

• Modality of Presentation Auditory versus Visual

• Temporal Immediate versus Delayed

• Subtest Format Free Recall versus Cued Recall Recall versus Recognition

1313


Primary IndexesPrimary Indexes

• Auditory Immediate

• Visual Immediate

• Immediate Memory

• Auditory Delayed

• Visual Delayed

• Auditory Recognition Delayed

• General Memory

• Working Memory

• Auditory Immediate

• Visual Immediate

• Immediate Memory

• Auditory Delayed

• Visual Delayed

• Auditory Recognition Delayed

• General Memory

• Working Memory

Ability to remember information immediately after oral presentationAbility to remember information immediately after visual presentation

Ability to remember orally presented information, 25–35 minutes laterAbility to remember visually presented information, 25–35 minutes later

Ability to remember (via recognition) auditory information, 25–35 minutes later

Delayed memory capacity

Capacity to remember and manipulate both visually and orally presented information in short-term memory

Ability to remember information immediately after a visual and oral presentation

1414


AUDITORYAUDITORY

Logical Memory I

Verbal Paired Associates I

Logical Memory I

Verbal Paired Associates I

Logical Memory II

Verbal Paired Associates II

Logical Memory II

Verbal Paired Associates II

VISUALVISUAL

IMMEDIATEMEMORY

IMMEDIATEMEMORY

WORKINGMEMORY

WORKINGMEMORY

DELAYEDMEMORY

DELAYEDMEMORY

Letter-Number SequencingLetter-Number Sequencing

Faces I

Family Pictures I

Faces I

Family Pictures I

Faces II

Family Pictures II

Faces II

Family Pictures II

Spatial SpanSpatial Span

Primary SubtestsPrimary Subtests

1515


Primary SubtestsPrimary Subtests• Logical Memory I and II

• Verbal Paired Associates I and II

• Letter-Number Sequencing

• Logical Memory I and II

• Verbal Paired Associates I and II

• Letter-Number Sequencing

• Faces I and II

• Family Pictures I and II

• Spatial Span

• Faces I and II

• Family Pictures I and II

• Spatial Span

Optional SubtestsOptional Subtests• Information and Orientation

• Word Lists I and II

• Digit Span

• Mental Control

• Information and Orientation

• Word Lists I and II

• Digit Span

• Mental Control

• Visual Reproduction• Visual Reproduction

AUDITORY PRESENTATIONAUDITORY PRESENTATION VISUAL PRESENTATIONVISUAL PRESENTATION

1616


Insert Figure 3.5, page 40 of Administration & Scoring Manual

(51A)

Record FormRecord Form

1717



(51B)


1818



(51C)


1919


Reliability Coefficients: IndexesReliability Coefficients: Indexes

WMS–III Primary Index WMS–RWMS–III

Average Internal Consistency

Auditory Immediate

Visual Immediate

Immediate Memory

Auditory Delayed

Visual Delayed

Auditory Recognition Delayed

General Memory

Working Memory

Auditory Immediate

Visual Immediate

Immediate Memory

Auditory Delayed

Visual Delayed


General Memory

Working Memory

.77 (Verbal Index)

.70 (Visual Index)

.81 (General Memory Index)

.77 (Delayed Recall Index)


.90 (Attention/Concentration Index)

.77 (Verbal Index)

.70 (Visual Index)





.93

.82

.91

.87

.83

.74

.91

.86

.93

.82

.91

.87

.83

.74

.91

.86

2020


Reliability Coefficients: SubtestsReliability Coefficients: Subtests

WMS-III Primary Subtest WMS–RWMS–III

Average Internal Consistency

Logical Memory IFaces IVerbal Paired Associates IFamily Pictures ILetter-Number SequencingSpatial SpanLogical Memory IIFaces IIVerbal Paired Associates IIFamily Pictures IIAuditory Recognition Delayed

Logical Memory IFaces IVerbal Paired Associates IFamily Pictures ILetter-Number SequencingSpatial SpanLogical Memory IIFaces IIVerbal Paired Associates IIFamily Pictures IIAuditory Recognition Delayed

.74

.60

.81

.75

.41

.74

.60

.81

.75

.41

.88

.74

.93

.81

.82

.79

.79

.74

.83

.84

.74

.88

.74

.93

.81

.82

.79

.79

.74

.83

.84

.742121


Stability Coefficients: IndexesStability Coefficients: Indexes

WMS–III Primary Index WMS–RWMS–III

Average (All Ages)

Auditory Immediate

Visual Immediate

Immediate Memory

Auditory Delayed

Visual Delayed


General Memory

Working Memory

Auditory Immediate

Visual Immediate

Immediate Memory

Auditory Delayed

Visual Delayed


General Memory

Working Memory

.73 (Verbal Index)

.71 (Visual Index)




.73 (Verbal Index)

.71 (Visual Index)




.85

.75

.84

.84

.76

.70

.88

.80

.85

.75

.84

.84

.76

.70

.88

.80

2222


Alzheimer’s DiseaseAlzheimer’s Disease

50556065707580859095

100

VIQ

PSI

WMI

POI

VCI

FSIQ

PIQ

50556065707580859095

100

VIQ

PSI

WMI

POI

VCI

FSIQ

PIQ

50556065707580859095

100

AI

WM

GM

ARD

VD

AD

IM

VI

50556065707580859095

100

AI

WM

GM

ARD

VD

AD

IM

VI

1

6

11

16

21

26

31

36

STL

RTL

RTN

LS

%

1

6

11

16

21

26

31

36

STL

RTL

RTN

LS

%

WAIS–IIIScales/Indexes


WMS–III Primary Indexes


WMS–III Auditory

Process Composites

WMS–III Auditory

Process Composites

(N=35)

2323


Traumatic Brain InjuryTraumatic Brain Injury

50556065707580859095

100

VIQ

PSI

WMI

POI

VCI

FSIQ

PIQ

50556065707580859095

100

VIQ

PSI

WMI

POI

VCI

FSIQ

PIQ

50556065707580859095

100

AI

WM

GM

ARD

VD

AD

IM

VI

50556065707580859095

100

AI

WM

GM

ARD

VD

AD

IM

VI

16

111621263136414651

STL

RTL

RTN

LS

%

16

111621263136414651

STL

RTL

RTN

LS

%





WMS–III Auditory

Process Composites

WMS–III Auditory

Process Composites

(N=22)

2424


Parkinson’s DiseaseParkinson’s Disease

50556065707580859095

100

VIQ

PSI

WMI

POI

VCI

FSIQ

PIQ

50556065707580859095

100

VIQ

PSI

WMI

POI

VCI

FSIQ

PIQ

50556065707580859095

100

AI

WM

GM

ARD

VD

AD

IM

VI

50556065707580859095

100

AI

WM

GM

ARD

VD

AD

IM

VI

16

11162126313641465156

STL

RTL

RTN

LS

%

16

11162126313641465156

STL

RTL

RTN

LS

%

WAIS–III Scales/Indexes

WAIS–III Scales/Indexes



WMS–III Auditory

Process Composites

WMS–III Auditory

Process Composites

(N=10)

2525


Level of Performance Description ExampleLevel of Performance Description Example

Relative to individuals of comparable age, this individual is currently functioning in the [descriptive classification ] range on a standardized measure of [name of index ].

Relative to individuals of comparable age, this individual is currently functioning in the [descriptive classification ] range on a standardized measure of [name of index ].

2626


Patterns and Profiles of PerformancePatterns and Profiles of Performance

• Profile analyses can be used to evaluate scatter within or among indexes.

• Profile analyses can be used to generate hypotheses that are, in turn, either corroborated or refuted by other evaluation results, such as

background information, direct behavioral observation, additional evaluation, consistency with injury or disorder.

• Profile analyses can be used to evaluate scatter within or among indexes.

• Profile analyses can be used to generate hypotheses that are, in turn, either corroborated or refuted by other evaluation results, such as

background information, direct behavioral observation, additional evaluation, consistency with injury or disorder.

2727


• Although statistically significant differences between scores can occur in many clinical groups, the same differences may also occur frequently in the normally functioning population (Matarazzo, 1990).

• Although statistically significant differences between scores can occur in many clinical groups, the same differences may also occur frequently in the normally functioning population (Matarazzo, 1990).

Statistical significance does not necessarily mean clinical significance.

Statistical significance does not necessarily mean clinical significance.

• It is critical to evaluate the frequency of discrepancies between scores.

• It is critical to evaluate the frequency of discrepancies between scores.

Statistical Versus Clinical SignificanceStatistical Versus Clinical Significance

2828


• Base rate information provides a basis for estimating the rarity or commonness of the examinee's obtained difference within the normal adult population.

• A discrepancy that is statistically significant yet frequent in the standardization sample most likely reflects normal variations in an individual’s abilities.

• A discrepancy that is both statistically significant and rare in the standardization sample could represent a meaningful difference.

• In general, the larger the discrepancy and the less frequent its occurrence in the general population, the less likely it can be explained as normal variation.

• Base rate information provides a basis for estimating the rarity or commonness of the examinee's obtained difference within the normal adult population.

• A discrepancy that is statistically significant yet frequent in the standardization sample most likely reflects normal variations in an individual’s abilities.

• A discrepancy that is both statistically significant and rare in the standardization sample could represent a meaningful difference.

• In general, the larger the discrepancy and the less frequent its occurrence in the general population, the less likely it can be explained as normal variation.

Base Rate InterpretationBase Rate Interpretation

2929

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1 TM. Copyright 1997 by The Psychological Corporation. All rights reserved. © WMS–III KIT PHOTO...

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