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The FRI is derived from the Matrix Reasoning and Figure Weights subtests. The Fluid Reasoning scale subtests are described below: The Fluid Reasoning scale subtests are described below: Matrix Reasoning (primary, FSIQ) – children are shown an array of pictures with one missing square, and select the picture that fits the array from five options.
Specific subtests can provide insight into specific cognitive functions; for example, the digit span subtest could be used to look for attentional difficulties. [ 14 ] The Wechsler tests can also be used to identify intellectual giftedness , and are commonly accepted as qualifying evidence for high-IQ societies , such as Mensa , Intertel and ...
The test also involves only four subtests and requires fewer physical materials than a typical test. It was created alongside the Wide Range Achievement Test 3 (WRAT3), [ 1 ] [ 2 ] a measure of reading comprehension and academic ability, by Pearson Education in 2000.
Figure from The Block-Design tests by Kohs (1920) showing, in grayscale, an example of his block test. [1]David Wechsler adapted a block design subtest for his Wechsler-Bellevue test, the predecessor of his WAIS (Wechsler Adult Intelligence Scale), from the Kohs block design test developed in 1920 at Stanford University by Samuel Calmin Kohs.
These 9 subtests generate 16 main achievement scores and hundreds of optional error, contrast, accuracy, and time-interval scores. As such, use of the computerized scoring assistant (available for purchase from the test publisher) makes scoring the measure less time consuming. This assessment was normed with a representative sample. [1]
Memory subtests include Verbal Memory and Nonverbal Memory. [1] Included within the RIAS is the Reynolds Intellectual Screening Test ( RIST ), a quick screener that consists of two RIAS subtests (Guess What and Odd-Item Out) and takes less time to complete than the RIAS.
This edition was the first to use the fifteen subtests with point scales in place of using the previous age scale format. In an attempt to broaden cognitive ability, the subtests were grouped and resulted in four area scores, which improved flexibility for administration and interpretation (Youngstrom, Glutting, & Watkins, 2003).
Rebus: the assessor teaches the child the word or concept associated with a rebus (drawing) and the child reads aloud phrases and sentences composed of these rebuses. Rebus Delayed: the child repeats the Rebus subtest 15–25 minutes later to demonstrate delayed recall of paired associates. Knowledge(Gc) included in the CHC model only