Transcript WMS-III - University of Florida

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WMS–III KIT
PHOTO
WMS–III KIT MATERIALS
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Brief 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
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Key Terms of Memory Functioning
Attention
Stimuli
Encoding - process of memory storage
Retrieval - process of remembering
Free Recall
Cued Recall
Recognition
retrieval without
the aid of cues
retrieval with
the aid of cues
stimulus triggers
remembering
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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WMS–III Primary Indexes
Immediate
Memory
General (Delayed)
Memory
Auditory
Visual
Auditory Visual
Immediate Immediate Delayed Delayed
Working
Memory
Auditory
Recognition
Delayed
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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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.
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Practical 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?
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Goal 1: Improve and Expand Normative Sample
Link With IQ
• The relationship is analogous to the
ability–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 impairment
or weakness
• WAIS–III and WMS–III are the only co-normed
ability–memory instruments
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Goal 1: Improve and Expand Normative Sample
Link With IQ
• WMS–R Standardization Sample - WAIS–R Short Form
• WMS–III Standardization Sample - WAIS–III
Selected Correlations Between WMS–III and WAIS–III (N=1250)
Primary Indexes
PIQ
FSIQ
Immediate Memory
VI
Q
.53
POI
.57
VC
I
.52
.54
General Memory
.56
Working Memory
.62
PSI
.47
WM
I
.44
.56
.60
.56
.48
.47
.48
.65
.68
.51
.62
.82
.55
.46
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Goal 2: Improve Reliability
Range
Reliability
• Index Internal
Consistency
• Index Test–Retest
• Subtest Internal
Consistency
Median
WMS–R
WMS–III
WMS–R
WMS–III
.70–.90
.74–.93
.77
.87
.57–.93
.70–.88
.80
.82
(not available)
.74–.93
(not available)
.81
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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WMS–III
WMS–R
Goal 3: Improve Content and Structure of the Scale
• 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
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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WMS–R
• No Recognition Measures Following Recall
• Administration Time About 60 Minutes
• No IQ – Memory Evaluation
WMS–III
Goal 4: Improve Clinical Utility
• Recognition Measures Following Recall
(Encoding versus Retrieval)
• Working Memory Highlighted
• Administration Time About 30–35 Minutes
• IQ–Memory Evaluation (Co-norming)
• Floor Effects Addressed
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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WMS–III Dimensions
• Modality of Presentation

Auditory versus Visual
• Temporal

Immediate versus Delayed
• Subtest Format


Free Recall versus Cued Recall
Recall versus Recognition
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Primary Indexes
• Auditory Immediate
• Visual Immediate
• Immediate Memory
• Auditory Delayed
• Visual Delayed
• Auditory Recognition
Delayed
Ability to remember information
immediately after oral presentation
Ability to remember information immediately
after visual presentation
Ability to remember information immediately
after a visual and oral presentation
Ability to remember orally presented
information, 25–35 minutes later
Ability to remember visually presented
information, 25–35 minutes later
Ability to remember (via recognition) auditory
information, 25–35 minutes later
• General Memory
Delayed memory capacity
• Working Memory
Capacity to remember and manipulate both
visually and orally presented information in
short-term memory
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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AUDITORY
VISUAL
Primary Subtests
IMMEDIATE
MEMORY
Logical Memory I
Verbal Paired Associates I
Faces I
Family Pictures I
DELAYED
MEMORY
Logical Memory II
Verbal Paired Associates II
Faces II
Family Pictures II
WORKING
MEMORY
Letter-Number Sequencing
Spatial Span
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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AUDITORY PRESENTATION
VISUAL PRESENTATION
Primary Subtests
• 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
Optional Subtests
•
•
•
•
Information and Orientation
Word Lists I and II
Digit Span
Mental Control
• Visual Reproduction
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Record Form
Insert Figure 3.5, page 40 of
Administration & Scoring Manual
(51A)
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Record Form
Insert Figure 3.6, page 42 of
Administration & Scoring Manual
(51B)
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Record Form
Insert Figure 3.7, page 44 of
Administration & Scoring Manual
(51C)
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Reliability Coefficients: Indexes
Average Internal Consistency
WMS–III Primary Index
Auditory Immediate
Visual Immediate
Immediate Memory
Auditory Delayed
Visual Delayed
Auditory Recognition Delayed
General Memory
Working Memory
WMS–III
WMS–R
.93
.82
.91
.87
.83
.74
.91
.86
.77 (Verbal Index)
.70 (Visual Index)
.81 (General Memory Index)
.77 (Delayed Recall Index)
.77 (Delayed Recall Index)
.90 (Attention/Concentration
Index)
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Reliability Coefficients: Subtests
Average Internal Consistency
WMS-III Primary Subtest
WMS–III
WMS–R
Logical Memory I
Faces I
Verbal Paired Associates I
Family Pictures I
Letter-Number Sequencing
Spatial Span
Logical Memory II
Faces II
Verbal Paired Associates II
Family Pictures II
Auditory Recognition Delayed
.88
.74
.93
.81
.82
.79
.79
.74
.83
.84
.74
.74
.60
.81
.75
.41
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Stability Coefficients: Indexes
Average (All Ages)
WMS–III Primary Index
Auditory Immediate
Visual Immediate
Immediate Memory
Auditory Delayed
Visual Delayed
Auditory Recognition Delayed
General Memory
Working Memory
WMS–III
.85
.75
.84
.84
.76
.70
.88
.80
WMS–R
.73 (Verbal Index)
.71 (Visual Index)
.80 (General Memory Index)
.79 (Delayed Recall Index)
.86 (Attention/Concentration Index)
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Alzheimer’s Disease
WAIS–III
Scales/Indexes
100
95
90
85
80
75
70
65
60
55
50
V P F
I I S
Q Q I
Q
V P W P
C O M S
I I I I
WMS–III
Auditory
Process Composites
WMS–III
Primary Indexes
100
95
90
85
80
75
70
65
60
55
50
(N=35)
%
36
31
26
21
16
11
6
1
A V I
I I M
A V A G
D D R M
D
W
M
S L R R
T S T T
L
N L
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Traumatic Brain Injury
WAIS–III
Scales/Indexes
100
95
90
85
80
75
70
65
60
55
50
V P F
I I S
Q Q I
Q
V P W P
C O M S
I I I I
WMS–III
Auditory
Process Composites
WMS–III
Primary Indexes
100
95
90
85
80
75
70
65
60
55
50
%
51
46
41
36
31
26
21
16
11
6
1
A V I
I I M
A V A G
D D R M
D
(N=22)
W
M
S L R R
T S T T
L
N L
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Parkinson’s Disease
WAIS–III
Scales/Indexes
100
95
90
85
80
75
70
65
60
55
50
V P F
I I S
Q Q I
Q
V P W P
C O M S
I I I I
WMS–III
Auditory
Process Composites
WMS–III
Primary Indexes
100
95
90
85
80
75
70
65
60
55
50
%
56
51
46
41
36
31
26
21
16
11
6
1
A V I
I I M
A V A G
D D R M
D
(N=10)
W
M
S L R R
T S T T
L
N L
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Level 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 ].
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Patterns 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.

Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Statistical Versus Clinical Significance
• 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.
• It is critical to evaluate the frequency of
discrepancies between scores.
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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Base Rate Interpretation
• 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.
Copyright © 1997 by The Psychological Corporation. All rights reserved.
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