Wmspres

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WMSIII KIT
PHOTO WMSIII KIT MATERIALS
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Brief Description of the WMSIII

Individual Administration Assessment of Learning and Memory Functioning of Older Adolescents and Adults Age Range: 16 Years89 Years Scale Composition
6 Primary Subtests 5 Optional Subtests
Key Terms of Memory Functioning

Attention Stimuli Encoding - process of memory storage
Retrieval - process of remembering
Free Recall
retrieval without the aid of cues
Cued Recall
retrieval with the aid of cues
Recognition
stimulus triggers remembering
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WMSIII Primary Indexes

Immediate Memory
General (Delayed) Memory
Working Memory
Auditory Visual Auditory Visual Immediate Immediate Delayed Delayed
Auditory Recognition Delayed
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.
Practical Interpretation of Memory Test Scores

What is the individuals ability to learn and retain new material? Are there differences in the individuals 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?
Goal 1: Improve and Expand Normative Sample Link With IQ

The relationship is analogous to the abilityachievement 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 WAISIII and WMSIII are the only co-normed abilitymemory instruments
Goal 1: Improve and Expand Normative Sample Link With IQ

WMSR Standardization Sample - WAISR Short Form WMSIII Standardization Sample - WAISIII
Selected Correlations Between WMSIII and WAISIII (N=1250)
Primary Indexes Immediate Memory General Memory Working Memory VI Q .53 .56 .62 PIQ .54 .56 .65 FSIQ .57 .60 .68 VC I .52 .56 .51 POI .47 .48 .62 WM I .44 .47 .82 PSI .46 .48 .55
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Goal 2: Improve Reliability

Range Reliability Index Internal Consistency Index TestRetest Subtest Internal Consistency WMSR .70.90 .57.93
(not available)
Median WMSR .77 .80

(not available)
WMSIII .74.93 .70.88 .74.93
WMSIII .87 .82 .81
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Goal 3: Improve Content and Structure of the Scale WMSR 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
WMSIII
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Goal 4: Improve Clinical Utility

WMSR WMSIII 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 3035 Minutes IQMemory Evaluation (Co-norming) Floor Effects Addressed
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WMSIII Dimensions
Modality of Presentation
Auditory versus Visual
Temporal
Immediate versus Delayed

Free Recall versus Cued Recall Recall versus Recognition
Subtest Format

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Primary Indexes
Auditory Immediate Visual Immediate
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, 2535 minutes later Ability to remember visually presented information, 2535 minutes later Ability to remember (via recognition) auditory information, 2535 minutes later Delayed memory capacity Capacity to remember and manipulate both visually and orally presented information in short-term memory
Immediate Memory
Auditory Delayed Visual Delayed Auditory Recognition Delayed General Memory Working Memory
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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 Letter-Number Sequencing
Faces II Family Pictures II Spatial Span
WORKING MEMORY
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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
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Record Form
Insert Figure 3.5, page 40 of Administration & Scoring Manual (51A)
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Record Form
Insert Figure 3.6, page 42 of Administration & Scoring Manual (51B)
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Record Form
Insert Figure 3.7, page 44 of Administration & Scoring Manual (51C)
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Reliability Coefficients: Indexes

Average Internal Consistency WMSIII Primary Index
Auditory Immediate Visual Immediate Immediate Memory Auditory Delayed Visual Delayed Auditory Recognition Delayed General Memory Working Memory
WMSIII
.93 .82 .91 .87 .83 .74 .91 .86
WMSR
.77 (Verbal Index) .70 (Visual Index) .81 (General Memory Index) .77 (Delayed Recall Index) .77 (Delayed Recall Index)
.90 (Attention/Concentration
Index)
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Reliability Coefficients: Subtests

Average Internal Consistency WMS-III Primary Subtest
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
WMSIII
.88 .74 .93 .81 .82 .79 .79 .74 .83 .84 .74
WMSR
.74
.60
.81 .75 .41
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Stability Coefficients: Indexes

Average (All Ages) WMSIII Primary Index
Auditory Immediate Visual Immediate Immediate Memory Auditory Delayed Visual Delayed Auditory Recognition Delayed General Memory Working Memory
WMSIII
.85 .75 .84 .84 .76 .70 .88 .80
WMSR
.73 (Verbal Index) .71 (Visual Index) .80 (General Memory Index)
.79 (Delayed Recall Index) .86 (Attention/Concentration Index)

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Alzheimers Disease
WAISIII Scales/Indexes
100 95 90 85 80 75 70 65 60 55 50
100 95 90 85 80 75 70 65 60 55 50
(N=35)
WMSIII Auditory Process Composites

% 36 31 26 21 16 11 6 1
V P F I I S Q Q I Q
V P W P C O M S I I I I
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
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Traumatic Brain Injury

100 95 90 85 80 75 70 65 60 55 50
100 95 90 85 80 75 70 65 60 55 50
(N=22)

% 51 46 41 36 31 26 21 16 11 6 1
V P F I I S Q Q I Q
A V I I I M
A V A G D D R M D
W M
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Parkinsons Disease
100 95 90 85 80 75 70 65 60 55 50
100 95 90 85 80 75 70 65 60 55 50
(N=10)

% 56 51 46 41 36 31 26 21 16 11 6 1
V P F I I S Q Q I Q
A V I I I M
A V A G D D R M D
W M
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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 ].
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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.
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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.

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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 individuals 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.
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TM

PHOTO WMSIII KIT MATERIALS

Brief Description of the WMSIII

Key Terms of Memory Functioning

Retrieval - process of remembering

WMSIII Primary Indexes

General (Delayed) Memory

Auditory Visual Auditory Visual Immediate Immediate Delayed Delayed

Auditory Recognition Delayed

Why Assess Learning and Memory?

Practical Interpretation of Memory Test Scores

Goal 1: Improve and Expand Normative Sample Link With IQ

Goal 1: Improve and Expand Normative Sample Link With IQ

Goal 2: Improve Reliability

Median WMSR .77 .80

WMSIII .74.93 .70.88 .74.93

WMSIII .87 .82 .81

Goal 4: Improve Clinical Utility

Auditory versus Visual

Immediate versus Delayed

Logical Memory II Verbal Paired Associates II Letter-Number Sequencing

Faces II Family Pictures II Spatial Span

Insert Figure 3.6, page 42 of Administration & Scoring Manual (51B)

Insert Figure 3.7, page 44 of Administration & Scoring Manual (51C)

Reliability Coefficients: Indexes

Reliability Coefficients: Subtests

Stability Coefficients: Indexes

.79 (Delayed Recall Index) .86 (Attention/Concentration Index)

WMSIII Primary Indexes

WMSIII Auditory Process Composites

Traumatic Brain Injury

WMSIII Primary Indexes

WMSIII Auditory Process Composites

WMSIII Primary Indexes

WMSIII Auditory Process Composites

Patterns and Profiles of Performance

Statistical Versus Clinical Significance

Statistical significance does not necessarily mean clinical significance.

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

Base Rate Interpretation

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