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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
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Copyright 1997 by The Psychological Corporation. All rights reserved.©
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
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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
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WMS–III Primary IndexesWMS–III Primary Indexes
General (Delayed) Memory
ImmediateMemory
Visual Immediate
Working Memory
Visual Delayed
Auditory Delayed
Auditory Recognition
Delayed
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AuditoryImmediate
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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.
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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
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• 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
Goal 1: Improve and Expand Normative SampleLink With IQ
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• 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
Goal 1: Improve and Expand Normative SampleLink With IQ
Goal 1: Improve and Expand Normative SampleLink With IQ
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)
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Copyright 1997 by The Psychological Corporation. All rights reserved.©
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
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WMS–III WMS–III
Copyright 1997 by The Psychological Corporation. All rights reserved.©
• 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
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• 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
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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
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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
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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
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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
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Insert Figure 3.5, page 40 of Administration & Scoring Manual
(51A)
Record FormRecord Form
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Insert Figure 3.6, page 42 of Administration & Scoring Manual
(51B)
Record FormRecord Form
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Insert Figure 3.7, page 44 of Administration & Scoring Manual
(51C)
Record FormRecord Form
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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
Auditory Recognition Delayed
General Memory
Working Memory
.77 (Verbal Index)
.70 (Visual Index)
.81 (General Memory Index)
.77 (Delayed Recall Index)
.77 (Delayed Recall Index)
.90 (Attention/Concentration Index)
.77 (Verbal Index)
.70 (Visual Index)
.81 (General Memory Index)
.77 (Delayed Recall Index)
.77 (Delayed Recall Index)
.90 (Attention/Concentration Index)
.93
.82
.91
.87
.83
.74
.91
.86
.93
.82
.91
.87
.83
.74
.91
.86
2020
Copyright 1997 by The Psychological Corporation. All rights reserved.©
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
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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
Auditory Recognition Delayed
General Memory
Working Memory
Auditory Immediate
Visual Immediate
Immediate Memory
Auditory Delayed
Visual Delayed
Auditory Recognition Delayed
General Memory
Working Memory
.73 (Verbal Index)
.71 (Visual Index)
.80 (General Memory Index)
.79 (Delayed Recall Index)
.86 (Attention/Concentration Index)
.73 (Verbal Index)
.71 (Visual Index)
.80 (General Memory Index)
.79 (Delayed Recall Index)
.86 (Attention/Concentration Index)
.85
.75
.84
.84
.76
.70
.88
.80
.85
.75
.84
.84
.76
.70
.88
.80
2222
Copyright 1997 by The Psychological Corporation. All rights reserved.©
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
WAIS–IIIScales/Indexes
WMS–III Primary Indexes
WMS–III Primary Indexes
WMS–III Auditory
Process Composites
WMS–III Auditory
Process Composites
(N=35)
2323
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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
%
WAIS–IIIScales/Indexes
WAIS–IIIScales/Indexes
WMS–III Primary Indexes
WMS–III Primary Indexes
WMS–III Auditory
Process Composites
WMS–III Auditory
Process Composites
(N=22)
2424
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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 Primary Indexes
WMS–III Primary Indexes
WMS–III Auditory
Process Composites
WMS–III Auditory
Process Composites
(N=10)
2525
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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 ].
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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.
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• 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
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• 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
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