Wechsler Preschool and Primary Scale of Intelligence

同

WPPSI

WordNet

1. take by attacking with scaling ladders; "The troops scaled the walls of the fort"
2. a specialized leaf or bract that protects a bud or catkin (同)scale leaf
3. an ordered reference standard; "judging on a scale of 1 to 10" (同)scale of measurement, graduated table, ordered series
4. relative magnitude; "they entertained on a grand scale"
5. size or measure according to a scale; "This model must be scaled down"
6. the ratio between the size of something and a representation of it; "the scale of the map"; "the scale of the model"
7. a measuring instrument for weighing; shows amount of mass (同)weighing machine
8. a flattened rigid plate forming part of the body covering of many animals
9. an indicator having a graduated sequence of marks
10. (music) a series of notes differing in pitch according to a specific scheme (usually within an octave) (同)musical scale
11. a thin flake of dead epidermis shed from the surface of the skin (同)scurf, exfoliation
12. remove the scales from; "scale fish" (同)descale
13. reach the highest point of; "We scaled the Mont Blanc" (同)surmount
14. climb up by means of a ladder
15. measure by or as if by a scale; "This bike scales only 25 pounds"
16. measure with or as if with scales; "scale the gold"
17. pattern, make, regulate, set, measure, or estimate according to some rate or standard
18. of first rank or importance or value; direct and immediate rather than secondary; "primary goals"; "a primary effect"; "primary sources"; "a primary interest"
19. a preliminary election where delegates or nominees are chosen (同)primary_election
20. one of the main flight feathers projecting along the outer edge of a birds wing (同)primary feather, primary quill
21. (astronomy) a celestial body (especially a star) relative to other objects in orbit around it
22. not derived from or reducible to something else; basic; "a primary instinct"
23. the operation of gathering information about an enemy (同)intelligence activity, intelligence operation
24. secret information about an enemy (or potential enemy); "we sent out planes to gather intelligence on their radar coverage" (同)intelligence information
25. a unit responsible for gathering and interpreting information about an enemy (同)intelligence service, intelligence agency
26. the ability to comprehend; to understand and profit from experience

PrepTutorEJDIC

1. 《しばしば複数形で》『てんびん』,はかり / てんびんのさら / 《重量を表す副詞[句]を伴って》…の目方(体重)がある / …‘を'てんびんではかる
2. (蛇・魚類などの)うろこ / うろこ状の物;(ペンキ・さび・ふけなどの)爆片 / 〈魚など〉‘の'うろこを取る;…‘の'皮をはぐ / (…から)〈ペンキなどの薄泰〉‘を'そぎ取る《+『名』+『off』(『from』)+『名』》 / (…から)〈ペンキなどが〉かげ落ちる《+『off』(『from』)+『名』》
3. 『段階』,等級,階級 / 『比率』,縮尺 / (物差しなどの)『目盛り』 / (目盛りの付いた)『物差し』;温度計,(各種の)スケール / 『規模』,スケール / 音階 / 記数法,…進法 / …‘を'よじ登る / (…に合わせて)…‘を'調整する《+『名』+『to』+『名』》 / …‘を'縮尺で製図(設計)する
4. 『第一の』,『主要な』 / 『初期の』,『初等の』,初級の / 『根本的な』,基本的な,本来の,直接的な / 《名詞の前にのみ用いて》(回路・コイル・巻き・電流などが)一次の / 原色(三原色の一つ) / 《米》=primary election
5. 《語・句・節を対等に結んで》…『と』…,…や…,および / 《数詞を結合して》…『足す』…,…に加えて / …『しかも』…,…して,同時に… / 《時間的に》『そして』,それから,すると(and then) / 《当然の帰結として》…『ので』,…だから(and so) / 《おもに話》《命令文などの後で》『そうすれば』,そうしたら / 《追加・強調して》それに,しかも / 《対照的な内容を導いて》ところが,しかし(but) / 《譲歩的に》それなのに,それでいながら / 《A and Bで一体の関係を表して》《単数扱い》 / 《同一語を反復して多数・継続などを表して》 / 《同一の複数名詞を結合して変化・種類などを表して》 / 《話》《「形容詞+and+形容詞」の形で前の形容詞が後に副詞的に働く》 / 《話》《「動詞come, goなど+and+動詞」の形でandとその後の動詞が不定詞の働きをして》 / 《「動詞+and+動詞」の形で後の動詞が現在分詞の意を表して》 / 《話》《文頭において前の質問・意見などに同意を示して》そうとも,そして(Yes!and) / 《話》《文頭に置いて驚き・疑念・非難などを表して》ほんとうに;…なのに
6. 《所有・所属》…『の』,…のものである,…に属する・《材料・要素》…『でできた』,から成る・《部分》…『の』[『中の』] ・《数量・単位・種類を表す名詞に付いて》…の・《原因・動機》…『で』,のために(because of) ・《主格関係》…『の』,による,によって・《目的格関係》…『を』,の・《同格関係》…『という』・《関係・関連》…『についての』[『の』],の点で・《抽象名詞などと共に》…の[性質をもつ] ・《『It is』+『形』+『of』+『名』+『to』 doの形で,ofの後の名詞を意味上の主語として》・《分離》…『から』・《起原・出所》…『から』[『の』](out of) ・《『名』+『of』+『a』(『an』)+『名』の形で》…のような・《『名』+『of』+『mine』(『yours, his』など独立所有格)の形で》…の…・《時》(1)《副詞句を作って》…に《形容詞句を作って》…の・《時刻》《米》…前(to,《米》before)
7. 『知能』,知力,理解力;知恵,そう明 / (国家的に重要な)『情報』,知識 / 情報部,謀報機関

Wikipedia preview

出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2014/11/27 17:49:03」(JST)

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The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is an intelligence test designed for children ages 2 years 6 months to 7 years 7 months developed by David Wechsler in 1967. It is a descendent of the earlier Wechsler Adult Intelligence Scale and the Wechsler Intelligence Scale for Children tests. Since its original publication the WPPSI has been revised twice in 1989 and 2002 followed by the UK version in 2003. The current version, WPPSI–III, published by Harcourt Assessment, is a revision of the WPPSI-R (Wechsler, 1989). It provides subtest and composite scores that represent intellectual functioning in verbal and performance cognitive domains, as well as providing a composite score that represents a child’s general intellectual ability (i.e., Full Scale IQ).

History

The original WPPSI (Wechsler, 1967) was developed as an intelligence measure for 4-6:6yr olds in response to an increasing need for the assessment of preschoolers. The WPPSI was divided into eleven subtests, all of which were retained in the revision in 1989. The WPPSI-R expanded the age range to 3–7 years 3 months and introduced a new subtest, Object Assembly. WPPSI-III incorporates a number of significant changes. Additional subtests have been designed to enhance the measurement of Fluid Reasoning (see Carroll, 1997) these are; Matrix Reasoning, Picture Concepts and Word Reasoning. Measures of Processing Speed have also been taken from the WISC-III, adapted for use with younger children and included as new subtests (Coding & Symbol Search). The age range has been lowered to 2 years 6 months, and has also been divided into two bands: 2 years 6 months - 3 years 11 months and 4–7 years 3 months, this was done in recognition of the substantial changes in cognitive development that occur during early childhood.

Test Format

The Wechsler Preschool and Primary Scale of Intelligence consist of 14 subtests. They are designated as one of three types: core, supplemental, or optional. The core subtests are required for the computation of the Verbal, Performance, and Full Scale IQ. The supplemental subtests provide additional information about cognitive abilities or can be used as replacement for inappropriate subtests. The optional subtests provide additional information about cognitive functioning but cannot be used as replacements for core subtests.

• Block Design - while viewing a constructed model or a picture in a stimulus book, the child uses one- or two-colour blocks to re-create the design within a specified time limit.
• Information - for Picture Items, the child responds to a question by choosing a picture from four response options. For Verbal Items, the child answers questions that address a broad range of general knowledge topics.
• Matrix Reasoning - the child looks at an incomplete matrix and selects the missing portion from 4 or 5 response options.
• Vocabulary - for Picture Items, the child names pictures that are displayed in a stimulus book. For Verbal Items, the child gives definitions for words that the examiner reads aloud.
• Picture Concepts - the child is presented with two or three rows of pictures and chooses one picture from each row to form a group with a common characteristic.
• Symbol Search - the child scans a search group and indicates whether a target symbol matches any of the symbols in the search group.
• Word Reasoning- the child is asked to identify the common concept being described in a series of increasingly specific clues.
• Coding - the child copies symbols that are paired with simple geometric shapes. Using a key, the child draws each symbol in its corresponding shape.
• Comprehension - the child answers questions based on his or her understanding of general principles and social situations.
• Picture Completion - the child views a picture and then points to or names the important missing part.
• Similarities - the child is read an incomplete sentence containing two concepts that share a common characteristic. The child is asked to complete the sentence by providing a response that reflects the shared characteristic.
• Receptive Vocabulary - the child looks at a group of four pictures and points to the one the examiner names aloud.
• Object Assembly - the child is presented with the pieces of a puzzle in a standard arrangement and fits the pieces together to form a meaningful whole within 90 seconds.
• Picture Naming - the child names pictures that are displayed in a stimulus book.

The WPPSI–III provides Verbal and Performance IQ scores as well as a Full Scale IQ score. In addition, the Processing Speed Quotient (known as the Processing Speed Index on previous Wechsler scales) can be derived for children aged 4 – 7 years 3 months, and a General Language Composite can be determined for children in both age bands (2 years 6 months – 3 years 11 months & 4–7 years 3 months). Children in the 2 years 6 months – 3 years 11 months age band are administered only five of the subtests: Receptive Vocabulary, Block Design, Information, Object Assembly, and Picture Naming.

Quotient and Composite scores have a mean of 100 and a standard deviation of 15. Subtest scaled scores have a mean of 10 and a standard deviation of 3. For Quotient and Composite score:

below 70 is Extremely Low,

70-79 is Borderline,

80-89 is Low Average,

90-109 is Average,

110-119 is High Average,

120-129 is Superior,

130+ is Very Superior.

This is true for most Wechsler Scales with the exception of the WIAT-III.

Uses

The WPPSI can be used in several ways, for example:

• As an assessment of general intellectual functioning.
• As part of an assessment to identify intellectual giftedness.
• To identify cognitive delay and learning difficulties.

The clinical utility of the WPPSI-III can be improved and a richer picture of general function achieved when combined with other assessments. For example, when paired with the Children’s Memory Scale (CMS: Cohen, 1997) a measure of learning and memory functioning in children or the WIAT-II a measure of academic achievement, information can be gained on both cognitive ability and academic achievement in young children. Combinations such as these would potentially be of use in educational settings and inform educational interventions. A further potentially useful pairing includes the used of the Adaptive Behavior Assessment System (ABAS; Harrison & Oakland, 2003); this pairing can result in information on cognitive and adaptive functioning, both of which are required for a proper diagnosis of learning difficulties.

However, it is important to consider and recognise the limitations of using assessments. Some studies show that intelligence tests such as the WPPSI-III, especially for pre-K level, are unreliable and their results vary widely with various factors such as retesting, practice (familiarization), test administrator, time and place. There are claims that some commercially available materials improve results simply by eliminating negative factors through familiarization which in turn puts children at a comfortable frame of mind.

Psychometric Properties

The US standardisation of the WPPSI-III included 1,700 children aged 2 years 6 months – 7 years 3 months. The reliability coefficients for the WPPSI-III US composite scales range from .89 to .95. The UK sample for the WPPSI-III was collected between 2002–2003 and contained 805 children in an attempt to accurately represent the most current UK population of children aged 2 years 6 months to 7 years 3 months according to the 2001 UK census data. The UK validation project was conducted at City University under the direction of Professor John Rust.

The WPPSI-III has been formally linked with the WIAT-II. (The Psychological Corporation, 2001). The relationship between the WPPSI-III and the WPPSI-R, WISC-III, BSID-II, DAS, WIAT-II and CMS was also explored in order to evaluate the assessment’s reliability. A number of special group studies were also carried out during standardisation in order to improve the clinical utility of the tool. These studies included children with mental retardation, developmental delay, language disorders, motor impairment, ADHD and those classed as gifted.

Translations

The WPPSI-III has been translated and adapted for use with different populations including Spanish, French (and French Canadian), German, Italian, Swedish, Korean, Japanese, Canadian, Australian, Dutch and Hebrew.

References

• The Psychological Corporation. (2001). Wechsler Individual Achievement Test – Second edition. San Antonio, TX: Author.
• Cohen, M. J. (1997). Children’s Memory Scale. San Antonio, TX: The Psychological Corporation.
• Harrison, P. L., & Oakland, T. (2003). Adaptive Behavior Assessment System – Second Edition. San Antonio, TX: The Psychological Corporation.
• Wechsler, D. (1989). Wechsler Preschool and Primary Scale of Intelligence – Revised. San Antonio, TX: The Psychological Corporation.
• Wechsler, D. (1967). Manual for the Wechsler Preschool and Primary Scale of Intelligence. San Antonio, TX: The Psychological Corporation.
• Carroll, J.B. (1997). The three-stratum theory of cognitive abilities. In D.P. Flanagan, J.L. Genshaft, & P.L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 122–130). New York : The Guilford Press.
• Gregory, R.J. (2007). Testing special populations: Infant and preschool assessment. Psychological Testing. Pearson Education, Inc.

Notes

See also

• Harcourt Assessment

UpToDate Contents

全文を閲覧するには購読必要です。 To read the full text you will need to subscribe.

• 1. 小児における知的障害（精神遅滞）：定義、原因および診断 intellectual disability mental retardation in children definition causes and diagnosis
• 2. プライマリケアにおける発達および行動のスクリーニング検査 developmental and behavioral screening tests in primary care
• 3. 小児および思春期における注意欠陥多動性障害：臨床的特徴および評価 attention deficit hyperactivity disorder in children and adolescents clinical features and evaluation
• 4. Reading difficulty in children: Clinical features and evaluation
• 5. ギフテッド（英才児）：特徴および同定 the gifted child characteristics and identification

English Journal

• Prenatal Polybrominated Diphenyl Ether Exposures and Neurodevelopment in U.S. Children through 5 Years of Age: The HOME Study.

• Chen A1, Yolton K, Rauch SA, Webster GM, Hornung R, Sjödin A, Dietrich KN, Lanphear BP.
• Environmental health perspectives.Environ Health Perspect.2014 Aug;122(8):856-62. doi: 10.1289/ehp.1307562. Epub 2014 May 21.
• BACKGROUND: Polybrominated diphenyl ethers (PBDEs) are persistent chemicals that have been widely used as flame retardants in furniture, carpet padding, car seats, and other consumer products during the past three decades.OBJECTIVE: We examined whether in utero exposure to PBDEs is associated with c
• PMID 24870060

• Neurodevelopmental outcome following open heart surgery in infancy: 6-year follow-up.

• Jones B1, Muscara F2, Lloyd O3, McKinlay L3, Justo R4.
• Cardiology in the young.Cardiol Young.2014 Jul 10:1-8. [Epub ahead of print]
• Background: Children undergoing open heart surgery are at risk of neurological injury. A cohort of 35 patients, who had undergone cardiac surgery during infancy, had a significant reduction in Bayley Scale of Infant Development scores at a 12-month assessment. This cohort has now reached an appropri
• PMID 25008002

• Cognitive and psychomotor development of 5- to 6-year-old singletons born after PGD: a prospective case-controlled matched study.

• Winter C1, Van Acker F2, Bonduelle M3, Desmyttere S3, De Schrijver F3, Nekkebroeck J4.
• Human reproduction (Oxford, England).Hum Reprod.2014 Jul 3. pii: deu165. [Epub ahead of print]
• STUDY QUESTION: Do preschool preimplantation genetic diagnosis (PGD) children differ in their cognitive and psychomotor development from children born after ICSI and spontaneous conception (SC) SUMMARY ANSWER: The cognitive development of PGD pre-schoolers was comparable to children born after ICSI
• PMID 24993932

Japanese Journal

• 口唇口蓋裂児の言語発達 第2報 : 乳幼児精神発達診断法 (0-2歳時) とWPPSI知能診断検査 (4歳時) による分析

• 伊藤 美知恵,神野 恵里,加藤 正子,上村 里沙,井上 知佐子,富永 智子,早川 統子,名倉 知里,岩田 阿佑美,下田 伊津子,反橋 美希,長瀬 好和,広瀬 紀子,牧野 日和,加藤 大貴,古川 博雄,夏目 長門
• 愛知学院大学歯学会誌 = The Aichi-Gakuin journal of
• NAID 10027967874

• 口唇口蓋裂児の言語発達 第1報 : 口唇口蓋裂児と機能性構音障害児のWPPSI知能診断検査による評価

• 伊藤 美知恵,上村 里沙,加藤 正子,神野 恵里,井上 知佐子,富永 智子,早川 統子,名倉 知里,岩田 阿佑美,下田 伊津子,反橋 美希,長瀬 好和,広瀬 紀子,牧野 日和,加藤 大貴,古川 博雄,夏目 長門
• 愛知学院大学歯学会誌 = The Aichi-Gakuin journal of
• NAID 10027967860

• 術後唇顎口蓋裂児における構音障害の有無と言語発達

• 中嶋 敏子
• 音声言語医学 39(1), 5-8, 1998-01-20
• 異常構音が存在するために構音訓練の開始を予定している唇顎口蓋裂群と構音訓練を必要とする異常構音は存在しないと判定された唇顎口蓋裂群および正常児群の3群にWPPSI知能診断検査を行い, 3群間に差がみられるか検討した.<BR>その結果, 3群とも言語性知能指数 (以下, VIQ) が動作性知能指数 (以下, PIQ) より有意に低く, 唇顎口蓋裂の2群は, 正常児群に較べて, PIQ-V …
• NAID 10007699520

Related Links

• Wechsler Preschool and Primary Scale of Intelligence - Wikipedia ...

The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is an intelligence test designed for children ages 2 years 6 months to 7 years 3 months developed by David Wechsler in 1967. It is a descendent of the earlier Wechsler Adult ...

• Wechsler Preschool and Primary Scale of Intelligence ... - Pearson

WPPSI™-IV: Available Fall 2012. WPPSI™-III — Totally Restructured Based on User Input and Expert Panel Review to Build a Better Assessment from Start to Finish. The improvements we've made to the Wechsler Preschool and Primary ...

Related Pictures

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★リンクテーブル★

リンク元	「知能検査」
関連記事	「scale」「primary」「preschool」「intelligence」

「知能検査」

　　[★]

英

intelligence test

同

知能テスト、知能指数検査

関

知能指数

種類

• ビネー式知能検査
• ウェクスラー式知能検査/ウェクスラー成人知能検査

SPE.668

名称		対象年齢	特徴
田中・ビネー式知能検査		2歳～成人	知能をここの因子に分解せずにまとめて測定
WPPSI	Wechsler Preschool and Primary Scale of Intelligence	3-7歳	全知能IQ、言語性IQ、動作性IQを独立して測定
WISC-III	Wechsler Intelligence Scale for Children	5-16歳
WAIS-R	Wechsler Adult Intelligence Scale	成人
グッドイナフ人物画知能検査		3-9歳	主に動作性知能を測定

評価

IQ平均100

• 85-100：通常
• 71- 84：境界
• 50- 70：軽度知的障害
• 35? 50：中度知的障害
• 20? 35：重度知的障害

「scale」

　　[★]

• n.

• 1. (魚・は虫類の)うろこ。(チョウ・ガの)鱗粉。(皮膚の)鱗屑。薄片。(植物)芽鱗、鱗片。(動物)カイガラムシ。(金属を熱したときにできる)薄い酸化膜、スケール。(ボイラーややかんの内側にできる)湯垢。歯石。
• 2. 目盛り、定規、物差し、尺度、基準。(地図などの)縮尺比、縮尺目盛り。階級、等級。規模、スケール
• 3. はかり、てんびん

• vt.
• vi.

　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　

「primary」

　　[★]

• adj.

• 一次の、第一次の、主要な、(化学)第一級の、一級の、初生の、(病名)原発性の、原発の、プライマリーの

関

cardinal、chief、first-order、foremost、main、mainly、major、master、primarily、principal、principally

　 　 　 　 　 　

「preschool」

　　[★]

• adj.

• 就学前の、幼児期の

関

childhood、infant、preschool period

　 　

「intelligence」

　　[★]

• 知能、知性

関

intellectual、intellectual ability