scholarly journals Block Design Subtest (WISC-V)

2020 ◽  
Author(s):  
Keyword(s):  
Block Design ◽  
Block Design Subtest

Psychometric Properties of the Shipley Block Design Task: A Study With Jamaican Young Adults

2016 ◽  
Vol 35 (5) ◽  
pp. 506-520 ◽  
Author(s):  
A. Alexander Beaujean ◽  
Darrell M. Hull ◽  
Yanyan Sheng ◽  
Frank C. Worrell ◽  
Judy Bolen ◽  
...  
Keyword(s):  
Young Adults ◽  
Item Response Theory ◽  
Psychometric Properties ◽  
Cognitive Ability ◽  
Item Response ◽  
Block Design ◽  
Response Theory ◽  
Design Task ◽  
Single Construct ◽  
Block Design Subtest

We examined the structure of the new Block Patterns (BP) test from the Shipley Institute of Living Scale–Second Edition in a sample of Jamaican young adults. To date, very little has been published on the properties of this subtest’s items and scores. The BP test is similar in design to the Block Design subtest found in many cognitive ability assessments but uses a matching format that minimizes the need for excess materials and time. We analyzed the BP items using item response theory (IRT) methods. Although designed to measure a single construct, the analyses from this study found that the BP subtest is likely measuring more than a single construct, which confounds the interpretation of the instrument’s scores. Before the subtest is used clinically, more research should be done to purposefully investigate the effects of ancillary variables on its scores.

Relationship between Perception (Input) and Execution (Output)

1969 ◽  
Vol 29 (3) ◽  
pp. 923-934 ◽  
Author(s):  
Douglas Friedrich ◽  
Gerald B. Fuller ◽  
William F. Hawkins
Keyword(s):  
Block Design ◽  
Multiple Choice ◽  
Mentally Retarded ◽  
Motor Tasks ◽  
Choice Procedure ◽  
Visual Motor ◽  
Block Design Subtest

15 brain-damaged and 9 non-brain-damaged retarded Ss were given the following visual-motor tasks: (a) the WISC Block Design subtest, (b) the WISC Block Design multiple-choice procedure presented by Birch and his associates, and (c) the MPD circle-diamond figures, incorporating pencil and block procedures. A combination of the Block Design subtest and the circle-diamond figures was successful in indicating Ss with execution (motor) or integrative dysfunctions. The multiple-choice procedure proved invalid as a technique for differentiating Ss with executive or integrative dysfunctions from Ss with visual perceptual difficulties. The results argue against the commonly held notion that perception is a unitary process. Rather, the findings suggest that failures on visual-motor tasks by mentally retarded Ss result primarily from faulty executive or integrative components.

Block Design Subtest

2021 ◽  
pp. 716-717
Author(s):  
Timothy Soto ◽  
Cate Kraper
Keyword(s):  
Block Design ◽  
Block Design Subtest

scholarly journals Block Design as a Measure of Everyday Spatial Ability: A Study of Ecological Validity

2000 ◽  
Vol 90 (2) ◽  
pp. 522-526 ◽  
Author(s):  
Gary Groth-Marnat ◽  
Mathew Teal
Keyword(s):  
Spatial Ability ◽  
Block Design ◽  
Reading Test ◽  
The Road ◽  
Road Map ◽  
The Everyday ◽  
Adult Reading ◽  
On The Road ◽  
Block Design Subtest ◽  
National Adult Reading Test

This study investigated the effectiveness of the WAIS–R Block Design subtest to predict everyday spatial ability for 65 university undergraduates (15 men, 50 women) who were administered Block Design, the Standardized Road Map Test of Direction Sense, and the Everyday Spatial Activities Test. In addition, the verbally loaded National Adult Reading Test was administered to assess whether the more visuospatial Block Design subtest was a better predictor of spatial ability. Moderate support was found. When age and sex were accounted for, Block Design accounted for 36% of the variance in performance ( r = -.62) on the Road Map Test and 19% of the variance on the performance of the Everyday Spatial Activities Test ( r = .42). In contrast, the scores on the National Adult Reading Test did not predict performance on the Road Map Test or Everyday Spatial Abilities Test. This suggests that, with appropriate caution, Block Design could be used as a measure of everyday spatial abilities.

scholarly journals Consolidation of crossmodal correspondences between auditory pitch and spatial features in childhood

2020 ◽  
Author(s):  
Irune Fernandez-Prieto ◽  
Ferran Pons ◽  
Jordi Navarra
Keyword(s):  
Block Design ◽  
Auditory Task ◽  
Crossmodal Correspondences ◽  
Motor Tasks ◽  
Spatial Features ◽  
Crossmodal Correspondence ◽  
Auditory Tasks ◽  
Matrix Reasoning ◽  
Block Design Subtest ◽  
Classification Test

Crossmodal correspondences between auditory pitch and spatial elevation have been demonstrated extensively in adults. High- and low-pitched sounds tend to be mapped onto upper and lower spatial positions, respectively. We hypothesised that this crossmodal link could be influenced by the development of spatial and linguistic abilities during childhood. To explore this possibility, 70 children (9-12 years old) divided into three groups (4th, 5th and 6th grade of primary school) completed a crossmodal test to evaluate the perceptual correspondence between pure tones and spatial elevation. Additionally, we addressed possible correlations between the students’ performance in this crossmodal task and other auditory, spatial and linguistic measures. The participants’ auditory pitch performance was measured in a frequency classification test. The participants also completed three tests of the Wechsler Intelligence Scale for Children-IV (WISC-IV): (1) Vocabulary, to assess verbal intelligence, (2) Matrix reasoning, to measure visuospatial reasoning and (3) Blocks design, to analyse visuospatial/motor skills. The results revealed crossmodal effects between pitch and spatial elevation. Additionally, we found a correlation between the performance in the block design subtest with the pitch-elevation crossmodal correspondence and the auditory frequency classification test. No correlation was observed between auditory tasks with matrix and vocabulary subtests. This suggests (1) that the crossmodal correspondence between pitch and spatial elevation is already consolidated at the age of 9 and also (2) that good performance in a pitch-based auditory task is mildly associated, in childhood, with good performance in visuospatial/motor tasks.

Analysis of behaviors involved in performance of the block design subtest of the WISC-R

Intelligence ◽  
1981 ◽  
Vol 5 (4) ◽  
pp. 321-328 ◽  
Author(s):  
Ruth S. Jones ◽  
Joseph K. Torgesen
Keyword(s):  
Block Design ◽  
Block Design Subtest

Effect of Middle Ear Pathology on Selected Psychoeducational Measures following Surgical Treatment

1983 ◽  
Vol 57 (3_suppl) ◽  
pp. 1095-1100 ◽  
Author(s):  
Jerry B. Hutton
Keyword(s):  
Middle Ear ◽  
Longitudinal Research ◽  
Block Design ◽  
Achievement Test ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Block Design Subtest

24 children surgically treated for pathology of the middle ear and 24 matched control children having histories without problems with ears or school were compared on the Slosson Intelligence Test, Peabody Picture Vocabulary Test, the Block Design subtest of the Wechsler Intelligence Scale for Children, Form R, the Spelling subtest of the Wide Range Achievement Test, the Spelling and Reading Recognition subtests of the Peabody Individual Achievement Test, and the Goldman-Fristoe-Woodcock Test of Auditory Discrimination. The surgical group scored similarly to the control children on six of the eight tests, but significantly lower on the Peabody Picture Vocabulary Test and the Block Design subtest of the Wechsler scale. Longitudinal research comparing similar groups of children is recommended.

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