View source for Social:Woodcock–Johnson Tests of Cognitive Abilities

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| name            = Woodcock–Johnson Tests of Cognitive Abilities
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| purpose         =assess cognitive skills
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The '''Woodcock–Johnson Tests of Cognitive Abilities''' is a set of [[Philosophy:Intelligence quotient|intelligence tests]] first developed in 1977 by Richard Woodcock and Mary E. Bonner Johnson (although Johnson's contribution is disputed).<ref name="test">[http://law.justia.com/cases/federal/appellate-courts/F3/437/702/477661/ Mary E. Bonner Johnson, Appellant, v. Richard W. Woodcock, Appellee]</ref> It was revised in 1989, again in 2001, and most recently in 2014; this last version is commonly referred to as the '''WJ IV'''.<ref>{{cite book
  | last = Semrud-Clikeman
  | first = Margaret
  |author2=Phyllis Anne Teeter Ellison 
  | title = Child Neuropsychology: Assessment and Interventions for Neurodevelopmental Disorders
  | publisher = Springer
  | year = 2009
  | page = 119
  | url = https://books.google.com/books?id=NBGSF9Jyg6AC&pg=PT119
  | isbn = 978-0-387-88962-7}}</ref> They may be administered to children from age two right up to the oldest adults (with norms utilizing individuals in their 90s). The previous edition WJ III was praised for covering "a wide variety of cognitive skills".<ref>{{cite book
  | last = Hale
  | first = James B.
  |author2=Catherine A. Fiorello
   | title = School Neuropsychology: A Practitioner's Handbook
  | publisher = Guilford
  | year = 2004
  | page = 36
  | url = https://books.google.com/books?id=nRr5M-V7XY8C&pg=PA33
  | isbn = 978-1-59385-011-1}}</ref> 

==Content of the tests==
The Woodcock-Johnson III Tests of Cognitive Abilities include both the Standard Battery and the Extended Battery. The Standard Battery consists of tests 1 through 10 while the Extended Battery includes tests 11 through 20. There is also a Woodcock-Johnson III Diagnostic Supplement to the Tests of Cognitive Abilities with an additional 11 cognitive tests.<ref name="Schrank 2006">{{cite book|last=Schrank|first=F.A.|title=Specification of the cognitive processes involved in performance on the Woodcock-Johnson III (Assessment service Bulletin No. 7)|year=2006|publisher=Riverside Publishing|location=Itasca, IL}}</ref> All of which combined allows for a considerably detailed analysis of cognitive abilities. The [[Philosophy:Cattell–Horn–Carroll theory|Cattell–Horn–Carroll theory]] factors that this test examines are based on 9 broad stratum abilities which are: Comprehension-Knowledge, Long-Term Memory, Visual-Spatial Thinking, Auditory Processing, Fluid Reasoning, Processing Speed, Short-Term Memory, Quantitative Knowledge and Reading-Writing.<ref name="Schrank 2006"/> A General Intellectual Ability (GIA) or Brief Intellectual Ability (BIA) may be obtained. The BIA score is derived from three cognitive tests which include Verbal Comprehension, Concept Formation, and Visual Matching. These three cognitive tests measure three abilities; Comprehension-Knowledge (Gc), Fluid Reasoning (Gf), and Processing Speed (Gs), which best represents an individual's verbal ability, thinking ability, and efficiency in performing cognitive tasks. The BIA takes about 10 to 15 minutes to administer and is especially useful for screenings, re-evaluations that don't require a comprehensive intellectual assessment, or research that needs a short but reliable measure of intelligence.<ref name="Riverside Publishing">{{cite web|title=Woodcock-Johnson III Normative Update (NU) Tests of Cognitive Abilities|url=http://www.riverpub.com/products/wjIIICognitive/details.html|publisher=Riverside Publishing|access-date=29 January 2013}}</ref> On the other hand, the GIA obtained from the WJ III Tests of Cognitive Abilities provide a more comprehensive assessment of general ability (g) and the score is based on a weighted combination of tests that best represents a common ability underlying all intellectual performance.<ref name="Riverside Publishing"/> 

== List of tests ==
{| class="wikitable"
!Test
!Broad Ability
!Narrow Ability
!Test Description
|-
|'''Numerical Reasoning'''
|Gf
|Quantitative Reasoning 
|Participants must determine numerical sequences and
determine a two-dimensional numerical pattern
|-
|'''Concept Formation'''
|Gf
|Induction
|Participants must identify rules that make up geometric figures after
being exposed to concepts.
|-
|'''Analysis Synthesis'''
|Gf
|General Sequential Reasoning
|Participants must analyze the structure of an incomplete logic puzzle and solve the missing parts
|-
|'''Block Rotation'''
|Gv
|Mental rotation, Visualization
|Participants must choose geometric designs that
match another design which have been physically rotated to a different position.
|-
|'''Spatial Relations'''
|Gv
|Spatial Relations
|Participants must select the component parts of
whole shape
|-
|'''Picture Recognition'''
|Gv
|Visual Memory
|Participants must study five images, remember them and recognize them in a larger set of other arranged images. 
|-
|'''Visual Matching'''
|Gs
|Perceptual Speed
|Participants must quickly find and circle two identical numbers in a row of six numbers in 3 minutes.
|-
|'''Decision Speed'''
|Gs
|Mental Comparison Speed
|Participants must quickly analyze a row of images and
mark two images that are the most closely related in 3 minutes.
|-
|'''Cross out'''
|Gs
|Perceptual Speed & Rate of Test Taking
|Participants must mark drawings that are identical to
the first drawing in the row in 3 mins.
|-
|'''Rapid Picture Naming'''
|Gs
|Naming Facility
|Participants must quickly name a series of 
pictures as fast as possible.
|-
|'''Retrieval Fluency'''
|Glr
|Ideational Fluency
|Participants must state as many words from specified
categories as possible in 1 minute
|-
|'''Visual Auditory Learning : Delayed'''
|Glr
|Associative Memory
|Participants must recall and relearn (after a 30-
minute to 8-day delay) symbols presented in

Visual-Auditory Learning
|-
|'''Visual Auditory Learning'''
|Glr
|Associative Memory
|Participants must translate visual symbols after being given
orally presented words that are associated with them.
|-
|'''Memory For Names'''
|Glr
|Associative Memory
|Participants must remember an increasingly large
number of names of novel cartoon characters
|-
|'''Memory For Names: Delayed'''
|Glr
|Associative Memory
|Participants must recall and relearn (after a 30-
minute to 8-day delay) names of novel cartoon
|-
|'''Sound Blending'''
|Ga
|Phonetic Coding Synthesis
|Participants must listen to a series of individual
syllables, individual phonemes, or both that form

words and name the complete words
|-
|'''Incomplete Words'''
|Ga
|Phonetic Coding Analysis
|Participants must listen to words with one or more
phonemes missing and name the complete words
|-
|'''Sound Patterns'''
|Ga
|Speech Sound Discrimination
|Participants must indicate whether pairs of complex
sound patterns are the same or different. The

patterns may differ in pitch, rhythm, or sound

content
|-
|'''Auditory Working Memory'''
|Gsm
|Working Memory
|Participants must listen to a mixed series of words
and digits and then to rearrange them by first

saying the words in order and then the numbers
|-
|'''Numbers Reversed'''
|Gsm
|Working Memory
|Participants must repeat a series of random numbers
backward
|-
|'''Memory For Words'''
|Gsm
|Memory Span
|Participants must repeat lists of unrelated words in
the correct sequence
|-
|'''Memory For Sentences'''
|Gsm
|Memory Span
|Participants must repeat complete sentences
|-
|'''Picture Vocabulary'''
|Gc
|Lexical Knowledge
|Participants must name familiar and unfamiliar
pictured objects
|-
|'''Verbal Comprehension'''
|Gc
|Language Development & Lexical Knowledge
|Participants must name familiar and unfamiliar
pictured objects and then say words similar in meaning to

word presented, say words that are opposites in

meaning to the word presented, and complete

phrases with words that complete analogies
|-
|'''General Information'''
|Gc
|General Information
|Participants must provide 
characteristics of objects by responding to

questions, such as “Where you would find . . .?”

and “What you would do with . . .?
|-
|'''Academic Knowledge'''
|Gc
|General Information
|Participants must provide information about
biological and physical sciences, history,

geography, government, economics, art,

music, and literature
|-
|'''Oral Comprehension'''
|Gc
|Listening Ability
|Participants must listen to a short passage and orally
supply the word missing at the end of the passage
|-
|'''Story Recall'''
|Gc
|Listening Ability
|Participants must listen to a short passage and
describe  the details
|-
|'''Verbal attention''' (WJIV only)
|Gsm
|Working memory capacity
|Participants must listen to a series of numbers and animal words mixed together and answer questions regarding the sequence.
|-
|'''Number series''' (WJIV only)
|Gf
|Quantitative reasoning
|Participants have to identify the correct number in a series of number that correctly completed the series. Ex. (2,4,?,8,10.....)
|-
|'''Letter-Pattern Matching''' (WJIV only)
|Gs
|Perceptual speed
|Participants must quickly find and circle identical letters and patterns.
|-
|'''Visualization''' (WJIV only)
|Gv
|Mental rotation, Visualization
|Participants must identify two sets of 2D pieces that form a specific shape. Participants must also identify two sets of 3D rotated blocks that match another shape.
|-
|'''Phonological Processing''' (WJIV only)
|Ga
|Phonetic coding, Word fluency
|Participants must name words that begins with a certain sound. Participants must also use parts of words to create new ones.
|-
|'''Nonword Repetition''' (WJIV only)
|Ga
|Phonetic coding
|Participants must listen to a nonsense word and repeat the word exactly. 
|-
|'''Segmentation''' (WJIV only)
|Ga
|Phonetic coding
|Participants must listen to words and break it into syllables and phonemes.
|}
Citation:<ref name=":0">{{Cite journal|title = Effects of general and broad cognitive abilities on mathematics achievement.|url = https://www.researchgate.net/publication/232537370|journal = School Psychology Quarterly|pages = 187–198|volume = 23|issue = 2|doi = 10.1037/1045-3830.23.2.187|first = Gordon E.|last = Taub|first2 = Timothy Z.|last2 = Keith|first3 = Randy G.|last3 = Floyd|first4 = Kevin S.|last4 = Mcgrew|year = 2008}}</ref><ref>{{Cite web|title = WJ IV™|url = http://www.hmhco.com/hmh-assessments/clinical-and-special-needs-assessment/wj-iv|website = Houghton Mifflin Harcourt|access-date = 2016-01-26}}</ref>
{| class="wikitable"
!G
!General factor
|-
!Gf
!General Factor - Fluid Intelligence
|-
!Gv
!General Factor - Visual-spatial ability
|-
!Gs
!General Factor - Processing Speed
|-
!Glr
!General Factor - Long Term Retrieval
|-
!Ga
!General Factor - Auditory Processing
|-
!Gsm
!General Factor - Short Term Memory
|-
!Gc
!General Factor - Crystallized Intelligence
|}
Citation:<ref name=":0" /><ref>{{Cite web|url = http://www.iapsych.com/articles/schrank2010ip.pdf|title = Woodcock-Johnson III Tests of Cognitive Abilities|date = 2010|website = iapsych|publisher = Handbook of Pediatric Neuropsychology|last = Schrank|first = Fredrick A.}}</ref><ref>{{Cite web|url = http://conference.esc13.net/assets/hci14/docs/McGrewPM_HCI14.pdf|title = The New WJ IV Battery: Introduction and Overview|website = conference.esc13|publisher = Institute for Applied Psychometrics|last = McGrew|first = Dr. Kevin}}</ref>

==Published versions==
The test is currently in its fourth edition.<ref>{{cite book
  | last = Schrank
  | first = Fredrick A.
  |author2=Nancy Mather |author3=Kevin S. McGrew
   | title = Woodcock–Johnson IV Tests of Cognitive Abilities Examiner's Manual, Standard and Extended Batteries
  | publisher = Riverside
  | year = 2014
  | location = Itasca
  }}</ref> The Woodcock-Johnson III and IV are suitable for assessment of [[Social:Intellectual giftedness|giftedness]],<ref>{{Cite journal|date=2003-01-01|title=Assessment of Gifted Children with the Woodcock-Johnson III|url=https://www.sciencedirect.com/science/article/pii/B9780126289824500106|journal=WJ III Clinical Use and Interpretation|language=en|pages=285–317|doi=10.1016/B978-012628982-4/50010-6}}</ref><ref>{{Cite journal|date=2016-01-01|title=Use of the Woodcock–Johnson IV Tests of Cognitive Abilities and Achievement in the Assessment for Giftedness|url=https://www.sciencedirect.com/science/article/pii/B9780128020760000116|journal=WJ IV Clinical Use and Interpretation|language=en|pages=291–316|doi=10.1016/B978-0-12-802076-0.00011-6}}</ref> and are accepted as qualifying evidence by high-IQ societies such as Intertel and Mensa.<ref>{{Cite web|title=Intertel - Join us|url=https://www.intertel-iq.org/join-us|access-date=2021-05-02|website=www.intertel-iq.org}}</ref><ref>{{Cite web|title=Join Mensa Using My Past Test Scores|url=https://www.us.mensa.org/join/testscores/|access-date=2021-05-02|website=American Mensa|language=en}}</ref>

==References==
{{Reflist}}

==Further reading==
*{{cite book |title=Handbook of Intelligence |url=https://archive.org/details/handbookintellig00phdr |url-access=limited |last=Kaufman |first=Alan S. |chapter=Chapter 20: Tests of Intelligence |editor-last=Sternberg |editor-first=Robert J. |date=2000 |publisher=Cambridge University Press |location=Cambridge |isbn=978-0-521-59648-0 |pages=[https://archive.org/details/handbookintellig00phdr/page/n457 445]–476 |lay-url=http://psycnet.apa.org/psycinfo/2000-07612-000 |lay-date=22 July 2013 }}
*{{cite encyclopedia |last=McGrew |first=Kevin S. |title=Woodcock-Johnson Tests of Cognitive Ability—Revised |editor-last=Sternberg |editor-first=Robert J. |encyclopedia=Encyclopedia of human intelligence |date=1995 |publisher=Macmillan |isbn=978-0-02-897407-1 |oclc=29594474 |volume=2 |pages=[https://archive.org/details/encyclopediaofhu0000unse/page/1152 1152–1158] |url-access=registration |url=https://archive.org/details/encyclopediaofhu0000unse/page/1152 }}
*{{cite book |last=Urbina |first=Susana |title=Essentials of Psychological Testing |date=2004 |publisher=John Wiley & Sons |isbn= 9780471679011 |lay-url=http://www.wiley.com/WileyCDA/WileyTitle/productCd-0471419788.html |lay-date=10 October 2013 }}
*{{cite book |last=Urbina |first=Susana |title=The Cambridge Handbook of Intelligence |url=https://archive.org/details/cambridgehandboo00ster |url-access=limited |editor1-last=Sternberg |editor1-first=Robert J. |editor1-link=Robert Sternberg |editor2-last=Kaufman |editor2-first=Scott Barry |date=2011 |chapter=Chapter 2: Tests of Intelligence |pages=[https://archive.org/details/cambridgehandboo00ster/page/n41 20]–38 |publisher=Cambridge University Press |location=Cambridge |isbn=9780521739115 |lay-url=http://www.cambridge.org/gb/knowledge/isbn/item6173718/ |lay-date=9 February 2012 }}


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