1. TM 1

2. PHOTO WMS–III KIT MATERIALS2

3. Brief 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 3

4. 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 4

5. WMS–III Primary Indexes
ImmediateMemory
General (Delayed) Memory
Working Memory
Visual Immediate
Auditory Delayed
Visual Delayed
Auditory Recognition Delayed
Auditory
Immediate 5

6. 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. 6

7. Practical 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? 7

8. Goal 1: Improve and Expand Normative Sample Link With IQ
The relationship is analogous to the ability–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 impairment or weakness
WAIS–III and WMS–III are the only co-normed ability–memory instruments 8

9. Goal 1: Improve and Expand Normative Sample Link With IQ
WMS–R Standardization Sample - WAIS–R Short Form
WMS–III Standardization Sample - WAIS–III
Selected Correlations Between WMS–III and WAIS–III (N=1250)
Primary Indexes
VIQ
PIQ
FSIQ
VCI
POI
WMI
PSI
Immediate Memory
General Memory
Working Memory
.53
.56
.62
.54
.56
.65
.57
.60
.68
.52
.56
.51
.47
.48
.62
.44
.47
.82
.46
.48
.55 9

10. Goal 2: Improve Reliability
Range
Median
Reliability
WMS–R
WMS–III
WMS–R
WMS–III
Index Internal Consistency
Index Test–Retest
Subtest Internal Consistency
.70–.90
.74–.93
.77
.87
.57–.93
.70–.88
.80
.82
(not available)
.74–.93
(not available)
.81 10

11. Goal 3: Improve Content and Structure of the Scale
No Recognition Measures Following Recall
Attention / Concentration Emphasized
Index Scores Limited
WMS–R
Recognition Measures Following Recall
Working Memory Emphasized
Expanded Index Scores (Modality Specific)
Revised Administration Procedures
Ecological Validity
WMS–III 11

12. Goal 4: Improve Clinical Utility
No Recognition Measures Following Recall
Administration Time About 60 Minutes
No IQ – Memory Evaluation
WMS–R
Recognition Measures Following Recall (Encoding versus Retrieval)
Working Memory Highlighted
Administration Time About 30–35 Minutes
IQ–Memory Evaluation (Co-norming)
Floor Effects Addressed
WMS–III 12

13. WMS–III Dimensions Modality of Presentation Temporal Subtest Format
Auditory versus Visual
Temporal
Immediate versus Delayed
Subtest Format
Free Recall versus Cued Recall
Recall versus Recognition 13

14. Primary Indexes Auditory Immediate Visual Immediate Immediate Memory
Auditory Delayed
Visual Delayed
Auditory Recognition Delayed
General Memory
Working Memory
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, 25–35 minutes later
Ability 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 14

15. Primary Subtests AUDITORY VISUAL IMMEDIATE MEMORY Logical Memory I
Verbal Paired Associates I
Faces I
Family Pictures I
DELAYED
MEMORY
Logical Memory II
Verbal Paired Associates II
Faces II
Family Pictures II
WORKING
MEMORY
Letter-Number Sequencing
Spatial Span 15

16. 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 16

17. Administration & Scoring Manual
Record Form
Insert Figure 3.5, page 40 of
Administration & Scoring Manual
(51A) 17

18. Administration & Scoring Manual
Record Form
Insert Figure 3.6, page 42 of
Administration & Scoring Manual
(51B) 18

19. Administration & Scoring Manual
Record Form
Insert Figure 3.7, page 44 of
Administration & Scoring Manual
(51C) 19

20. Reliability Coefficients: Indexes
Average Internal Consistency
WMS–III Primary Index
WMS–III
WMS–R
Auditory Immediate
Visual Immediate
Immediate Memory
Auditory Delayed
Visual Delayed
Auditory Recognition Delayed
General Memory
Working Memory
.93
.82
.91
.87
.83
.74
.86
.77 (Verbal Index)
.70 (Visual Index)
.81 (General Memory Index)
.77 (Delayed Recall Index)
.90 (Attention/Concentration Index) 20

21. Reliability Coefficients: Subtests
Average Internal Consistency
WMS-III Primary Subtest
WMS–III
WMS–R
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
.88
.74
.93
.81
.82
.79
.83
.84
.74
.60
.81
.75
.41 21

22. Stability Coefficients: Indexes
Average (All Ages)
WMS–III Primary Index
WMS–III
WMS–R
Auditory Immediate
Visual Immediate
Immediate Memory
Auditory Delayed
Visual Delayed
Auditory Recognition Delayed
General Memory
Working Memory
.85
.75
.84
.76
.70
.88
.80
.73 (Verbal Index)
.71 (Visual Index)
.80 (General Memory Index)
.79 (Delayed Recall Index)
.86 (Attention/Concentration Index) 22

23. Alzheimer’s Disease (N=35) WMS–III Auditory Process Composites
WAIS–III
Scales/Indexes
WMS–III
Primary Indexes 23

24. Traumatic Brain Injury
WMS–III
Auditory
Process Composites
WAIS–III
Scales/Indexes
WMS–III
Primary Indexes 24

25. Parkinson’s Disease (N=10) WMS–III Auditory Process Composites
WAIS–III
Scales/Indexes
WMS–III
Primary Indexes 25

26. 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 ]. 26

27. 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. 27

28. 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. 28

29. 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 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. 29