Topic 5B 個別智力和成尌測驗

Individual Tests of Intelligence and Achievement

 Orientation to Individual Intelligence Tests

 The Wechsler Scales of Intelligence
 The Wechsler Subtests: Description and Analysis
 Wechsler Adult Intelligence Scale-III (WAIS-III)
 Wechsler Intelligence Scale for Children-IV (WISC-IV)
 Stanford-Binet Intelligence Scale: Fifth Edition (SB-5)
 Detroit Tests of Learning Aptitude-4 (DTLA-4)
 Kaufman Assessment Battery for Children-II (KABC-II)
 Kaufman Adolescent and Adult Intelligence Test (KAIT)
 Kaufman Brief Intelligence Test-2 (KBIT-2)
 Individual Tests of Achievement
 Nature and Assessment of Learning Disabilities
Topic 5B Key Terms and Concepts
 IQ constancy 智商恆定性—智力分類的基礎
1. verbal comprehension語文理解
2. perceptual organization知覺組織
3. freedom from distractibility免於分心
4. processing speed處理速度
5. routing procedure1編排程序
6. learning disability 學習障礙(困擾)
7. Wechsler-Bellevue Intelligence Scales魏貝智力量表
8. WAIS-Ⅲ魏氏成人智力量表WISC -Ⅲ魏氏兒童
9. SB5斯比智力量表第五版（2003）
10. DTLA4底特律學習性向測驗（1999）
11. K-BIT考夫曼簡式智力測驗（1990，1992）
 魏氏智力量表--語文與操作分測驗
 1932在紐約Bellevue醫院著手編製供成人用有效的智力測驗
 測驗內容不少受到斯比量表和陸軍α、β測驗的啟發
 美國心理學家David Wechsler首先將智力分成語文與操作部分，同時又
各自具有不同的分測驗：
 語文測驗：含字彙、相似性、數學、短期記憶、知識、
理解等部分
 操作測驗：含完成圖形、數字符號轉換、積木設計、
矩陣推理、圖形排序等測驗。
 發展出用智力測驗之分數組型(profile) 來檢定腦傷。
 假定智商具有恆定性，設計採用DIQ離差智商
 由於有多個分測驗，測驗分數的型態可能反應腦部運作的情形。
 隨後又發展出不同年齡適用的智力測驗，分別測量成人與兒童。至今已
經發展到魏氏成人智力量表第三版 Wechsler Adult Intelligence
scale (WAIS-III ）與魏氏兒童智慧量表第四版 Wechsler
Intelligence Scale for Children WISC-Ⅳ）。
 David Wechsler (January 12, 1896 - May 2, 1981)
was a leading American psychologist.
 Wechsler was born in a Jewish family in Lespezi, Romania, and immigrated
with his parents to the United States as a child. He studied at the City College
of New York andColumbia University, where he earned his master's degree in
1917 and his Ph.D. in 1925 under the direction of Robert S. Woodworth.
During World War I he worked with theUnited States Army to develop
psychological tests to screen new draftees while studying under Charles
Spearman and Karl Pearson.
 After short stints at various locations (including five years in private practice),
Wechsler became chief psychologist at Bellevue Psychiatric Hospital in 1932,
where he stayed until 1967. He died in 1981, his psychological tests already
being highly respected.
 Wechsler is best known for his intelligence tests. The Wechsler Adult
Intelligence Scale (WAIS) was developed first in 1939 and then called the
Wechsler-Bellevue Intelligence Test. From these he derived the Wechsler
Intelligence Scale for Children (WISC) in 1949 and the Wechsler Preschool
and Primary Scale of Intelligence (WPPSI) in 1967. Wechsler originally
created these tests to find out more about his patients at the Bellevue clinic
and he found the then-current Binet IQ test unsatisfactory. The tests are still
based on his philosophy that intelligence is "the global capacity to act
purposefully, to think rationally, and to deal effectively with [one's]
environment" (cited in Kaplan & Saccuzzo, p. 256).
 魏氏智力量表的編製簡史
 （一）魏氏成人智力量表
 1939 W－B Ⅰ 魏貝測驗Ⅰ(Wechsler-Bellevue Scale Form Ⅰ)
 1955 WAIS- 魏氏成人智力量表(Wechsler Adult Intelligence Scale)
 1981 WAIS-R 魏氏成人智力量表修訂版(Wechsler Adult Intelligence Scale-Revised)
 1997 WAIS-Ⅲ 魏氏成人智力量表第三版(Wechsler Adult Intelligence Scale-Ⅲ)
 2002 魏氏成人智力量表第三版(WAIS-Ⅲ)中文版 中國行為科學社修訂出版

 （二）魏氏兒童智力量表
 1946 W－B Form Ⅱ魏貝測驗Ⅱ(Wechsler-Bellevue Scale Form Ⅱ)
 1949 WISC 魏氏兒童智力量表(Wechsler Intelligence Scale for Children)
 1974 WISC-Ⅱ 魏氏兒童智力量表第二版(Wechsler Intelligence Scale for Children)
 1991 WISC-Ⅲ 魏氏兒童智力量表第三版(Wechsler Intelligence Scale for Children)
 2003 WISC-Ⅳ 魏氏兒童智力量表第四版(Wechsler Intelligence Scale for Children)
 2007 魏氏兒童智力量表第四版(WISC-Ⅳ)中文版中國行為科學社修訂出版

 （三）魏氏帅兒智力量表
 1967 WPPSI Wechsler Preschool and Primary Scale of Intelligence
 1989 WPPSI-R Wechsler Preschool and Primary Scale of Intelligence-Revised
 2002 WPPSI-Ⅲ Wechsler Preschool and Primary Scale of Intelligence-Ⅲ
 2000魏氏帅兒智力量表修訂版（WPPSI-R)中文版 中國行為科學社修訂出版
魏氏兒童智力量表(WISC)的沿革
 1946 年魏克斯勒（Wechsler）特別為了美國軍隊發展
一套「魏氏貝爾費智力量表」第二類型（ Form ІІ），
即為魏氏兒童智力量表(WISC)的前身；1974 年修訂版
（WISC-R）問世，除了原有測驗之外，並增加迷津測
驗，以作為替代性測驗；1992 年魏氏兒童智力測驗第
三版（WISC－III）問世，1997 年在台灣中文修訂版完
成。
 WISC-Ⅳ美國版在 2003 年由美國心理公司出版而
WISC-Ⅳ中文版於 2007年 12 月由陳榮華、陳心怡教授
修訂出版
 魏氏兒童智力測驗第三版有幾項改變：1. 改變常模樣本；
2. 增加一項替代測驗；3. 可計算四種因素基準指數分
數；4. 改變一些測驗材料；5.改變一些施測程序。
 WAIS WISC WISC WPPSI WPPSI
-Ⅲ -Ⅳ -Ⅲ -R -Ⅲ
Verbal Scales 語文量表 1997 2003 1991 1989 2002
Information 常識 V ＊V V V V
Digit Span 記憶廣度 V V ＊V
Vocabulary 詞彙 V V V V V
Arithmetic 算術 V ＊V V V
Comprehension 理解 V V V V ＊V
Similarities 類同 V V V V ＊V
Sentences 句子 ＊V
Letter-Number Sequencing 數－字序 ＊V V
Word Reasoning 字的推理 ＊V V
Receptive Vocabulary 感受詞彙 V
Performance Scales
Picture Concepts 圖形概念 V V
Picture Completion 圖畫補充 V ＊V V V ＊V
Picture Arrangement 連環圖系 V V
Block Design 圖形設計 V V V V V
Matrix Reasoning 矩陣推理 V V V
Object Assembly 物型配置 ＊V V V ＊V
Coding/Digit Symbol數字符號替代 V V V V
Mazes 迷津 ＊V V
Geometric Design 幾何圖形 V
Symbol Search 符號尋找 ＊V V ＊V ＊V
Animal Pegs 動物樁 ＊V
cancellation 刪除動物 ＊V
Picture naming 圖形命名 V
Wechsler Intelligence Scale for Children-Third
Edition (WISC-III) WISC-III量表簡介
 WISC-III(1991年)適用對象為6歲到16歲11月的兒童，透過語文以
及實作量表兩種方法來測量兒童的單一整體智力。語文量表、實作
量表以及總量表的計分皆採平均數100、標準差15的標準化分數。
 因素分析結果發現四個因素，語文理解、知覺組織、分心程度、處
理速度，前二者構成語文量表分測驗，後二者構成實作量表分測驗。
 語文量表部份的分測驗： 1.常識測驗 2.類同測驗 3.算術測驗
4.詞彙測驗 5.語文理解測驗 6.記憶廣度測驗 (可做或不做的替代
測驗)。
 實作量表的分測驗： 1.圖形完成測驗 2.圖形排列測驗
3.積木設計測驗 4.物型配置測驗 5.符號替代測驗 6.迷宮測驗
7.符號尋找測驗 (6與7都是可做或不做的替代測驗)。
 心理計量特質 WISC-III標準化樣本來自2200名6歲至16歲兒童，並
且在性別、種族、地理位置、雙親教育程度等變項做適當的分層。
語文IQ、實作IQ以及總量表IQ的信度分別是.95、.91、.96。
不管是探索性還是驗證性因素分析的結果都發現WISC-III有良好的
構念效度。
 WISC-III量表的組織
語文量表 作業量
表
2 常識測驗 (30) 1 圖形補充測驗 (30)
4 類同測驗 (19) 3 符號替代測驗(A59
B119 )
6 算術測驗 (24) 5 連環圖系測驗 (14)
8 詞彙測驗 (30) 7 圖形設計測驗 (12)
10 理解測驗 (18) 9 物型配置測驗 (5)
※ 12 記憶廣度測驗 (15) ※ ※11符號尋找測驗 (A B各45）
※13 迷津
測驗(10)
 WISC-IV量表的組織
VCI語文理解指數 PRI知覺推理指數
類同測驗SI 圖形設計測驗BD
詞彙測驗 VC V圖形概念PCn
理解測驗CO V矩陣推理MR
（ 常識測驗IN） （圖畫補充PCm）
（V字詞推理WR）
PSI處理速度指數
WMI工作記憶指數 符號替代CD
記憶廣度 DS 符號尋找測驗SS
已被刪除
V數字序列 LN （V刪除動物測驗Ca）
連環圖系測驗 （算術測驗 AR） cancellation
物型配置測驗
迷津 全量表智商 FSIQ
有V記號者為第四版新增分測驗
 WISC-Ⅳ採用 CHC 組成架構模式對智力的定義
（Carroll, 1993, 1997; Cattell& Horn, 1978），將
WISC-Ⅲ中 FIQ、VIQ、PIQ 合併為 WISC-Ⅳ之全量表
智商（FSIQ），前者與另外四種指數分數，即語文理
解（VCI）、知覺推理（PRI）、工作記憶（WMI）及
處理速度（PSI）形成智商組合分數。
 WISC-Ⅳ修訂的目的之一是更新測驗工具的理論基礎
（Burns & O'Leary, 2004），即 WISC-Ⅳ強調認知能
力的多重因素與流體推理智力的重要性，不再強調語文
智商（VIQ）及作業智商（PIQ）在整體認知功能的特
性，因此 WISC-Ⅳ中新增分測驗具有更強大功能以評量
個體流體推理智力、工作記憶及處理速度；且當代研究
及理論指出流體推理智力需要抽象及概念形成能力，亦
較不受文化及教育背景的影響（Carroll, 1997；
Sternberg, 1995）。
 魏氏兒童智力量表中文第四版（WISC-Ⅳ）
 WISC-Ⅳ美國版在 2003 年由美國心理公司出版，
 而 WISC-Ⅳ中文版於 2007年 12 月由陳榮華、陳心怡教授修訂出版，
 全量表共有十四個分測驗，包括十個核心分測驗和四個交替測驗(中文版略去了
字詞推理WR ），各分測驗可組合成四種因素指數，分別是
1. 語文理解指數VCI由類同測驗、詞彙測驗、理解測驗、和常識交替測驗組成；
2. 知覺推理指數PRI由圖形設計測驗、圖畫概念測驗、矩陣推理測驗和圖畫補充
交替測驗組成；
3. 工作記憶指數WMI由記憶廣度測驗、數字序列測驗、和算術交替測驗組成；
4. 處理速度指數PSI由符號尋找測驗、符號替代測驗和刪除動物交替測驗組成。
 在信效度證據部分，WISC-Ⅳ美國版各分測驗的折半信度在 .79（符號尋找測
驗及刪除動物測驗）到 .90（數字序列測驗），而因素指數分數的折半信度均
在 .88 以上（語文理解為 .94、知覺推理為 .92、工作記憶為 .92、處理速度
為 .88），全量表智商之信度為 .97（Wechsler, 2003）。
 WISC-Ⅳ中文版經台灣樣本所得信度係數範圍也類似於美國樣本資料，各分測
驗帄均信度係數範圍介於 .74（符號替代）到 .91（數字序列）之間，因素指數
及全量表之組合分數信度係數範圍介於 .85（處理速度）到 .96（全量表）。而
內在效度方面，WISC-Ⅳ美國資料與台灣資料中所有分測驗間的內部相關均達
顯著水準，台灣樣本全部年齡組中各因素指數組分數的相關由 .43 至 .76；全
量表智商與各分測驗間相關則由 .46 至 .70 不等，故整體而言，WISC-Ⅳ分測
驗與組合分數的信效度均持續維持良好品質之傳統。
 魏氏兒童智力量表第四版（WISC-IV）
 與第三版（WISC-III）最大的不同點可分幾個向度來說。
(一)、全量表智商(FSIQ)是由二個分數變成四個分數：第三版（WISC-
III）原先在全量表智商之下分為語文智商（VIQ）及作業智商
（PIQ）兩種；而今第四版全量表下分四種指數：
1.語文理解指數(Verbal Comprehension Index ，VCI)，
2.知覺推理指數 (Perceptual Reasoning Index，PRI)，
3.工作記憶指數(Working Memory Index， WMI)
4.處理速度指數(Processing Speed Index ，PSI)；
(二)、第四版分測驗由原先 13 個分測驗增加為 15 個分測驗。其中
1.語文理解指數有 5 個分測驗，2.知覺推理指數有 4 個分測驗，3.
工作記憶指數有 3 個分測驗，4.處理速度指數有 3 個分測驗。
(三)、第四版分測驗由原先 13 個分測驗增加為 15 個分測驗並非另行
增加兩個分測驗，而是去掉 3 個分測驗另增 5 個新測驗。其變革
幅度是相當大的。其中連環圖系測驗及迷津測驗已被消除。
目的 測量6歲到16歲兒童的個別智力，可得全量表智商（FSIQ）及四種組合分數，以供特殊兒童衡鑑及安置之參考。時間約60分鐘到90分鐘
共有十項分測驗(包含圖形設計、類同、記憶廣度、圖畫概念、符號替代、詞彙、數字序列、矩陣推理、理解和符號尋找等測驗)，和四項交
內容
替分測驗(包含圖畫補充、刪除動物、常識和算術等測驗)。

著者 #
Dr. David Wechsler 本量表由美國NCS Pearson, Inc.授權本公司在台灣地區獨家修訂出中文版修訂者陳榮華博士、陳心怡博士

魏氏兒童智力量表第四版(WISC-IV)中文版
 Based on new neurological models of cognitive
functioning, there have a number of improvements in the
WISC-IV, namely:
 Betterment in assessing fluid reasoning
 Less reliance on speed for PRI - better differentiates PRI
from PSI
 Better assessment of WM through changes made to one
test and addition of a new subtest
 Improved subtest reliabilities, floors and ceilings from
WISC-III
 Enhanced clinical validity, improved reliabilities and
validities (updating of norms)
 Updated art
 Less cultural, SES or regional bias
 The integrated version that allows some multiple choice
testing of children to see what they know but can not
express
Areas of Assessment
(from http://harcourtassessment.com)
 Subtest Changes
Three WISC-III subtests have been eliminated from WISC-IV: Object Assembly,
Mazes and Picture Arrangement. WISC-III subtests that are now supplemental
include Picture Completion, Arithmetic, and Information.
 New Subtests
Several new subtests are added to reflect current clinical knowledge and practice:
 Word Reasoning - measures reasoning with verbal material; child identifies underlying
concept given successive clues.
 Matrix Reasoning - measures fluid reasoning a (highly reliable subtest on WAIS® -III and
WPPSI-III); child is presented with a partially filled grid and asked to select the item that
properly completes the matrix.
 Picture Concepts - measures fluid reasoning, perceptual organization, and
categorization (requires categorical reasoning without a verbal response); from each of two
or three rows of objects, child selects objects that go together based on an
underlying concept.
 Letter-Number Sequencing - measures working memory (adapted from WAIS-III); child
is presented a mixed series of numbers and letters and repeats them numbers first (in
numerical order), then letters (in alphabetical order).
 Cancellation - measures processing speed using random and structured animal target
forms (foils襯托 are common non-animal objects).
 Administered between 65 and 80 minutes, the
WISC-IV contains 10 core subtests and 5 additional
subtests. These are summed to four indexes (the
Verbal Comprehension Index, the Perceptual
Reasoning Index, the Working Memory Index and
the Processing Speed Index) and one Full Scale IQ
(FSIQ) which ranges from lowest 40 to highest 160
points. Subtests are given for additional examination
of processing abilities.
 The age range for this test is between 6 years and
16 years 11 months. In terms of difference in scores,
an individual who has taken the WISC-III, then
retested with the WISC-IV may show a 5 point drop
in FSIQ. This is due to new aspects of the test, and
the novelty of some of the new items and subtests
 In addition, new optional recall procedures have been added to the Coding
subtest, including free recall, cued digit recall, and cued symbol recall; a coding
copy procedure is also included to allow examination of graphomotor abilities
apart from paired-associate learning.
 Improvements to Retained Subtests
 Vocabulary
 Block Design
 Arithmetic
 Improved Materials
 Vocabulary
 Picture naming items in the Stimulus Book provide a lower floor
 Vocabulary words are now displayed in Stimulus Book, in addition to being read aloud
 Block Design
 Reduced time bonus
 Timed and un-timed norms are now provided
 Arithmetic
 Reduced requirement for math knowledge on the Arithmetic subtest
 No time bonus
 No text items
 Picture counting retained for subtest floor
 Note: Most of the information from above is compiled from Harcourt Assessment,
Inc
 魏氏兒童智力量表第四版（wisc-iv）分析摘要表
一、分測驗量表分數與組合分數
分測 類同 圖形設計 記憶廣度 符號替代
驗
（量 詞彙 圖畫概念 數字序列 符號尋找
表
分
數） 理解 矩陣推理 （算術） （刪除動物）

（常識 字詞推理） （圖畫補充）

組合 語文理解指數 知覺推理指數 工作記憶指數 處理數度指數

分數 VCI PRI WMI PSI

全量表智商FSIQ

魏氏兒童智力量表第四版(美國版)含有字詞推理分測驗(Word Reasoning)，(中文版)則不含
Wechsler Adult Intelligence Scale -Third
Edition (WAIS-III)魏氏成人智力量表第三版
 WAIS-III(1997年)適用對象為16歲到89歲的成人，透過語文以及實作量
表兩種方法來測量兒童的單一整體智力。語文量表、實作量表以及總量
表的計分皆採平均數100、標準差15的標準化分數。因素分析結果發現
四個因素，語文理解、知覺組織、處理速度、工作記憶，前二者構成語
文量表分測驗，後二者構成實作量表分測驗。
 語文量表部份的分測驗： 1.詞彙測驗 2.類同測驗 3.算術測驗
4.記憶廣度測驗 5.常識測驗 6.語文理解測驗 7.數-字序列測驗(替代
測驗)。
 實作量表部分的分測驗： 1.圖形完成測驗 2.圖形排列測驗 3.積
木設計測驗 4.矩陣推理測驗 5.數字符號-替代 6.符號尋找測驗 7.物
型配置測驗(6與7都是可做或不做的替代測驗)。
 心理計量特質 WAIS-III標準化樣本來自2450成人受試者，其乃根據
1995年人口普查資料進行年齡、性別、種族、地理位置以及教育程度等
變項分層抽樣以取得樣本，從16-17歲到85-89歲共可分成13個年齡分組。
橫跨13個年齡分組WAIS-III平均的折半信度分別是語文IQ.97、實作
IQ.94、總量表IQ.98。重測信度穩定係數分別是語文IQ.94-.97、實作
IQ.88-.92、總量表IQ.95-.97。探索性與驗證性因素分析結果支持
WAIS-III四個因素的構念效度。
魏氏成人智力量表第三版(WAIS-Ⅲ)
中文版 陳榮華、陳心怡 2002修訂
 Dr. David Wechsler原著
 中國行為科學社出版
 適用16歲至85歲
 約90至120分鐘
 分14個測驗: 作業分量表：包括圖畫補充、數字符
號替代、圖形設計、矩陣推理、連環圖系等五個
正式測驗和兩個交替測驗（符號尋找與物型配置
測驗）；語文分量表：包括詞彙、類同、算術、
記憶廣度、常識、理解等六個正式測驗和一個交
替測驗（數－字序列測驗）。
 惟若有意於計算四種因素指數分數,
 則記憶廣度及符號尋找測驗均頇施測。

 其隸屬情形如下:
 因素一 因素二 因素三 因
素四
語文理解 知覺組織 專心注意 處理
速度
(VCI) (POI) (FDI)
(PSI)

 常識測驗 圖形補充測驗 算術測驗 符號

尋找測驗
類同測驗 連環圖系測驗 記憶廣度測驗 符號替代
測驗
WAIS-Ⅲ魏氏成人智力量表組成架構
斯比量表的演進
 法國
 1905 Binet & Simon第一份比西量表（共三十題）3-11歲。
 1908 Binet修訂（共59題）題目按年齡分組稱為心智水準mental level 但翻譯為心智年齡
mental age 3-13歲。
 1911 Binet修訂 （共54題，畫一題數，除四歲外每組均為五題）。3歲至成人。
 美國
 1910 H. H. Goddard 譯成英文
 1916 L. M. Terman＆ Merrill修訂第一版斯比智力量表 Stanford-Binet Intelligence Scale，3
歲至16歲。首先使用IQ（共90題，正式74題，交替16題）。
 1937 Terman ＆ Merrill修訂第二版斯比量表，有L及M複本，各129題。2-22歲。
 1960 Terman＆ Merrill修訂第三版斯比量表 L_M單一版，用項目分析選題，採用差數
智商。適用2歲至成人。共有122個分測驗和20個交替測驗。1972 Thorndike修訂常模。
 1986 Thorndike, Hagen, Sattler 修訂第四版，為點量表，共有15個分測驗。
 2003 Roid修訂第五版SB5，有五個因素
 中國
 民11 黃傑培將比西智力量表譯為中文
 民25 陸志偉和吳天敏第二次中文修訂斯比量表，用年齡量表
 民51路君約等第三次中文修訂比西量表，採用差數智商
 民66路君約等第四次中文修訂比西量表（共140題，正式120題，交替20題）
 民78 陳榮華、王振德修訂第四版斯比量表
Binet的貢獻
 1881年，法國政府通過了一項法令，規定所有的法國兒
童都需要上學。過去，遲緩兒通常都待在家中，但現在
教師需要面對學習能力極為分歧的學童。
 1904年，法國的一個教育委員會提議為遲緩的孩子建立
特殊學校。這個計劃需要一些客觀的方法來認定一個孩
子是否是遲緩兒。
 法國教育局委託比奈（Alfred Binet, 1857-1911）和他
的助理西蒙（H.A. Simon）設計智力測驗。
 比奈認為，智力是一個人對生活情境的判斷、推理，以
及適應能力的總和。
 他們根據這樣的想法，在1905年研發出一套比西智力量
表（Binet-Simon scale）；這個智力量表被公認為全
世界第一個標準化智力測驗。
 Binet和Simon注意到解決問題的能力會隨著
年齡而提高，因此他們建立了一系列難度不等
的題目（共30個題目），來記錄3歲以上不同
年齡兒童的能力。
 1908年，比奈修訂原來的測驗題目，將題目增
為59題。
 這個智力測驗所測量的分數，可以表示心理發
展層次（mental level），亦即，受測者的心
理年齡（mental age）。
 1911年，比奈再次修正該智力量表，但是因為
身體不適，不幸辭世，功敗垂成。
Lewis Madison Terman (15 January 1877 in Johnson
County, Indiana – 21 December 1956 in Palo Alto, California)
 From Wikipedia, the free encyclopedia
 Lewis Terman was a U.S psychologist, noted as a pioneer in cognitive psychology in the
early 20th century at Stanford University. He is best known as the inventor of
the Stanford-Binet IQ test. He was a prominent eugenicist and was a member of
the Human Betterment Foundation.
 Terman received a B.S., B.Pd. (Bachelor of Pedagogy), and B.A. from Central Normal
College in 1894 and 1898, and a B.A. and M.A. from the Indiana University
Bloomington in 1903. He received his Ph.D. from Clark University in 1905.
 He worked as a school principal in San Bernardino, California in 1905, and as
a professor at Los Angeles Normal School in 1907.
 In 1910 he joined the faculty of Stanford University as a professor of cognitive
psychology and remained associated with the university until his death. He
served as chairman of the psychology department from 1922 to 1945.
 During World War I, Terman served in the United States military while conducting
psychological tests.
 In 1916 he published the Stanford Revision of the Binet-Simon Scale (1916; with Maud
A. Merrill, 2d rev., 1937; 3d rev. 1960) [1], based on previous work by Alfred
Binet and Theodore Simon of France.
 Terman promoted his test, known colloquially as the "Stanford-Binet" test, as an aid for
developmentally disabled children. It is now used today, despite varying degrees of
controversy, as a general intelligence test for adults. The test is currently in its fifth
revision.
Stanford-Binet Scale斯比智力量表
 斯比智力量表經過數次修訂：
 第二次於1937年修訂，
 第三次於1960年，
 第四次於1972年；1972年的修訂量表常模，
適用於兩歲到成人，該測驗在美國成為最普遍
被採用的智力測驗工具。
 隨後，世界各國相繼以斯比量表做為藍圖，進
行智力測驗編製，一直到1980年代，斯比智力
量表仍是世界上最著名的智力測驗之一。
斯比智力量表第四版 (Binet-IV) 1986
(The Stanford-Binet : Fourth edition --Thorndike, Hagan & Sattler)

Binet-IV的理論基礎源自一般(g)智力理論、Horn-Cattell
的晶體(Gc)與流體(Gf)智力理論以及Thurstone的基本心
理能力理論所構成的三階層認知能力結構模式。
在最高階層由一般普通能力(g)所統管，
第二階層分化成--晶體能力(Gc)、流體能力(Gf)以及短期記
憶能力。
在第三階層--晶體能力(Gc)包括語文理解以及數量理解等分
量表，流體能力包括非語文、視覺動作、抽象視覺理解等
分量表。
不過不管是探索性因素分析還是驗證性因素分析都無法確認
這樣的智力結構假設之成立。
斯比量表第四版(1986)涵蓋的年齡範圍
 年齡 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18＋
 具體化能力
 Ⅰ 語文推理
 1.詞彙測驗
 6.理解測驗
 7.謬誤測驗
 14語文關係測驗
 Ⅱ 數量推理
 3. 算術測驗
 12 數列測驗
 15等式測驗
 活動—分析能力
 Ⅲ 抽象/視覺推理
 5. 圖形分析測驗
 9. 仿造仿繪測驗
 11填圖測驗
 13摺紙剪紙測驗
 Ⅳ 短暫記憶
 2. 珠子記憶測驗
 4. 語句記憶測驗
 8. 數字記憶測驗
 10物品記憶測驗
 SB4 (1986) WISC- iv (2003) SB5 (2003)
 具體化能力 VCI語文理解指數
 Ⅰ 語文推理 類同測驗SI 流體推理
 1.詞彙測驗 詞彙測驗 VC Fluid
 6.理解測驗 理解測驗CO Reasoning
 7.謬誤測驗 （ 常識測驗IN）
 14語文關係測驗 （V字詞推理WR） 知識
 Ⅱ 數量推理 Knowledge
WMI工作記憶指數
 3. 算術測驗
記憶廣度 DS
 12 數列測驗 數量推理
15等式測驗
V數字序列 LN
 Quantitative
 活動—分析能力 （算術測驗 AR）
Reasoning
 Ⅲ 抽象/視覺推理 PRI知覺推理指數
圖形設計測驗BD
 5. 圖形分析測驗 視覺空間推
V圖形概念PCn
 9. 仿造仿繪測驗
V矩陣推理MR 理 Visual-
 11填圖測驗
（圖畫補充PCm） Spatial
 13摺紙剪紙測驗
 Ⅳ 短暫記憶 PSI處理速度指數 Reasoning
 2. 珠子記憶測驗 符號替代CD 工作記憶
 4. 語句記憶測驗 符號尋找測驗SS Working
 8. 數字記憶測驗 （V刪除動物測驗Ca） Memory
 10物品記憶測驗 cancellation
 Stanford-Binet V (SB5)
2003 Roid修訂
 五個因素取自現代認知理論 如 Carroll(1993)和 Baddeley(1986)等人
 智商和因素分數經過常態化取平均數為100 標準差為15
 因試題採試題反應理論IRT建構，因此像過去版本應用編排程序routing procedure
以節省施測時間。編排程序的目的在認定其後各分測驗的起始題。編排題目routing
item包括非語文（物體系列、矩陣）和語文（詞彙），這些題目也提供減縮版智商，
有時被用於初步篩檢。
 SB5的特色：
 包含極難和極易的題目，以利於衡鑑資優和低智者（如2歲幼童或弱智成人）
 非語文部分的測驗不需語言表達，適用於英文能力低、聾人和有溝通障礙者。
 避免試題偏誤bias，除傳統所考量的變項（如性別、種族、血統、傷殘）並考慮宗
教背景
 工作記憶包括非語文和語文，有助於評量並瞭解過動兒或注意力不足的患者。
 SB5適用對象：2歲到成人（85歲）
 標準化樣本以分層取樣4800人（根據美國2000普查資料依據性別、種族、地區、教
育水準）
 智商部分的信度在.90以上，分測驗部分則介於.70-.85。
 效標關連效度包括 魏氏、SB4和UNIT
斯比量表第五版 SB5 (2003) 的架構 —
資料來源：Gregory
範 圍 domains
非語文 語文
因素
流體推理 非語文流體推理 語文流體推理
factor
Fluid Reasoning
知識 Knowledge 非語文知識 語文知識
數量推理 Quantitative 非語文數量推理 語文數量推理
Reasoning
視覺空間推理 Visual- 非語文視覺空間 語文視覺空間
Spatial Reasoning 推理 推理
工作記憶 非語文工作記憶 語文工作記憶
Working Memory
非語文智商 語文智商
全量表智商
Universal Nonverbal Intelligence Test
(UNIT) 全方位非語文智力測驗
 Measurement Areas:
 The Universal Nonverbal Intelligence Test (UNIT) is
designed to test intelligence (cognitive ability) of
children and adolescents ages 5 years 0 months
through 17 years 11months who may be
disadvantaged by verbal and language loaded
measures.
 The UNIT was developed with the purpose of
assessing general intelligence,
 two primary constructs (memory and reasoning),
and two secondary processes (symbolic and
nonsymbolic internal mediation.)
 Length and Structure:
 The UNIT is designed to be administered
individually to children and adolescents.
 The standard test battery contains four subtests:
Symbolic Memory, Cube Design, Spatial Memory,
and Analogic Reasoning.
 The Extended battery contains two additional
subtests: Object Memory and Mazes.
 The 4 core subtests take approximately 30 minutes
to administer, and an additional 10-15 minutes are
required to administer the two additional subtests for
the extended battery.
 All subtests are administered nonverbally and
require a nonverbal response
Detroit Tests of Learning Aptitude-4 DTLA4 底特律
學習性向測驗（1999） 1935出版 ，由Hammill修訂
 適用於6-17歲，有10個分測驗：
1. word opposite 反義字,

2. design sequences圖形系列 ,

3. sentence imitation語句模仿,
4. reversed letters倒背字母,

5. story construction看圖編故事,

6. design reproduction複製圖形,

7. basic information常識,
8. symbolic relations符號關係,

9. word sequences詞彙系列,

10. story sequences 圖畫故事系列

 有10個分測驗分數（平均數為10 標準差為3）
 另有16個組成分數（平均數為100標準差為15）
 DTLA4 底特律學習性向測驗（1999）
16個組成分數 composite scores
除了GMA普通心理能力和Optimal Level組成分數 外

語文 非語文 （語意的）

注意擴展 注意減縮 （注意）

動作擴展 動作減縮 （動作）

流體 結晶 （ Horn & Cattell ）

同時 連續 （ DAS ）

連結 認知 （ Jensen ）

語文 實作 （ Wechsler ）
Alan S. Kaufman (born April 1944) is an American psychology professor
known for his work on intelligence testing.
 He has been married to psychologist Nadeen L. Kaufman since 1964.
While Assistant Director at The Psychological Corporation from 1968 to
1974, he worked closely with David Wechsler on the revision of
the Wechsler Intelligence Scale for Children (WISC) and supervised the
standardization of the revised version (WISC-R).
 He also collaborated with Dorothea McCarthy in the development and
standardization of the McCarthy Scales of Children’s Abilities.
 He held positions at University of Georgia (1974–1979) and University of
Alabama (1984–1995) before taking a position at Yale University.
 The research team that Kaufman and his wife supervised while at
the University of Georgia in 1978-79 developed the original Kaufman
Assessment Battery for Children (K-ABC) and several other psychological
and educational tests, including the Kaufman Test of Educational
Achievement (K-TEA/NU), Kaufman Brief Intelligence Test (K-BIT), and the
second editions of both ( KTEA-II and KBIT-2). The Kaufman Survey of
Early Academic and Language Skills (K-SEALS) and the
Cognitive/Language Profile of the Early Screening Profiles address the
preschool level. The Kaufman Adolescent and Adult Intelligence Test
(KAIT), the Kaufman Short Neuropsychological Assessment Procedure (K-
SNAP), and the Kaufman Functional Academic Skills Test (K-FAST) extend
through the adult life span.
考夫曼兒童評鑑組合(K-ABC)
Kaufman Assessment Battery for Children
 K-ABC智力量表編製的目的是希望測驗所得分數有助於教育
上的應用，若能根據測驗發現來理解有利兒童的訊息處理模
式，便可據此進行補救以提昇其學業成就表現。
 K-ABC智力量表的編製根基於「系列性與並列性訊息處理」
(sequential and simultaneous information processing)
的理論架構，所謂的「系列性與並列性訊息處理」源自於
Luria的訊息處理理論以及Sperry的大腦功能分化理論。
Luria從神經心理學的觀察以及實證研究中發現兩種個體處
理訊息類型，一種是連續或者依序線性分析的訊息處理取向，
另一種是統整或同時的訊息處理取向。兩種不同訊息處理取
向的人在組織運用訊息以解決問題的方式不同，前者偏好依
照先後順序來處理訊息，後者則偏好同步處理訊息。若是從
Sperry的大腦功能分化理論來看，這兩種訊息處理型態分別
代表兩種不同的問題解決策略，前者是屬於左腦型擅長系統
分析，後者屬右腦型擅長以完形統整分析。
 K-ABC 各年齡實施之分測驗一覽表
年齡 2歲 3 4 5 6 7至12歲

系列量表 動作模仿 動作模仿 動作模仿 動作模仿 動作模仿 動作模仿

數字背誦 數字背誦 數字背誦 數字背誦 數字背誦 數字背誦
系列記憶 系列記憶 系列記憶 系列記憶
帄行量表 圖形辨識 圖形辨識 圖形辨識
人物辨識 人物辨識 人物辨識
完形測驗 完形測驗 完形測驗 完形測驗 完形測驗 完形測驗
圖形組合 圖形組合 圖形組合 圖形組合
圖形類推 圖形類推 圖形類推
位置記憶 位置記憶 位置記憶
照片系列 照片系列
成尌量表 語彙表達 語彙表達 語彙表達
人地辨識 人地辨識 人地辨識 人地辨識 人地辨識 人地辨識
數字運用 數字運用 數字運用 數字運用 數字運用
物件猜謎 物件猜謎 物件猜謎 物件猜謎 物件猜謎
閱讀發音 閱讀發音 閱讀發音
閱讀理解

分測驗總數 7 9 11 11 12 13
施測時間 (分) 35 40～45 45～55 50～60 60～70 75～85
 考夫曼兒童評鑑組合(KABC-Ⅱ)
Kaufman Assessment Battery for Children-Ⅱ
 Kaufman ＆ Kaufman，2004適用於3～18歲
 分成三個年齡層3，4-6，7-18
 1983年版根據Luria思考處理的神經心理理論
 2004年版再加入CHC的三層理論
KABC-Ⅱ量表名稱 CHC術語 Luria術語
序列處理 短期記憶 序列處理
同時處理 視覺處理 同時處理
學習 長期記憶及存取 學習能力
計畫 流體推理 計畫能力
知識 晶體能力
KABC-Ⅱ 流體-晶體指數 心理處理指數
Global Scale FCI MPI
KABC-Ⅱ分量表名稱
動作模仿 hand movement
系列量表
數字背誦 number recall
Sequential Scale 系列記憶 word order
概念思考 Conceptual thinking
帄行量表
人物辨識 Face recognition
Simultaneous 完形測驗 Gestalt Closure
圖形組合 Triangles
漂泊者 Rover
(Planning Scale) 數方塊 Block Counting
組型推理 Pattern reasoning
（計畫量表） 故事完成 Story completion
阿特島 Atlantis
學習量表
謎畫 rebus
阿特島再測 Atlantis (delayed)
謎畫再測 rebus (delayed)
語彙表達 Expressive Voc.
知識量表
物件猜謎 Riddles
語文知識 Verbal Knowledge
 Kaufman Adolescent and Adult
Intelligence Test (KAIT) 1997 簡介
 KAIT(1993年)適用於11至85歲以上的青少年與成人，可提供流體IQ、晶
體IQ與總和IQ，且皆以平均數100標準差15的標準化分數呈現。其包含
六個主要分測驗，三個屬於流體智力、另外三個屬於晶體智力，和一個
包含替代測驗的綜合測驗。
 KAIT的主要理論基礎是Horn的廣義Gf-Gc理論而非WJ-R所依據的各種分離能力，其透過標準
化的刺激測量受試者從學校教育、文化經驗中以及語文概念發展中所得的知識、解決問題
能力來評估晶體IQ，並透過語文以及非語文的刺激測量受試者調適與彈性變通能力來評估
流體IQ。此外，Piaget的形式操作期以及Luria的計劃能力概念也應用到KAIT作業的發展中。
Piaget的形式操作期指涉一種假設演繹抽象推理能力，認知能力發展到此階段將能提出、
評鑑與測試假設。Luria的計劃能力概念則指涉一種決策、假設評估以及彈性因應的能力，
其與哺乳動物大腦的高度發展有關。在大約11歲至12歲時的大腦前額葉與計劃能力之成熟
發展有密切關係，而此年齡階層也正符應Piaget形式操作期的起始年齡之說。綜合Piaget
的形式操作期以及Luria的計劃能力，KAIT將最低適用年齡設定在11歲，且發展出強調抽象
思考與決策的高度心智發展評量作業。誠如Flanagan(1995)所言，KAIT剛好結合發展
(Piaget)、神經心理學(Luria)、實驗認知(Horn-Cattell)理論。
 心理計量特質 KAIT建立常模的樣本包括2000名11歲到94歲的受試者，可以在性別、種族、
地理位置和社經地位等變項作適當的分層。平均折半信度是流體IQ.95、晶體IQ.95與總和
IQ.97。平均重測信度是流體IQ.94、晶體IQ.87與總和IQ.94。探索性與驗證性因素分析結
果指出KAIT有良好的構念效度。關聯效度也不錯，總和IQ與WISC-R相關為.82，總和IQ與
WAIS-R相關為.85。
A theory-based intelligence measure --
Kaufman Adolescent and Adult Intelligence Test (KAIT)

Kaufman & Kaufman, 1993

 Based on three
developmental models
of intelligence:
 1. Golden and Luria
 2. Piaget
 3. Cattell-Horn Gf-Gc
theory
Golden and Luria’s theories

 Look at developmental and neurological

changes that begin in early adolescence
 Neurological developments in prefrontal
cortex beginning about age 12
 Correspond to development of decision
making, hypothesis, and emotional control
 Critical to Luria’s notion of “planning”
Piaget’s influence on the KAIT
 Piaget’s theory
 Abstract skills of formal
operations begin at 11 or
12
 Thus, KAIT focused on
new tasks for assessing
abstract thinking and
decision making
 Deductive rather than
inductive reasoning
Cattell-Horn Gf-Gc theory

 KAIT is based on the original version of this

theory that posits Gf and Gc only
 These refer to two types of “g”
 No second-order factors such as those in
newer versions of Horn’s work or the 3-
stratum model of Carroll
 Thus, KAIT differs from the WJ-Cog.
Fluid Intelligence [Gf]

 Similar to Spearman’s “g”

 Affects all types of problem solving
 Cattell (1979): “it flows with unrestricted expression
into all fields of relation perception.” (old definition
used in KAIT)
 Memory storage & retrieval + response speed
 Develops rapidly to age 15 (regardless of education),
then declines
 Influenced by physiological and genetic factors
Crystallized intelligence [Gc]

 Related to some particular area of expertise

 Something that the individual has specifically
learned or experienced
 E.g., arithmetic, vocabulary, general
information
Structure of the KAIT
 Core Battery
 3 Crystallized subtests
1. 聽力理解 Auditory Compr.
2. 一語雙關 Double Meanings
3. 字義 Definitions
 3 Fluid subtests
1. 謎畫學習 Rebus Learning
2. 神奇密碼 Mystery Codes
3. 邏輯解題Logical Steps
 Expanded Battery
 Core Battery plus 4
additional subtests:
1. Memory for Block Designs,
2. Famous Faces,
3. Rebus Delayed Recall,
4. Auditory Delayed Recall
 Mental Status exam
 KBIT-2 : Kaufman Brief Intelligence Test,
Second Edition作者： 艾倫.S考夫曼＆ Nadeen L.考夫曼
 最近修訂的快速測量認知能力
 簡短，個別施測的語文和非語文的認知能力。
 年齡： 4至90 施測時間：約20分鐘
 記分/解釋：結晶（言語） ，流體（非語言） ，
 組合智商：標準分數（帄均數= 100 ，標準差= 15 ）和百分等級年齡常模“
 效益
1. 具有特色的結晶（語文）量表
2. 快速測量語文和非語文智力
3. 易於施測和評分
4. 使用有多種用途
5. 提供有效和可靠的結果（具備信效度）
6. 具有特色以合理的成本高品質的試驗材料
考夫曼簡式智力測驗第二版KBIT- 2
艾倫及Nadeen考夫曼伉儷編製
 用來測量包括語文和非語文能力。KBIT- 2提供：
1. 改進的結晶（言語）量表--包括不需要讀或拼寫的接受和表達詞彙的題目，
2. 有吸引力的測試題目--提供了新的，全彩色的題目來吸引兒童和無意願考生
3. 對年齡26至90受試與 KTEA-2簡式成尌測驗共同取樣建立常模。

 滿足了廣泛的需求
 與其先前版一樣，KBIT- 2可用於各種不同的情況。 透過KBIT- 2您可以：
1. 快速獲取智力的估計
2. 估計一個人的語文與非語文智力
3. 對已經徹底的認知評估的兒童或成人，重新評估智力狀態
4. 篩選用來確認學生，使其參與可受益於充實enrichment或資優課程計劃
5. 對需要一個更全面的評量的高風險兒童，通過大規模篩選來確認
6. 對收容機構，如監獄，組家group homes ，康復診所，或精神衛生中心的成年人
智力，給予快速的估計
 帄衡的評估
 KBIT- 2透過兩個量表，測量結晶和流體兩個不同的認知能力。
 結晶（言語）量表包含兩個題目類型：語文知識和謎語
 流體（非言語）量表是一個矩陣測驗
新的全彩色藝術的語文知識測驗範例
KTEA-II
考夫曼教育成尌測驗
Kaufman Test of Educational
Achievement Second Edition : KTEA-II
 Lets you precisely analyze errors for targeted remediation
 The KTEA-II is an individually administered battery that gives you
a flexible, thorough assessment of the key academic skills in
reading, math, written language, and oral language.
 Ages: 4-6 through 25 (Comprehensive Form); 4-6 through 90+
(Brief Form)
Administration Time: Comprehensive Form (PreK-K) 30
minutes; (Grades 1-2) 50 minutes; (Grades 3+) 80 minutes; Brief
Form (4-6 to 90) 15-45 minutes
Scores/Interpretation: Age- and grade-based standard scores
(M=100, SD=15), age and grade equivalents, percentile ranks,
normal curve equivalents (NCEs), and stanines
Authors: Alan S. Kaufman & Nadeen L. Kaufman
 Benefits:
 Covers areas mandated by IDEA and Reading First
 Enhanced error analysis for better remediation
 Alternate forms measure progress or response to
intervention
 Easy to administer, with novel tasks to motivate low-
functioning students
 Comprehensive and Brief Forms meet your in-depth
or quick assessment needs
 KTEA-II scoring gives you more options
 For maximum flexibility, the KTEA-II Comprehensive Form
lets you select between computer and hand-scoring. With
the ASSIST computer scoring program, you can quickly
convert raw scores to derived scores. This timesaving
software contains both Macintosh and Windows programs
on one CD-ROM. It also provides:
 A summary of student performance by composite or
subtest
 Comparisons of skill areas or subtests for easy
interpretation of results
 Achievement/ability comparisons
 Error analysis for all standard subtests
 Best practices instructional suggestions for designing IEP
goals that match students score information with
remediation strategies
 Lists of math problems or reading or spelling words similar
to those that were difficult for the studen
 Kaufman Test of Educational Achievement-
Normative Update K-TEA/NU
 An individually administered diagnostic
battery that measures reading, mathematics,
and spelling skills.
 Authors: Alan S. Kaufman & N
 Measure achievement effectively with Brief or Comprehensive Forms
 Setting the standards in achievement testing today, K-TEA Comprehensive provides the
complete diagnostic information you need for educational assessment and program
planning. The Brief Form is indispensable for school and clinical psychologists, special
education teachers, and others when a quick measure of achievement is needed. Both
forms offer sound results you can trust.
 K-TEA Brief Form
 Use the Brief Form for screening and prereferral. This short measure of global achievement
yields norm-referenced subtest scores and a battery composite. It includes three subtests:
 Mathematics-52 items measure basic arithmetic concepts, applications, numerical
reasoning, and computational skills.
 Reading-52 items assess reading decoding and comprehension.
 Spelling-40 dictation items assess spelling ability.

 K-TEA Comprehensive Form

 Use the Comprehensive Form for in-depth analysis. The Error Analysis Form helps you
identify remediation needs for writing the IEP. This form also provides norm-referenced
scores, in reading, math, spelling, and battery composites. In addition, separate scores
are provided for each subtest below:
1. Mathematics Applications
2. Reading Decoding
3. Spelling
4. Reading Comprehension
5. Mathematics Computation
 Both the Brief and Comprehensive Forms of the K-TEA/NU have high reliability
in Internal Consistency and Test-Retest. Complete statistics can be found in the
manuals.
 Normative Update
 K-TEA has updated norms! Based on a national sampling of over 3,000 people, it provides
accurate score comparisons for reading decoding, reading comprehension, and math
applications with the other achievement batteries with which it was conormed: PIAT-R/NU,
KeyMath-R/NU, and WRMT-R/NU. You gain added flexibility because you can substitute a
subtest from a different battery if a subtest is spoiled or if additional diagnostic information
is desired.
 Comparison of updated and original norms
 Approximately twelve years separate the data-collection periods for the original K-TEA
norms and the NU norms. The differences between the two sets of norms vary according to
grade level and achievement domain, but some general trends are apparent. There has
been virtually no change in the average level of performance in reading or spelling, but
there has been an increase in the average level of mathematics performance in the
elementary grades (especially at grades 1-2). Larger changes are seen in the below-
average and above-average ranges of performance. Additional comparison information is
noted in the K-TEA/NU Manual.
 The practical result of these changes is that where student performance has improved, NU
normative scores (standard scores and percentiles) will be lower than on the original norms;
and where performance has declined, NU normative scores will be higher.
 Extended age range
 The age range for both the Brief and Comprehensive Forms has been extended to 22-11
with the normative update.
 Use ASSIST for faster scoring
WJ III Tests of Achievement, Form B
 Authors: Richard W. Woodcock, Kevin S.
McGrew, and Nancy Mather, 2001
 Ages: 2.0 to 90+ years
 Grades: K.0 to graduate school
 Administration Time: Varies; about 5
minutes per test; Achievement Standard 11
tests (55-65 minutes)
 Practitioners can now use the WJ III Tests of
Achievement to help assess students for
learning disabilities and to determine if they
are eligible for special services.
 WJ III CLUSTER
 The Individuals With Disabilities Education Act (IDEA) is
legislation that defines the terms under which students may be
declared eligible for special services. IDEA defines learning
disability as a severe discrepancy between intellectual ability
and achievement in one or more areas.
IDEA AREA WJ III CLUSTER
Oral Expression Oral Expression
Listening Comprehension Listening Comprehension
Written Expression Written Expression
Basic Reading Skills Basic Reading Skills
Reading Comprehension Reading Comprehension
Mathematics Calculation Mathematics Calculation Skills
Mathematics Reasoning Math Reasoning
The WJ III Tests of Achievement include clusters that directly parallel
these IDEA areas and provide sound procedures for determining
discrepancies between a student's abilities and achievement in each area.
 Woodcock-John Psycho-Education Battery-Revised:
Tests of Cognitive Ability (WJ-R)伍考克-強心理教育組合
 WJ-R(1989年)是一套適用2歲至90多歲的臨床診斷測驗，包含認知
以及成就兩部份，其理論依據乃是Horn(1985,1989)修正的流體-晶
體智力模式。根據Horn的智力模式，有以下八種分離的能力：
 長期檢索(Glr或TSR)、短期記憶(Gsm或SAR)、處理速度(Gs)、聽覺
處理(Ga)、視覺處理(Gv)、知識理解(晶體智力Gc)、流體推理(Gf)、
計量能力(Gq)。Horn所指的前七種能力由WJ-R的認知部份各分測驗
涵蓋，第八種能力則由成就部份的分測驗所測量。
 WJ-R的21個分測驗可由臨床工作人員視其評量目的挑選其中若干幾
個分測驗來施測，不一定要全部施測。每一個分測驗和集群(符應
Horn前七種能力)分數皆是平均數100、標準差15的標準化分數。
 雖然總分也可以平均數100、標準差15的標準化分數計算，但一般
並不鼓勵採用。
 WJ-R建立常模的標準化樣本包括705名學前幼兒、3245名k-12的學
校學生、916名大學生以及1493名14歲至90多歲的校外人士。這樣
本可以性別、地理位置、社區大小以及種族做適當的分層。從2歲
到79歲取中位數來看，內部一致性在.69到.93之間。因素分析結果
強烈支持其符合Horn的理論構念。
Wechsler Individual Achievement Test
(WIAT) 2001
 Test measure: Achievement assessment of core subject areas. Ages: 5 - 19
 Administration time: 30 - 75 minutes
 Test purpose: The educational achievement of the children and adolescents.
 Score:
Age and grade-based standard scores (M = 100, SD = 15), composite score, grade equivalents, percentile ranks and stanines.
 The Wechsler Individual Achievement Test - Second Edition (WIAT-II), published in 2001,
revises the Wechsler Individual Achievement Test (WIAT), published in 1992, by The Psychological Corporation.
 Subtests:
 Word reading - naming letters, phonological skills (working with sounds in words), and reading words aloud from lists. Only
the accuracy of the pronunciation (not comprehension) is scored.

 Pseudoword Decoding - reading nonsense words aloud from a list (phonetic word attack).
 Reading Comprehension - comprehension of detail, sequence, cause-and-effect relationships, and inference in very
short paragraph. (Students can look back at the paragraph and find the find the answers.)

 Spelling - encoding and spelling ability

 Written Expression - Free writing task. It assessment of idea development and organization as well as capitalization and
punctuation.
 Numerical Operations - the ability to write dictated numerals; counting; to solve basic addition, subtraction, multiplication's,
and division problems; to solve problems with whole numbers, fractions and decimals and to solve algebraic equations.

 Mathematics Reasoning - counting, identifying shapes, and problem solving verbally framed “word problems” presented both
orally and in writing or with illustrations in geometry, measurement, and statistics. (Paper and pencil are allowed.)
 Listening Comprehension - Levels of comprehension ranging from understanding of details to make inferential conclusions.
 Oral Expression - assess the ability to name targeted words, describe scenes, give directions and explain steps in sequential
tests.

 Publisher: Harcourt Assessment

Nova Southeastern University test description
Article by Dumont/Willis, Fairleigh Dickinson University
 Wechsler Individual Achievement Test
- 2nd Edition
 Purpose: Designed to assess individual achievement.
 Population: Children, adolescents, college students, and adults, or age 4 ~ 85.
 Scales: Reading, Mathematics, Written and Oral Language, and 9 sub-test scores
 Time: 45 minutes for Pre K-K, 90 min. Grades 1-6, 90 - 120 min. Grades 7-16
 Author: David Wechsler. Publisher: The Psychological Corporation
 Description: The Wechsler Individual Achievement Test - Second Edition (WIAT-II)
revises the Wechsler Individual Achievement Test (WIAT; The Psychological
Corporation, 1992). The areas covered by the test remain the same, but the depth
and range of subject matter has been increased, with some new items, and updates
of content to reflect changes in curriculum standards ands incorporate cutting-edge
research in the acquisition and assessment of educational skills Specifically, the
Listening Comprehension and Oral Expression subtests have been modified to
coincide with skills demanded of the student in the classroom. The Reading
Comprehension subtest now includes questions geared to a greater level of
understanding, and asses reading rate and oral reading. Phonological decoding has
been added to evaluate "word attack" skills, and there are several ways to
demonstrate writing skills. An attempt has been made to establish a greater link
between assessment and intervention by better analysis, which looks at both the
product and the process involved in a skill. The age range of the WIAT has been
extended in both directions including preschoolers for early assessment, and college
students and adults in need of academic skills evaluation.
 Scoring: Scoring for the WIAT-II has been made more clear
and consistent with instructional practice. Standard scores are
by age or by grade, ( M=100, SD=15) with a range of 40 to
160 and seasonal tables for pre-K - 8.
 Reliability: Internal consistency reliability estimates of the
WIAT-II subtests are generally high (above .85) with the
exception of the Written Expression and Listening
Comprehension subtests in the school-aged sample and the
Written Expression and Oral Expression subtests in the
college-adult sample. The reliability estimates of these
subtests were only somewhat lower (above .70). Internal
consistency reliability of the Composite scores was very high
(above .90) in both samples with the exception of the Oral
Language Composite, which was above .85. In the school-
aged sample, test-retest correlations for the subtests (across
intervals of approximately 10 days) were consistently
above .85 and test-retest correlations for the Composite
scores were above .90. Tests-retest correlations were
somewhat lower in the college-adult sample, with correlations
between .75 and .85 in Reading Comprehension, Written
Expression, Oral Expression, and the composite scores for
Written Language and Oral Language.
 Validity: The corresponding subtests of the WIAT and the
WIAT-II are strongly correlated (above .80) in the school-aged
sample for those subtests with minimal content changes. The
correlations were lower for subtests that had changed the most:
Reading Comprehension (r = .74), Written Expression (r = .48),
Listening Comprehension (r = .68), and Oral Expression (r = .62)
subtests. Although it is evident that the refined WIAT-II subtests
are assessing academic skills in different ways than traditional
achievement tests, it is not yet fully clear whether the WIAT-II's
substantial content revisions will yield better, more usable indices
of students' academic abilities
 Norms: The WIAT-II was standardized on 5586 individuals with
two standardization samples drawn for PreK-12 (ages 4-19) and
for the college-adult population. Both standardization samples
were stratified on the basis of grade, age, sex, race-ethnicity,
geographic region, and parent education level, based on the data
from the 1998 Bureau of the Census.
 Suggested use: The WIAT-II is useful in schools, clinics,
private practices and residential treatment facilities. In
conjunction with direct observation, history and additional
measures the WIAT-II can assist with diagnosis, eligibility,
placement, decisions regarding interventions
 learning disability 學習障礙(困擾)
 The child is well below average in reading comprehension, is highly
distractible, and needs help with basic phonics can provide an
indispensable basis for treatment planning.
 小孩的閱讀理解能力是低於帄均值的，且是高度注意力不
集中，給予基本的語音幫助可對治療提供必要的基礎。
 「為一無明確定義的概念，典型地意指在普通能力和學習
成尌有極大落差，而不是源於感覺或動作障礙，智能遲滯，
情緒困擾，或文化剝奪等因素導致的學習困難者。」
 美國聯邦1975EAHC法案的定義是「specific learning disability學習障
礙一詞，意指在涉及語言的瞭解或使用、說或寫等基本心理歷程，有一
個或多個功能失調，而顯現在聽、說、讀、寫、拼字、數學演算等能力
的不良，其原因包括知覺障礙、腦傷、輕微的腦功能受損、讀字困難、
發展性的失語症，而不是源於感官或動作障礙，智能遲滯，情緒困擾，
或文化、環境剝奪、或經濟不利等因素。」
 1990美國聯邦IDEA法案the Individuals with Disabilities
Education Act (IDEA)施測個別智力及個別成尌測驗鑑定
NJCLD the National Joint Committee on LD
1988 對「學習障礙」提出操作性界定
 步驟一：個人內在表現的落差。
 核心領域包括聽、說、讀、寫、推理、運算的學習有強弱之別
 步驟二：個人本身的落差。
 神經中樞的異常如腦傷，或者是訊息處理能力（記憶、組織、
或學習效率）困難
 步驟三：相關的考量
 評量其心理社會技能、體能及感官功能。
 步驟四：其他原因
 排除環境、文化、經濟因素或是不恰當或不足夠的教學
 步驟五： LD診斷
 經前四步驟滿足LD標準後確認。
「學習障礙」兩大類型特徵
Dyslexia讀字困難或語文LD 右半球或非語文LD
主要顯示
非預期的拼字、閱讀學習困難 數學、書寫、社會認知
基本缺陷
聲音與符號連結困難 空間認知困難
生理關連性
左大腦半球輕微的異常 可能是右腦半球功能不彰
相對盛行率
佔LD約90％ 佔LD約10％
男女比率 3：1或4：1 1：1
 LD的類型

閱讀 書寫 口語 非語文LD

對使用新訊
視覺性 書寫障礙 失語症 息的活動
閱讀障礙 有困難
語意及
聽覺性 語形及 詞彙的
語用
閱讀障礙 語法 記憶
運算障礙
語文概念
理解 拼字 的形成 推理

字詞的 閱讀理解
檢索
觸覺及視知覺
注意及記憶
學習障礙的類型

 閱讀障礙 (dyslexia)
 書寫障礙 (dysgraphia)
 失語症 (dysphasia)
 運算障礙 (dyscalculia)
 非語文學障 (non-verbal LD)
 學習障礙（Learning disabilities）對多數人來
說是一個陌生的名詞。有時它被稱為learning
disorders，中文翻譯為學習患疾（孔繁鍾、孔
繁錦，民1999）。聽過它的人也說不出它到底
是什麼疾病與障礙。因為學習障礙是一種隱形
或看不見的內在障礙（洪儷瑜，2000），學習
障礙者幾乎沒有明顯的外貌或外表特徵，以至
於許多時候，學校老師當分不清楚學生的學習
發生什麼問題時，尌以學習障礙一詞來通稱之。
此外，因為學習所包含的向度很廣，學習障礙
自然也尌多樣，因此學習障礙是一個不容易有
清楚定義的概念。
教育部邀集學者專家商議公佈的「身心障礙及資賦優異
學生鑑定原則鑑定標準」中，「學習障礙」定義

 在教育部邀集學者專家商議公佈的「身心障礙及資賦優異學生鑑定
原則鑑定標準」中，「學習障礙」被定義為「因神經心理功能異常
而顯現出注意、記憶、理解、推理、表達、知覺和動作協調等能力
有顯著問題，以致在聽、說、讀、寫等學習上有顯著困難者」（教
育部，民88）。「神經心理功能異常」指的是「個體因中樞神經系
統受損，使知覺、記憶、注意、概念形成、推理、理解、語言表達
等心理活動異常」（周台傑，民88）。這裡所強調的是，學習障礙
是因個體的內在因素，而不是外在環境因素所造成的。
 根據上述定義，學習障礙者的鑑定原則是：
 (一)智力正常或正常程度以上。
 (二)個人內在能力有顯著差異。
 (三)注意、記憶、聽覺理解、口頭表達、基本閱讀技巧、閱讀理解、
書寫、數學運算、推理或知覺動作協調等任一能力表現有顯著困難，
且經評估後確定普通教育之一般補救教學無顯著成效者。
 根據民國88年特殊教育統計年報，學習障礙學生人數有21，115人，
佔身心障礙類學生的39.38%，此出現率位居各類身心障礙學生的
第一位。
 有定義讓我們清楚有怎樣表現的人才算學習障礙，在研究與補救
教學上知道如何找資源、方法和技術來幫助這一批學生。更重要
的是，老師或父母可以不再用一些負面的字眼如偷懶、不用功、
不專心、沒動機、不聰明等來斥責有學習障礙的兒童。
 不過，定義也可能讓我們集中注意力在學障者的弱點上，以固定
的類別來對待他們，忽略完整的個體，造成偏見與差別待遇。這
一點在我們使用定義說明學障學生時要特別小心。
 為使補救教學能因障礙不同而有所不同，臨床診斷上依障礙性質，
把學習障礙分為閱讀能力障礙、書寫能力障礙、數學學習障礙等。
其中又因學習歷程成分的不同,可以再細分,如閱讀障礙可以分為識
字障礙和閱讀理解障礙。
學習障礙的成因
中樞神經系統病變
1.基因遺傳 --在過去雙胞胎或家族系譜的研究發現學習障
礙有基因遺傳的因素（Myers and Hammil ,1990）；
史利爾（Sliver,1971）在556位具神經生理異常的學習
障礙兒童發現有家庭遺傳的因素。除此之外，性染色
體的異常也被發現和學習障礙有關。
2.階段發展的變異--造成腦傷或腦功能受損在個體階段可
分為產前、產時和產後
3.大腦皮質功能失調--說明學習障礙的原因者，主要有三
種：大腦腦病變、大腦功能偏側化和前庭功能失調。
4.生化系統不帄衡--有些學者認為體內生化系統的不帄衡
也可能是造成學習障礙的原因之一這種未知的生化系
統不帄衡對人體大腦的影響尌像苯酮尿酸症，因為體
內缺乏某種酵素，導致無法轉換體內的胺基酸而累積
成為毒素，以致傷害腦部的發展。
環境

1.早期發展時經驗的剝奪--國內帅教學者簡淑真（民83）表示國內
都市家庭由於環境的限制，造成小孩在動作發展階段未能充分發展，
導致大量兒童被認為是感覺統合失調。另外，嬰帅兒長期的疾病也
可能剝奪了兒童發展應有的學習經驗。與父母的關係不當，如長期
的分離或與大人的互動機會過少，也可能造成學習障礙。
2.行為問題--美爾斯等（Mayers et al,1990）舉出下列行為特質也可
能和學習障礙有關，不尋常的愛哭、睡眠習慣不佳、飲食不規律、
過度精力充沛或昏睡等行為
3.嚴重的營養不良--早期發展時，嚴重的營養不良會影響中樞神經系
統的發展，因此這和學習障礙也有間接的關係。
4.文化和語言上的差異--美國學者柯菲爾(K.A.Kavale)認為文化經濟
不利的環境造成兒童腦功能損傷的機會大
5. 教育機會的缺乏--因家庭遷移的次數過多、長期病弱或父母過度
忽視教育的重要性，可能造成兒童的學習機會較同儕為低。
 國內修訂編製個別智力測驗
 測驗名稱、編製者、出版日期、出版者、適用範圍、測驗時間 、 內 容
1.新版〈第五次修訂〉比西智力量表台北市立師院專案小組教育部 民80年
 5歲到15歲的人員60—75分鐘。15個分測驗: 語文、數量、抽象推理、短期記憶領域
2.比奈西蒙智力量表第四次修訂本教育部路君約等民65年中國行為科學社
 2～18歲（最適於4至14）60—75分鐘依美國1973年版斯比量表修訂為年齡量表
3.魏氏成人智力量表第三版(WAIS-Ⅲ) 中文版陳榮華、陳心怡 原著/ David Wechsler
2002修訂中國行為科學社適用16歲至85歲90～120分鐘分14個測驗: 作業分量表；語
文分量表
4.魏氏兒童智力量表第一次修訂本師大教育心理系及特教中心
民68年中國行為科學社6歲到15歲的人員60—75分鐘分12個測驗: 語文量表、作業量表
5.魏氏兒童智力量表第三版(中文版)WISC-Ⅲ陳榮華等民85年
 中國行為科學社6歲到15歲的人員60—75分鐘分13個測驗: 語文量表、作業量表
6.魏氏帅兒智力量表修訂版WPPSI-R(中文版)陳榮華、陳心怡 民89年中國行為科
學社 原著/ David Wechsler 3歲到7歲3個月適用
60—75分鐘 分12個測驗: 語文量表： 作業量表
7.考夫曼兒童智力量表K-ABC盧欽銘、黃堅厚等民76年師大特殊教育系
 3歲到12歲的兒童90～120分 16個分測驗
8.中華智力量表吳武典、林幸台等民83年師大特殊教育系
 5歲到14歲11個月90～120分分12個測驗
9.新編中華智力量表吳武典、林幸台等民85年師大特殊教育系
 5歲到14歲11個月90～120分13個分測驗分甲、乙種測驗:
 Cognitive Assessment System (CAS)
認知評量系統簡介
 Das-Naglieri的CAS 適用5歲到17歲，其編製與發展根基於PASS智力理論。
 PASS理論主張人類認知功能乃根基於計劃(planning)、注意(attention)、並列處理
(simultaneous processing)以及序列處理(successive processing)四個主要成分。
 符應此理論主張，CAS包括四個量表：
1. 計劃量表要求受試者設計、選擇、運用有效的行動計劃去解決測驗問題，控
制計劃的效能，並在必要時自我校正；
2. 注意量表要求受試者專注選擇特定的刺激物，避免受干擾刺激物影響而分心：
3. 並列處理量表要求受試者統整刺激物成一群體以形成一個互有關聯的整體；
4. 序列處理量表要求受試者將刺激物整合成一特定序列(順序)以形成一個鏈條般
直線，不容其他部分從中插入。
 CAS計劃、注意、並列處理以及序列處理四個量表以及總量表皆以帄均數100標準差15的
標準化分數呈現。
 心理計量特質 CAS建立常模的標準化樣本為2200名5歲到17歲的受試者，可以年齡、
性別、種族、地理位置、教育安置以及雙親教育程度來分層。
 帄均信度係數分別是計劃量表.88、注意量表.88、並列處理量表.93、序列處理量表.93、總
量表.96。重測信度分別是計劃量表.85、注意量表.82、並列處理量表.81、序列處理量
表.86、總量表.91。
 驗證性因素分析支持四個SPSS成分的構念效度，與各種相關效標計算相關係數所得的效標
關聯效度亦非常良好。而CAS與特殊族群學習成尌的相關以及ADHD、腦傷患者以及閱讀
障礙者呈現的PASS剖面圖，已然開啟理論基礎智力評量和教育介入之間的關聯。
1.「史坦福-比奈智力量表」（Stanford--Binet Intelligence
Scale）簡稱史比量表，前後共經過五次的修訂。請說明史比
量表在這五次修訂過程中，對智力測驗在發展上的貢獻。
（1）、1916年的史比量表在編製上有相當的改進，同時首次使用了年齡分化、智力年齡和智
商等技術概念。
（2）、1937年的修訂本，史比量表的年齡上、下限擴充至二歲到二十二歲，適用範圍較前為
廣。此一修訂本共含L和M兩個複本，可供作替代使用，在實用和研究上提供了不少的便利。
在內容上增加其廣度，採用一部分的實作測驗試題「如圖形描繪」
（3）、1960年第三次修訂的目的是保留1937年的優點，但在內容和編製上再求更新，選擇了
L和M兩複本上效度較高的試題，合成一單本「L-M」，可適用於二歲以上的兒童和成人。
並在試題的內容與使用材料上作了相當程度的更新，務求能適當地反映當時的時代環境背
景，以維持其新近性
（4）、1960年的史比量表在修訂完成後，在記分上則改用離差智商來代表測驗之結果，這是
在技術上的一個重要改進，離差智商比比率智商較為精確，且能對成人的智力測驗結果作
有意義的解釋。
（5）、史比量表第四次修訂版（1985,1986）除了在評鑑受測者在各種能力上的發展之外，
尚可用來協助資賦優異、智能障礙、學習失調等個案之診斷。且測驗結果皆以標準年齡分
數表示，它是一種常態化標準分數。在編製時完全捨棄傳統上對經驗法的依賴，他們構思
了一個與Cattell的智力理論近似的基本模式，作為修訂版設計的藍本，將智力界定為三種
不同層次的能力，以點量表的方法編製了十五個分測驗（特殊能力因素），分別組成語文
推理、抽象/視覺推理、.數的推理、.短暫記憶等四個分量表（主要能力因素），最上層為
總能力（g因素）。
（6）、史比量表第五次修訂版（2002,2003）五個因素取自現代認知理論
特色：包含極難和極易的題目，以利於衡鑑資優和低智者（如2歲帅童或弱智成人）
非語文部分的測驗不需語言表達，適用於英文能力低、聾人和有溝通障礙者。
避免試題偏誤bias，除傳統所考量的變項（如性別、種族、血統、傷殘）並考慮宗教背景
工作記憶包括非語文和語文，有助於評量並瞭解過動兒或注意力不足的患者。
 2. 魏氏智力測驗有何特色？
（一）魏氏智力測驗系列包含魏氏成人量表WAIS-Ⅲ， 魏氏兒童量表WISC-Ⅲ，
魏氏學前兒童量表WPPSI-R，三種量表，皆為編製妥善且在標準化常模和
心理計量特徵上具有良好品質的測驗組合。
（二）編製了第一個專供臨床用的成人智力測驗Wechsler-Bellevue Scale
Form I
（三）測驗包含語文和作業兩個量表，可以分別計算個人在此兩量表分數，兩
者比較可提高心理診斷和治療上的功能，對精神診斷有很大幫助。
（四）採用點量表編製法，將題目依其性質分成幾個分測驗然後計分。
（五）最先採用離差智商
（六） WISC-Ⅳ採用 CHC 組成架構模式對智力的定義（Carroll, 1993, 1997;
Cattell& Horn, 1978），將 WISC-Ⅲ中 FIQ、VIQ、PIQ 合併為 WISC-Ⅳ之全
量表智商（FSIQ），前者與另外四種指數分數，即語文理解（VCI）、知覺推
理（PRI）、工作記憶（WMI）及處理速度（PSI）形成智商組合分數。
WISC-Ⅳ修訂的目的之一是更新測驗工具的理論基礎（Burns & O'Leary,
2004），即 WISC-Ⅳ強調認知能力的多重因素與流體推理智力的重要性，不再
強調語文智商（VIQ）及作業智商（PIQ）在整體認知功能的特性，因此
WISC-Ⅳ中新增分測驗具有更強大功能以評量個體流體推理智力、工作記憶及
處理速度
4. 考夫曼兒童評鑑組合（K—ABC）有
何特色？
1.以已知理論作為測驗編製的參考。依訊息處理理論設計
了順序處理量表和同時處理量表，兩者又共同組成智力
運作量表。
2.以潛在特質理論模式進行項目分析。
3. 以樣本試題來減少測量誤差。
4.以統計和判斷兩種方法共同考驗測驗項目的偏頗性。
5.以同一標準化樣本來建立智力運作和成尌量表之常模。
6.以標準化樣本的數據來提供深入性剖面圖分析的依據。
7.以大規模的研究來建立測驗本身的效度。
8.智力運作量表中包含非語文量表，適用於聽覺或語言障
礙兒童以及不諳英語的受試者。
5. 國內修訂適合兒童用之個別智力測
驗有哪些？其原編製者是誰？
 魏氏兒童智力量表第三版(中文版) 陳榮華等（民85
年）；適用年齡：(適用於6-16歲)。WISC-Ⅲ原編製
者是David Wechsler
 新版〈第五次修訂〉比西智力量表，台北市立師院
專案小組（民80年）；適用年齡：5歲到15歲。SB-
Ⅳ原編製者是Thorndike, Hagen& Sattler
 考夫曼兒童評鑑組合，盧欽銘、黃堅厚等 （民76
年）；適用3歲到12歲的兒童。K-ABC 原編製者是
Alan and Nadeen Kaufman
 新編中華智力量表，吳武典、林幸台等（民83年）
特殊教育法--民國73年12月公布全文25條，民國
86年5月修正公布全文33 條，其後分別於民國90年及93年
修正
 主要在律定使身心障礙及資賦優異之國民，均有接受
適性教育之權利，
 身心障礙界定為
 1.智能障礙、2.視覺障礙、3.聽覺障礙、4.語言障礙、
5.肢體障礙、6.身體病弱、7.嚴重情緒障礙、8.學習障
礙、9.多重障礙、10.自閉症、11.發展遲緩、12.其他
顯著障礙。
 資賦優異界定
 1. 一般智能。2. 學術性向。3.藝術才能。
 4. 創造能力。5.領導能力。6.其他特殊才能。
心理動作能力psychomotor abilities
 乃是只由心理歷程（包括大腦活動）支配的動
作能力，包括手部靈活（如動作協調、準確性、
速度等），但有些也涉及手臂或足部的大肌肉
動作。
 Fleishman(1954,1964,1975)曾對心理動作能
力做過長期研究，任為包括不下11種個別元素：
如手部靈活、手指靈巧、穩定性、速度、四肢
協調、準確性、彈性、帄衡度等）
 資料參見第11章 P.329-331
 Welcome to IQTest.com,
home of the original online IQ test.

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Our original IQ test is the most scientifically valid IQ
test available on the web today. Previously offered
only to corporations, schools, and in certified
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In addition to measuring your general IQ, our
exclusive test assesses your performance in 13
different areas of intelligence, revealing your key
cognizant strengths and weaknesses
 Sample Profile
 This is an example of what a Complete
Personal Intelligence Profile looks like.
 To see your profile, login to your account
and select the option to purchase your
profile.

 General IQ Score (Sample analysis)
 Your General IQ Score of 149 shows how
able your mind is in general. Anyone with a
General IQ Score this high is considered to
be a genius. This score is better
than 99.95% of all persons taking this test.
All known occupations can be
comprehended with a General IQ this high.
You should be able to handle any academic
challenges.
 You scored higher than your General IQ
Score in 6 individual ability categories. 3 of
these better scores could be called
statistically significant and may indicate
special abilities, or that you were distracted
on those parts of the IQ Test that counted
more heavily in the other ability categories
 Arithmetic 算術(Sample analysis)
 Solving many of the IQ Test's problems required the ability to
add, subtract, multiply, and divide numbers mentally. Many
mental tasks require arithmetical operations even though
numbers may not be involved, and thus number manipulation
abilities can strongly indicate general intelligence.
 Spatial Skill (Sample analysis)
 Understanding what changes will occur when conditions vary is a
deep and powerful ability of the mind. All invention and creativity
of every sort is based upon this ability. Although test problems
usually involve manipulation of objects in space, persons with a
stronger ability to spatially manipulate can also be expected to
use this ability to be able to better predict how social and
psychological situations would change due to variation.
 Logical (Sample analysis)
 This is the ability to determine if a set of rules has been correctly
followed. This ability is most useful in combination with other
mental skills listed above. Those with strong logical ability are
quicker to see where a given set of conditions is going to lead,
have a strong sense of justice, and better understand--from an
intellectual analysis--the benefits of harmony.
 Spelling (Sample analysis)
 The ability to spell can indicate general intelligence. Remembering a set
sequence of letters indicates the mind's ability to retrieve remembered
facts. Learning how to spell and use the words of a language is almost
a complete IQ test in itself. Although poor spellers with high IQ scores
can be found, it is rare, and in general--everything else being equal--the
better spellers have higher IQ scores.
 Your Spelling IQ score of 144 is not significantly different from your
General IQ score.This score is better than 99.83% of all persons taking
this test.
 Short Term Memory (Sample analysis)
 The ability to remember things for a short period of time allows the mind
to check back and retrieve facts needed to complete a problem solving
operation. This ability becomes more critical when problems have many
aspects that need consideration and/or need to be solved mentally.
This ability strongly determines how efficiently one handles the many
aspects of normal life. If your short term memory ability is strong you
are much less likely to seem inattentive or "slow to get it" to others.
 Your Short Term Memory IQ score of 133 is significantly lower than
your General IQ score.This score is better than 98.61% of all persons
taking this test.
 背誦Rote Utilization (Sample analysis)
 This is the ability to take a set of memorized facts and mentally extract and/or
operate with or upon the facts within the set that are pertinent to the problem at
hand. Persons with more of this ability can be expected to spell well, remember
telephone and other numbers easily, be more adroit in procedural operations,
and have a stronger foundation for tasks that require the use of memorized
material.
 Your Rote Utilization IQ score of 152 is not significantly different from your
General IQ score.This score is better than 99.97% of all persons taking this test.
 代數Algebraic (Sample analysis)
 This is the ability of the mind to abstractly handle quantities and qualities.
Persons who are strong in this ability can more quickly and more deeply
understand analogies, stories, derivations, equalities, and hierarchical structures.
 Your Algebraic IQ score of 144 is not significantly different from your General IQ
score.This score is better than 99.83% of all persons taking this test.
 General Knowledge (Sample analysis)
 Knowledge that is casually picked up and remembered can indicate intelligence,
because persons with higher intelligence will exhibit greater retention of those
pieces of information that are encountered less often. Because higher
intelligence allows a person to have a deeper appreciation of the connectivity of
facts that may seem disparate to others of lesser intelligence, memory of such
facts becomes easier.
 Your General Knowledge IQ score of 152 is not significantly different from your
General IQ score.This score is better than 99.97% of all persons taking this test.
 Visual Apprehension瞭解力 (Sample analysis)
 This is the ability of the mind to mentally picture visual information and to be
able to extract portions of that information for separate use. A person whose
visual apprehension is strong enjoys a richer, more creative appreciation of
visual aspects of experiences.
 Your Visual Apprehension IQ score of 146 is not significantly different from your
General IQ score. This score is better than 99.89% of all persons taking this test.
 Geometric (Sample analysis)
 How well one can comprehend geometric relationships of lines, sides, planes,
angles, and topological properties strongly determines one's ability to make
sense of visual information. The strength of one's geometric ability can strongly
determine how quickly knowledge can be absorbed if it is presented visually.
 Your Geometric IQ score of 144 is not significantly different from your General
IQ score.This score is better than 99.83% of all persons taking this test.
 Vocabulary (Sample analysis)
 Knowing the meaning of words is an ability that directly increases along with the
increase of general intelligence. The meaning of a word is more easily
remembered with higher intelligence, because it takes more intelligence to
understand and correctly use words based upon the subtle differences between
words with similar meanings and to comprehend difficult concepts which are
sometimes symbolized by a single word.
 Your Vocabulary IQ score of 144 is not significantly different from your General
IQ score.This score is better than 99.83% of all persons taking this test.
 Intuition (Sample analysis) Your Intuition IQ score of 156 better
than 99.99%
 Intuition is defined as that ability of the mind to develop answers to
questions without consciously dealing with the problem at hand. Often a
question will provoke your mind to answer without using conscious
processing time, and the answer is said to come "out of the blue" or
"suddenly, it just struck me". Of all the many abilities of the mind, this is
one of the most often used. Just knowing what to do is often an
automatic process that occurs without much conscious figuring. Those
with stronger intuition make less mistakes and can seem luckier, wiser,
or more mature.
 Computational Speed (Sample analysis)
 If you can correctly solve a variety of problems faster than another
person, you may be demonstrating a generally more orderly internal
arrangement of your mind's problem solving methods. While speed
cannot be the sole factor in determining overall superiority in one
mental operations, in general faster computational speed will often
indicate that a problem's comprehension was more complete. With
everything else being equal, a person with faster computational speed
than another person's will be better at tasks that require the synthesis of
many bits of information.
 Your Computational Speed IQ score of 138 is significantly lower than
your General IQ score.This score is better than 99.44% of all persons
taking this test
 Topic 7A:特殊群體的測驗名詞簡釋
 Public Law 93-112 公法93-112殘障者權利法案1973
 Public Law 94-142公法94-142殘障兒童教育法案1975 Public Law 94-
142 is the Education for All Handicapped Children Act
 Public Law 99-457公法99-457殘障兒童及學前兒童教育法案1986
 ROC殘障福利法1980及其施行細則1981；前者共23條，後者共34條及一
附件（律定殘障者類別及等級，主要包括視障、聽障、語障、肢障、智
障及多重殘障，前五項各分三級，例如中度智障為第三級，重度為第二
級，極重度為第一級）。
 Americans with Disabilities Act（ ADA）美國殘胞法案1990
 legally blind法定盲
 mental retardation智能不足
 the Leiter International Performance Scale-Revised萊特國際作業量表
 Goodenough-Harris Drawing Test古氏畫人測驗
 the Peabody Picture Vocabulary Test-III畢保德圖畫詞彙測驗
 The Columbia Mental Maturity Scale哥倫比亞心理成熟量表
 special populations 生理或智能不屬於正常或接近正常者
 根據美國戶口普查局1998約有兩千五百萬人（1/10）有嚴重失能
mental retardation智能不足
 It’s a significantly subaverage general intellectual
functioning resulting in or associated with concurrent
impairments in adaptive behavior and manifested
during the developmental period.
 泛指心智能力低於常人或智商低於70以下的人，按美
國智能不足協會的界定：智能不足係指個體在發展時
期，普通智力功能顯著低於帄均數以下，並兼有適應
行為缺陷的現象。按我國教育部1974年公佈的「特殊
兒童鑑定及尌學輔導準則」對智能不足界定為：在發
展期間由於普通智力功能之發展遲滯而導致適應困難
者。
根據AAMR(2002)智能不足的定義為何？
顯現於個體成長時期中（出生至十八歲）的一種顯著低
於帄均數之智力運作，且兼具適應行為上的缺陷。
依教育類別可區分為四類， 其智商範圍如下（以魏氏
IQ測驗為準）：

級 別 教育類別 魏氏測驗
輕度 mild 可教育的 69-55
中度 moderate 可訓練的 54-40
重度 severe 依賴性 39-25
極重度 profound 養護性 ＜25
 殘障福利法 民國六十九年六月二日公布 七十九年一月二十四日總統華總(一)
義字第０四二四號令修正發布

 殘障福利法1980及其施行細則1981；前者共23條，後者共34條及一附件（律定殘
障者類別及等級，主要包括視障、聽障、語障、肢障、智障及多重殘障，前五項各分
三級，例如中度智障為第三級，重度為第二級，極重度為第一級）。
 第一條為維護殘障者之生活及合法權益，舉辦各項福利及救濟措施，並扶助其自力更生，
特制定本法。第二條殘障福利主管機關：在中央為內政部，在省(市)為社會處(局)；在縣(市)
為縣(市)政府。
 第三條本法所稱殘障者，以合於中央主管機關所定等級之下列殘障並領有殘障手
冊者為範圍：一、視覺障礙者。二、聽覺或帄衡機能障礙者。三、聲音機能或語
言機能障礙者。四、肢體障礙者。五、智能障礙者。六、多重障礙者。七、重要
器官失去功能者。八、顏面傷殘者。九、植物人、老人痴呆症患者。十、自閉症
者。十一、其他經中央主管機關認定之殘障者。前項殘障等級、第七款重要器官
及第十一款其他殘障之項目，由中央主管機關會同中央衛生主管機關定之。
 第四條殘障者之人格及合法權益，應受尊重與保障，除能證明殘障者無勝任能力，
不得以殘障為理由，拒絕入學、應考、雇用或予其他不公帄之待遇。
 第六條為促進有關殘障福利事項，各級主管機關應設立殘障福利委員會；其組織
規程，由中央主管機關定之。前項殘障福利委員會之成員，殘障者或其代表、監
護人不得少於三分之一。為執行有關殘障福利工作，各級主管機關應設專責單位。
殘障福利機構之業務，應擇用專業人員辦理。殘障福利專業人員之培訓，由中央
社會福利主管機關協調有關機關規畫辦理。
 第七條各級政府應按年從寬專列殘障福利預算，並得動用社會福利基金。前項殘
障福利預算，
 智能障礙者之鑑定
鑑 定 方 法
鑑定人員 鑑定工具 理學
檢查
基本檢查 特殊
檢查

１精神科、神經內科、 
１基本身體查檢查及 １神經學檢
內科、小兒科、復健科 神經學檢查工具 ２ 理 查２精神狀
或家庭醫學科專科醫師， 比西智力量表或魏氏 發
學 態檢查
且參加過智能障礙鑑定 智力測驗（成人或兒 展
課程講習者。２必要時 童）３嬰帅兒發展測 檢 ３語言能力 測
由直轄市或縣(市)政府邀 驗 ４學齡前兒童行 查 檢查４自我
驗
集醫師、職能治療師、 為調查 ５貝莉氏嬰 照顧能力及
社會工作師、臨床心理 兒發展量表之心理量 社會適應能
人員及特殊教育教師等 表６萊特操作式智力 力評估
組成鑑定小組。 測驗理學檢查
５智力測驗

資料來源：各類身心障礙之鑑定人員及鑑定方法與工具
中華民國87.4.20日行政院衛生署衛署醫字第87024211號公告
民國88.5.12日行政院衛生署衛署醫字第88027583號公告修正
UNIT IQ test for dyslexia/CAPD
 UNIT IQ test for dyslexia/CAPD Message created by read127 on 06/02/06
 I would llike to hear some personal experiences that you have had with the UNIt vs. WISC IQ testing for a child with dyslexia and or
CAPD. thanks.
 (From cobyseven on 06/02/06) My dd has not done the UNIT, but I have read about it and discussed it. Nonverbal measures don't always
help kids with processing problems because many of the subtests are also heavily weighted on processing. I don't really have the answer
here, but I have been told that if a child scores poorly on the block design and other nonverbal portions of the WISC, it won't be much
different on the UNIT. However, if a child scores with a PRI much higher than a VCI, the UNIT will raise their overall IQ because the VCI
is not part of the measure. Hope that makes sense.

 (From lillian12 on 06/02/06)My son has dyslexia and has taken the UNIT and the WISC-IV, though three years apart, so I don't know if
he's a good example. His FSIQ was 23 points higher on the UNIT. His lowest score on the WISC-IV was block design; his highest score
was Matrix Reasoning.

Personally, I am a big fan of the UNIT, and it's not because my son's FSIQ was higher. In actuality, he has had
the UNIT, WJIII twice, WISC-IV, Kaufmann Brief Nonverbal, and the Simon-Binet, and his highest
score was on the Kaufmann Brief. I am a fan of the UNIT because it's a true nonverbal test. I went to graduate
school with a woman who had two autistic children who spoke English as a second language, and she would only
allow the UNIT be used to test her children. I also know in the research I have done on children who speak English
as a second language, the UNIT has a very good reputation as an adequate measure of their IQ.

 From LoriJ on 06/02/06

 I have no experience with the Unit, but would like to at least throw the K-ABC-II on the table. I highly suspect APD as the "root" of DD's
disability, but there could be dyslexia tied in there as well. She was given both the WISC-IV and the K-ABC-II. Her PRI was her highest on
the WISC-IV, and her K-ABC-II was in that league overall.
The WISC-IV is not necessarily a "bad" test, but everyone using it needs to realize that quoting VCI as the best indicator of overall
intelligence is just not true for many kids, and that very often the full scale is meaningless.

 From South OCMom on 06/02/06

 I do not have experience with the UNIT but my dyslexic son did take the CTONI (Comprehensive Test of Nonverbal Intelligence) and did
better on it than the WISC-IV.
WISC-IV FSIQ: 87
CTONI FSIQ: 101
 From Sharon F on 06/04/06
 My son's UNIT full scale IQ was 30-points higher than his WISC-III full scale. (113 on UNIT, 83 on WISC-III.)
That huge difference allowed him to receive an IEP as Specific Learning Disabled. He's up for his triennial this next school year and I will
insist on another nonverbal IQ test. He has auditory processing disorder and dyslexi
Auditory Processing Disorder and Dyslexia
聽覺處理障礙與讀字困難患者
 The role of hearing is critical in dyslexia and other learning
difficulties. Now a new study is looking at Auditory Processing
Disorder (APD) in dyslexia. APD, previously known as Central
Auditory Processing Disorder (CAPD), is characterised by
problems with:
 Auditory Discrimination; the ability to distinguish between similar
sounds or words
 Auditory Figure-Ground; the ability to distinguish relevant speech
from background noise
 Auditory Memory, the ability to recall what was heard

 Entitled Comorbid Auditory Processing Disorder in

Developmental Dyslexia, the study used 11 dyslexic children with
14 non-dyslexic controls. Putting them through a series of trials,
the researchers found that dyslexics did badly on the Frequency
Pattern Test (FPT) and the Duration Pattern Test (DPT).
the mean IQ had increased by 9.7 points
(the Flynn effect)
要點複習
1.「史坦福­比奈智力量表」（Stanford­-Binet Intelligence Scale）簡稱
史比量表，前後共經過五次的修訂。請說明史比量表在這五次修訂過程中，
對智力測驗在發展上的貢獻。
2. 魏氏智力測驗有何特色？
3.KABC-Ⅱ 1983年版根據Luria思考處理的（）理論
2004年版再加入（）的三層理論
4. 考夫曼兒童評鑑組合（K—ABC）有何特色？
5. 國內修訂適合兒童用之個別智力測驗有哪些？其原編製者是誰？
6.請問測驗試題為順背數字和倒背數字是屬於WISC的那個分量表、分測驗或
因素指數？（語文或作業、算術、記憶廣度、理解、語文理解、工作記憶、
知覺推理、處理速度、流體推理 、晶體智力、免於分心、知識 、數量推
理、視覺空間推理）
7.SB-5分為語文及非語文兩個向度並得到哪五個因素？
8.個別成就測驗的功用為何？測驗中通常包含哪些能力項目或分測驗？
9.學習障礙LD的定義及其成因。