Wechsler Test Intelligence Scale for Children (WISC-V) Subtests 1 — Questions and Answers

Question 1: Which WISC-V subtest requires a child to select two images from five options that share a common concept?

Similarities
Matrix Reasoning
Picture Concepts (Correct answer)
Vocabulary

Correct answer: Picture Concepts

Picture Concepts requires children to look at rows of pictures and choose one from each row to form a group with a common characteristic, measuring fluid reasoning and categorical reasoning.

Picture Concepts is a WISC-V fluid reasoning subtest in which the child is presented with two or three rows of pictures and must identify one picture from each row that shares a common concept. It is a non-verbal measure of fluid reasoning and abstract categorical thinking that does not require verbal responses, making it useful for children with language difficulties.

Question 2: The WISC-V Block Design subtest primarily measures which cognitive ability?

Verbal comprehension
Visual-spatial processing and analysis (Correct answer)
Processing speed
Working memory

Correct answer: Visual-spatial processing and analysis

Block Design measures the ability to analyze and synthesize abstract visual stimuli, requiring the child to use red-and-white blocks to reconstruct a model design within a time limit.

Block Design is a core Visual Spatial Index subtest on the WISC-V. The child uses two-color blocks to replicate a design shown on a stimulus card or by the examiner. It measures visual-spatial processing, constructive ability, and part-whole reasoning. Time bonuses may be awarded for fast performance. It is one of the most g-loaded subtests on the WISC-V.

Question 3: Which WISC-V index is composed of the Digit Span, Picture Span, and Letter-Number Sequencing subtests?

Processing Speed Index
Working Memory Index (Correct answer)
Fluid Reasoning Index
Verbal Comprehension Index

Correct answer: Working Memory Index

The Working Memory Index (WMI) on the WISC-V includes Digit Span, Picture Span, and Letter-Number Sequencing, measuring the ability to hold and manipulate information in mind.

The WISC-V Working Memory Index (WMI) consists of three subtests: Digit Span (repeating numbers forward, backward, and in sequence), Picture Span (remembering a sequence of pictures), and Letter-Number Sequencing (reordering mixed letters and numbers). The WMI reflects the capacity to temporarily hold information in mind while performing mental operations, which is strongly related to academic achievement.

Question 4: Which of the following WISC-V subtests contributes to the Processing Speed Index?

Arithmetic
Coding (Correct answer)
Figure Weights
Vocabulary

Correct answer: Coding

Coding is a core Processing Speed Index subtest that requires the child to copy symbols paired with numbers as quickly as possible within a time limit.

The WISC-V Processing Speed Index includes Coding and Symbol Search as core subtests, with Cancellation as a supplemental subtest. Coding requires the child to use a key to copy symbols paired with simple shapes or numbers within 120 seconds. It measures processing speed, short-term visual memory, and visual-motor coordination.

Question 5: On the WISC-V, which subtest requires the child to explain how two words are alike?

Comprehension
Similarities (Correct answer)
Information
Vocabulary

Correct answer: Similarities

Similarities is a Verbal Comprehension Index subtest in which the child is asked to explain the conceptual similarity between two words, measuring verbal concept formation and reasoning.

Similarities is a core WISC-V Verbal Comprehension Index subtest. The child is asked pairs of words and must describe how they are alike (e.g., 'How are a cat and a dog alike?'). Responses are scored 0–2 based on the abstractness and quality of the concept. It measures verbal reasoning, abstract thinking, and the ability to form and recognize categorical relationships.

Question 6: The Figure Weights subtest on the WISC-V measures which ability?

Long-term memory retrieval
Quantitative and analogical reasoning (Correct answer)
Fine motor speed
Phonological processing

Correct answer: Quantitative and analogical reasoning

Figure Weights is a Fluid Reasoning Index subtest requiring children to select the response option that balances a scale, measuring quantitative and analogical reasoning.

Figure Weights is a WISC-V Fluid Reasoning Index subtest in which the child views a scale with missing weights and must identify which answer choice would balance the scale. It measures quantitative reasoning, analogical thinking, and the application of inductive logic. It is a timed subtest and can be particularly sensitive to fluid intelligence differences.

Question 7: Which WISC-V subtest asks children to point to pictures that match a word spoken by the examiner?

Receptive Vocabulary (Correct answer)
Naming Speed Literacy
Picture Naming
Comprehension

Correct answer: Receptive Vocabulary

Receptive Vocabulary is a complementary subtest on the WISC-V where the child points to the picture that best matches a spoken word, assessing receptive vocabulary knowledge.

Receptive Vocabulary is a complementary/supplemental WISC-V subtest that measures receptive language ability. The child is presented with four pictures and must point to the one that best matches the word spoken by the examiner. Unlike the Vocabulary subtest, no verbal response is required, making it useful for children with expressive language difficulties or selective mutism.

Question 8: Which primary index score on the WISC-V is considered the best single estimate of overall intellectual ability?

Verbal Comprehension Index
Fluid Reasoning Index
Full Scale IQ (Correct answer)
General Ability Index

Correct answer: Full Scale IQ

The Full Scale IQ (FSIQ) is derived from the seven core subtests and is considered the most reliable and valid overall estimate of intellectual functioning on the WISC-V.

The WISC-V Full Scale IQ (FSIQ) is computed from seven core subtests spanning the five primary index areas: Block Design, Similarities, Matrix Reasoning, Digit Span, Coding, Vocabulary, and Figure Weights. It represents the broadest measure of general cognitive ability (g) on the WISC-V. When there is significant variability across index scores, the General Ability Index (GAI) or Cognitive Proficiency Index (CPI) may be more meaningful than the FSIQ.

Question 9: The WISC-V is appropriate for use with children in which age range?

2:6–7:7
6:0–16:11 (Correct answer)
8:0–18:11
3:0–12:11

Correct answer: 6:0–16:11

The WISC-V is standardized for use with children aged 6 years 0 months through 16 years 11 months.

The Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) is designed for children and adolescents aged 6:0 through 16:11. For children below 6 years, the WPPSI-IV is appropriate, while the WAIS-IV is used for individuals 16 years and older. Overlapping age bands allow for test transition planning.

Question 10: Which WISC-V complementary index reflects a child's ability to use verbal and nonverbal reasoning without the influence of processing speed?

Cognitive Proficiency Index
General Ability Index (Correct answer)
Expanded Fluid Index
Quantitative Reasoning Index

Correct answer: General Ability Index

The General Ability Index (GAI) is a complementary composite derived from the Verbal Comprehension and Fluid Reasoning subtests, excluding working memory and processing speed measures.

The General Ability Index (GAI) is computed from Similarities, Vocabulary, Block Design, Matrix Reasoning, and Figure Weights. It represents intellectual ability while minimizing the influence of working memory and processing speed, which may be disproportionately affected by specific learning disabilities, ADHD, or motor impairments. The GAI is particularly useful in psychoeducational evaluations where clinicians want to separate reasoning ability from cognitive efficiency.

Question 11: On the Digit Span subtest of the WISC-V, which component requires the child to reorder a mixed sequence of numbers from lowest to highest?

Digit Span Forward
Digit Span Backward
Digit Span Sequencing (Correct answer)
Digit Span Recognition

Correct answer: Digit Span Sequencing

Digit Span Sequencing requires the child to listen to a sequence of numbers and then repeat them in ascending numerical order, measuring working memory and mental manipulation.

The Digit Span subtest on the WISC-V consists of three components: Digit Span Forward (repeat numbers in the same order), Digit Span Backward (repeat numbers in reverse order), and Digit Span Sequencing (reorder numbers from lowest to highest). Each component places increasing demands on working memory and executive control, and separate scores can be derived for each process.

Question 12: Which WISC-V subtest contributes to the Visual Spatial Index along with Block Design?

Matrix Reasoning
Visual Puzzles (Correct answer)
Object Assembly
Picture Concepts

Correct answer: Visual Puzzles

Visual Puzzles is the second core subtest of the WISC-V Visual Spatial Index, requiring the child to select three response pieces that reconstruct a completed puzzle.

The WISC-V Visual Spatial Index (VSI) includes Block Design and Visual Puzzles as core subtests. In Visual Puzzles, the child is shown a completed puzzle image and must select three of six response options that can be combined to reconstruct the puzzle. It is an untimed subtest that measures visual-spatial processing and mental rotation without involving fine motor demands, unlike Block Design.

Question 13: Which type of score is used to compare a child's performance to a nationally representative same-age peer group on the WISC-V?

Raw score
Scaled score (Correct answer)
T-score
Percentile rank

Correct answer: Scaled score

Scaled scores (mean=10, SD=3) are derived scores that allow comparison of a child's subtest performance to same-age peers from the normative sample.

On the WISC-V, raw scores from each subtest are converted to scaled scores using age-based normative tables. Scaled scores have a mean of 10 and standard deviation of 3, with scores ranging from 1–19. These scores allow for age-appropriate comparisons across subtests and form the basis for computing composite index scores (mean=100, SD=15).

Question 14: The WISC-V Cancellation subtest is classified as which type of supplemental subtest?

Fluid Reasoning supplemental
Processing Speed supplemental (Correct answer)
Working Memory supplemental
Visual Spatial supplemental

Correct answer: Processing Speed supplemental

Cancellation is a Processing Speed supplemental subtest in which the child scans two structured and unstructured arrangements of pictures and marks target animals within 45 seconds.

Cancellation is a WISC-V supplemental subtest for the Processing Speed Index. In this task, the child scans rows of pictures and marks all animal pictures within 45 seconds using two separate pages (random and structured arrangements). It provides an additional measure of processing speed, visual selective attention, and vigilance. It can be used when Coding or Symbol Search cannot be administered.

Question 15: Which WISC-V subtest involves the child answering questions about the physical and social world, such as 'How many legs does a horse have?'

Comprehension
Information (Correct answer)
Vocabulary
Similarities

Correct answer: Information

Information is a supplemental Verbal Comprehension subtest that measures general factual knowledge about the world acquired through formal education and everyday experience.

Information is a supplemental WISC-V Verbal Comprehension subtest. The child answers questions that tap long-term memory and knowledge acquired through cultural and educational experience. Questions range from simple factual knowledge to more complex topics. It can substitute for Similarities or Vocabulary if one of those core subtests is spoiled. It correlates highly with crystallized intelligence (Gc).

Question 16: In the WISC-V, the Symbol Search subtest requires the child to do which of the following?

Copy symbols from a key onto a grid
Scan a group of symbols and mark whether a target symbol is present (Correct answer)
Arrange pictures to tell a story
Sort objects by category

Correct answer: Scan a group of symbols and mark whether a target symbol is present

Symbol Search requires the child to quickly scan a group of symbols and indicate whether a target symbol appears in the group, measuring processing speed and visual discrimination.

Symbol Search is a core Processing Speed Index subtest on the WISC-V. The child is presented with a target symbol group and a search group and must indicate (yes/no) whether any of the target symbols appear in the search group. Responses are recorded within a 120-second time limit. It measures processing speed, visual scanning, and visual discrimination.

Question 17: Which WISC-V composite is used when a clinician wants to measure a child's working memory and processing speed together?

General Ability Index
Cognitive Proficiency Index (Correct answer)
Expanded Fluid Index
Nonverbal Index

Correct answer: Cognitive Proficiency Index

The Cognitive Proficiency Index (CPI) combines the Working Memory Index and Processing Speed Index, reflecting cognitive efficiency and automaticity of basic cognitive processes.

The Cognitive Proficiency Index (CPI) is a complementary composite on the WISC-V derived from the four core subtests that make up the WMI and PSI: Digit Span, Picture Span, Coding, and Symbol Search. It provides an estimate of cognitive efficiency—the speed and ease with which the child processes information. When used alongside the GAI, it helps identify discrepancies between intellectual reasoning and cognitive efficiency, common in ADHD and learning disabilities.

Question 18: Which WISC-V fluid reasoning subtest involves choosing the response that completes a visual matrix?

Figure Weights
Picture Concepts
Matrix Reasoning (Correct answer)
Arithmetic

Correct answer: Matrix Reasoning

Matrix Reasoning is a core Fluid Reasoning Index subtest in which the child looks at an incomplete matrix and selects the response option that correctly completes the pattern.

Matrix Reasoning is a core WISC-V Fluid Reasoning Index subtest. The child is shown an incomplete colored matrix or series and must select from five options the one that best completes the design. It is untimed and measures nonverbal fluid intelligence, inductive reasoning, and perceptual organization. It is useful for assessing reasoning in children with language or motor difficulties.

Question 19: Which supplemental WISC-V subtest asks the child to name pictures of common objects as quickly as possible?

Naming Speed Quantity
Naming Speed Literacy
Picture Naming (Correct answer)
Rapid Automatized Naming

Correct answer: Picture Naming

Picture Naming is a complementary WISC-V subtest in which the child names pictures of objects, measuring expressive vocabulary and word retrieval.

Picture Naming is a complementary subtest on the WISC-V that measures expressive vocabulary and lexical access. The child is shown pictures of common objects and asked to name each one. Unlike the Vocabulary subtest, there is no definition required—only a single-word response. It provides information about word retrieval and expressive language ability and can be compared with Receptive Vocabulary scores to identify expressive-receptive vocabulary gaps.

Question 20: On the WISC-V, which process score provides the most direct measure of rote phonological short-term memory?

Digit Span Backward
Digit Span Forward (Correct answer)
Digit Span Sequencing
Letter-Number Sequencing

Correct answer: Digit Span Forward

Digit Span Forward is considered the most direct measure of phonological short-term memory (passive storage) as it requires simple repetition without transformation.

Digit Span Forward requires the child to repeat sequences of numbers in the same order as presented. It primarily measures phonological short-term memory (the phonological loop component of Baddeley's working memory model). In contrast, Digit Span Backward and Sequencing place greater demands on the central executive and active manipulation. Comparing forward and backward spans can help identify specific working memory weaknesses.

Question 21: According to WISC-V interpretation guidelines, when is it appropriate to NOT interpret the Full Scale IQ as the primary summary score?

When all five index scores are within the same classification range
When there is significant variability (≥23 points) among the primary index scores (Correct answer)
When the child's age is at the lower boundary of the normative range
When both working memory and processing speed are average

Correct answer: When there is significant variability (≥23 points) among the primary index scores

When there is substantial scatter across the primary index scores (typically ≥23 points between the highest and lowest), the FSIQ may not accurately represent the child's overall cognitive profile, and the GAI or individual indices may be more meaningful.

The WISC-V Technical and Interpretive Manual recommends examining variability among the five primary index scores before interpreting the FSIQ. When the difference between the highest and lowest primary index scores is statistically significant and unusually large (23+ points is a commonly cited threshold), the FSIQ is considered less interpretable as a unitary construct. In such cases, clinicians should focus on individual index scores, the GAI, or the CPI depending on the referral question.

Question 22: Which WISC-V subtest replaced the Arithmetic subtest from the WISC-IV as a core working memory measure?

Picture Span (Correct answer)
Figure Weights
Letter-Number Sequencing
Digit Span Sequencing

Correct answer: Picture Span

Picture Span is a new core WMI subtest introduced in the WISC-V, replacing Arithmetic from the WISC-IV as the second core working memory subtest alongside Digit Span.

In transitioning from the WISC-IV to the WISC-V, Picture Span was added as a core Working Memory Index subtest. It requires the child to view a page of pictures for a fixed time and then point to the same pictures in order from a response page. It measures visual working memory and is less dependent on language than Digit Span or Arithmetic, making it useful for children with language barriers or hearing impairments.

Question 23: What is the primary purpose of the WISC-V Expanded Fluid Index (EFI)?

To provide a composite score excluding processing speed
To provide a broader measure of fluid reasoning beyond the standard FRI (Correct answer)
To replace the Full Scale IQ in ADHD evaluations
To compare verbal and nonverbal abilities

Correct answer: To provide a broader measure of fluid reasoning beyond the standard FRI

The Expanded Fluid Index (EFI) includes more fluid reasoning subtests than the standard Fluid Reasoning Index, providing a broader and more reliable estimate of fluid intelligence.

The Expanded Fluid Index (EFI) is an ancillary composite on the WISC-V that includes Matrix Reasoning, Figure Weights, Picture Concepts, and Arithmetic. It provides a broader assessment of fluid reasoning (Gf) than the standard two-subtest FRI, potentially offering a more reliable estimate when fluid intelligence is the primary referral question. The EFI is particularly useful in gifted evaluations or neuropsychological assessments.

Question 24: Which WISC-V subtest measures a child's understanding of social rules and concepts, such as 'Why do we shake hands when we meet someone?'

Information
Similarities
Comprehension (Correct answer)
Vocabulary

Correct answer: Comprehension

Comprehension is a supplemental Verbal Comprehension subtest assessing understanding of social rules, conventional standards of behavior, and practical reasoning.

Comprehension is a WISC-V Verbal Comprehension supplemental subtest. Questions ask the child to explain practical situations, social conventions, and general principles (e.g., 'Why do we have laws?'). It measures social judgment, common sense reasoning, and the assimilation of cultural norms. It can be substituted for Similarities or Vocabulary if one is spoiled, and is often sensitive to acquired brain injury, autism spectrum disorder, or social-emotional challenges.

Question 25: When administering the WISC-V, which rule determines the stopping point within a subtest?

Basal rule
Discontinue rule (Correct answer)
Ceiling rule
Reverse rule

Correct answer: Discontinue rule

The discontinue rule specifies the number of consecutive scores of zero (or incorrect responses) after which testing should stop within a subtest, preventing unnecessary frustration.

The WISC-V uses a discontinue rule to determine when to stop administering items within a subtest. Typically, if a child earns zero scores on a specified number (usually 3–5) of consecutive items, the examiner stops that subtest. This rule prevents unnecessarily frustrating the child with items well beyond their ability level while ensuring sufficient ceiling has been established. Each subtest has its own specific discontinue criterion.

Question 26: What is the primary difference between the WISC-V and the WPPSI-IV regarding intended population?

The WISC-V is for gifted children; the WPPSI-IV is for children with disabilities
The WISC-V is normed for ages 6–16; the WPPSI-IV is normed for ages 2:6–7:7 (Correct answer)
The WISC-V uses only nonverbal tasks; the WPPSI-IV uses only verbal tasks
The WISC-V measures academic achievement; the WPPSI-IV measures intelligence

Correct answer: The WISC-V is normed for ages 6–16; the WPPSI-IV is normed for ages 2:6–7:7

The WISC-V targets children aged 6:0–16:11, while the WPPSI-IV is designed for younger children aged 2:6–7:7, with an overlapping age range of 6:0–7:7 to allow for developmental considerations.

The WPPSI-IV (Wechsler Preschool and Primary Scale of Intelligence) covers ages 2:6 to 7:7, while the WISC-V covers ages 6:0 to 16:11. There is an overlapping age range of 6:0–7:7 where either test could be administered. Clinicians typically use the WPPSI-IV with younger, less linguistically mature children in this overlap range, and the WISC-V when the child is more developmentally advanced or the referral question calls for the full WISC-V battery.

Question 27: On the WISC-V, what are Naming Speed subtests (Naming Speed Literacy and Naming Speed Quantity) designed to measure?

Vocabulary breadth and word knowledge
Rapid automatized naming and processing speed for academic readiness (Correct answer)
Auditory working memory
Long-term memory retrieval

Correct answer: Rapid automatized naming and processing speed for academic readiness

Naming Speed subtests measure rapid automatized naming (RAN), which assesses the speed and fluency with which a child can name stimuli—a process linked to reading fluency and academic achievement.

Naming Speed Literacy (naming letters and numbers) and Naming Speed Quantity (naming quantities of objects) are complementary WISC-V subtests that measure rapid automatized naming (RAN). RAN performance is strongly associated with reading fluency and is a key diagnostic indicator of dyslexia. These subtests yield naming speed composite scores and can be critical in psychoeducational evaluations for reading disabilities.

Question 28: Which structural improvement in the WISC-V compared to the WISC-IV involved separating the former Perceptual Reasoning Index?

The PRI was split into the Fluid Reasoning Index and the Visual Spatial Index (Correct answer)
The PRI was replaced by the Processing Speed Index
The PRI was merged with the Verbal Comprehension Index
The PRI was divided into the Working Memory Index and the General Ability Index

Correct answer: The PRI was split into the Fluid Reasoning Index and the Visual Spatial Index

In the WISC-V, the Perceptual Reasoning Index (PRI) from the WISC-IV was separated into two distinct indices: the Fluid Reasoning Index (FRI) and the Visual Spatial Index (VSI), reflecting different cognitive constructs.

A major structural change from the WISC-IV to the WISC-V was splitting the Perceptual Reasoning Index (PRI) into the Fluid Reasoning Index (FRI) and the Visual Spatial Index (VSI). Research demonstrated that fluid reasoning (Gf) and visual-spatial ability (Gv) are distinct constructs that were confounded in the WISC-IV PRI. This change aligns the WISC-V more closely with the Cattell-Horn-Carroll (CHC) model of intelligence.

Question 29: Which WISC-V subtest asks the child to define words, such as 'What does the word 'brave' mean?'

Information
Similarities
Comprehension
Vocabulary (Correct answer)

Correct answer: Vocabulary

Vocabulary is a core Verbal Comprehension Index subtest in which the child defines spoken and printed words, measuring word knowledge and verbal conceptual ability.

Vocabulary is a core WISC-V Verbal Comprehension Index subtest. For each item, the child is shown a picture or a printed word and asked to define it. Responses are scored 0–2 based on quality and accuracy. Vocabulary is one of the highest loading measures of crystallized intelligence (Gc) and general verbal ability on the WISC-V. It is also one of the most g-saturated WISC-V subtests.

Question 30: When the WISC-V is administered via Q-interactive (digital platform), what is preserved compared to traditional paper administration?

Identical test content and standardized norms (Correct answer)
Faster administration time with different normative tables
Simplified scoring algorithms
Elimination of all manipulative subtests

Correct answer: Identical test content and standardized norms

Q-interactive administration uses the same standardized items, content, and normative data as traditional paper administration, ensuring comparability of scores across formats.

Q-interactive is Pearson's digital platform for administering the WISC-V on iPad. Research has established that Q-interactive and traditional paper administrations yield comparable scores, and the same normative tables apply. Q-interactive offers advantages in automated scoring, digital stimulus books, and data management, but the fundamental test content, standardization, and interpretive framework remain equivalent to the paper version.

Question 31: Which WISC-V composite is particularly recommended for children who are deaf or hard of hearing?

Verbal Comprehension Index
Nonverbal Index (Correct answer)
General Ability Index
Cognitive Proficiency Index

Correct answer: Nonverbal Index

The Nonverbal Index (NVI) is a complementary composite that does not require verbal responses from the child, making it appropriate for children with hearing impairments or significant language difficulties.

The Nonverbal Index (NVI) is a complementary WISC-V composite derived from subtests that do not require verbal responses: Visual Puzzles, Block Design, Matrix Reasoning, Figure Weights, Picture Span, and Coding. It provides an estimate of general intellectual ability that minimizes the influence of language skills and hearing, making it particularly valuable for children with hearing impairments, English language learners, or expressive language disorders.

Question 32: Which WISC-V subtest is a measure of auditory working memory that involves both letters and numbers presented in mixed order?

Digit Span
Arithmetic
Picture Span
Letter-Number Sequencing (Correct answer)

Correct answer: Letter-Number Sequencing

Letter-Number Sequencing requires the child to listen to sequences of mixed letters and numbers and then reorder them—numbers first in ascending order, then letters in alphabetical order—measuring auditory working memory.

Letter-Number Sequencing is a supplemental WISC-V Working Memory Index subtest. The examiner reads a mixed sequence of letters and numbers, and the child must repeat back the numbers in ascending order followed by the letters in alphabetical order. It taxes the central executive component of working memory and places demands on simultaneous mental tracking of two stimulus types. It can be used as a substitute for Digit Span or Picture Span if those are spoiled.

Question 33: What is the primary clinical use of comparing a child's WISC-V Verbal Comprehension Index (VCI) with the Fluid Reasoning Index (FRI)?

To measure response validity
To differentiate crystallized intelligence from fluid intelligence (Correct answer)
To identify motor coordination problems
To screen for traumatic brain injury

Correct answer: To differentiate crystallized intelligence from fluid intelligence

Comparing the VCI (a measure of crystallized intelligence, Gc) with the FRI (a measure of fluid intelligence, Gf) helps identify whether a child's verbal knowledge base is disproportionately higher or lower than their novel problem-solving ability.

The VCI is a strong measure of crystallized intelligence (Gc)—accumulated verbal knowledge and concept formation shaped by education and experience. The FRI measures fluid intelligence (Gf)—the ability to solve novel problems. A significant VCI>FRI discrepancy may suggest strong academic foundations but limited novel reasoning ability, or acquired verbal knowledge masking lower fluid intelligence. An FRI>VCI profile may be seen in children with language-based learning disabilities who reason well but struggle with language-dependent tasks.

Question 34: On the WISC-V, what does a scaled score of 10 indicate?

Below average performance
Performance at the mean for same-age peers (Correct answer)
Superior performance
Borderline performance

Correct answer: Performance at the mean for same-age peers

A scaled score of 10 represents the mean (average) performance for same-age peers, as WISC-V subtest scaled scores have a mean of 10 and a standard deviation of 3.

WISC-V subtest scaled scores use a metric with a mean of 10 and a standard deviation of 3. A scaled score of 10 indicates performance exactly at the population mean for the child's age group, corresponding to the 50th percentile. Scores of 7–13 are within one standard deviation of the mean (average range), scores of 4–6 are borderline to below average, and scores of 14–16 are above to superior.

Question 35: The WISC-V Arithmetic subtest is categorized as a supplemental measure for which index?

Fluid Reasoning Index
Verbal Comprehension Index
Working Memory Index (Correct answer)
Processing Speed Index

Correct answer: Working Memory Index

Arithmetic is a supplemental Working Memory Index subtest that involves solving orally presented math problems mentally within a time limit, measuring working memory in the context of numerical operations.

Arithmetic is categorized as a supplemental subtest for the WISC-V Working Memory Index (WMI), though it also draws on fluid reasoning and quantitative knowledge. The child must mentally solve math problems of increasing difficulty within a time limit without using paper. It was removed as a core WMI subtest in the WISC-V revision (compared to WISC-IV) and replaced by Picture Span, though it remains available as a supplement.

Question 36: Which of the following best describes the purpose of starting subtests at different start points based on the child's age?

To provide extra practice trials for younger children
To reduce administration time by skipping items too easy for older children (Correct answer)
To ensure older children complete more items total
To increase the reliability of norm-referenced comparisons

Correct answer: To reduce administration time by skipping items too easy for older children

Age-based starting points allow older children to begin at items more appropriate to their developmental level, reducing unnecessary administration time for items that would almost certainly be passed.

The WISC-V uses age-differentiated starting points for most subtests to ensure administration efficiency. Older children begin at items that are appropriate for their developmental level, skipping items that would almost certainly be passed based on the normative data. If a child fails any of the first items after their starting point, reverse rules apply (basal rules), requiring the examiner to administer earlier items to establish a basal score.

Question 37: Which WISC-V index score has a mean of 100 and a standard deviation of 15?

Scaled scores
T-scores
Index composite scores (Correct answer)
Stanines

Correct answer: Index composite scores

WISC-V composite index scores (such as VCI, VSI, FRI, WMI, PSI, and FSIQ) use a metric with a mean of 100 and a standard deviation of 15, the standard intelligence test score metric.

WISC-V composite scores (including primary index scores and the FSIQ) are expressed as standard scores with a mean of 100 and a standard deviation of 15. This metric is shared across all Wechsler scales and many other intelligence tests, enabling cross-instrument comparison. An index score of 85 falls one SD below the mean (low average), while 115 falls one SD above (high average). Scaled scores for individual subtests use a different metric (mean=10, SD=3).

Wechsler Test Intelligence Scale for Children (WISC-V) Subtests 1

Which WISC-V subtest requires a child to select two images from five options that share a common concept?

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