Wechsler Preschool & Primary Scale of Intelligence - Fourth Edition Australian and New Zealand Standardised Edition  

The WPPSI–IV A&NZ is an innovative measure of cognitive development for preschoolers and young children that’s rooted in contemporary theory and research. This edition also places a strong emphasis on child-friendly, developmentally appropriate features, and includes new processing speed tasks, the addition of working memory subtests and an expanded factor structure. These extensive enhancements are targeted to benefit both children and examiners.

The WPPSI–IV A&NZ is an innovative measure of cognitive development for preschoolers and young children that’s rooted in contemporary theory and research. This edition also places a strong emphasis on child-friendly, developmentally appropriate features, and includes new processing speed tasks, the addition of working memory subtests and an expanded factor structure. These extensive enhancements are targeted to benefit both children and examiners.

New Australian & New Zealand Norms

The WPPSI–IV A&NZ has been standardised on Australian and New Zealand children aged 2:6–7:7. The normative sample is representative of the Australian and NZ census for age, gender, parental education, geographic location, and indigenous status.

New Working Memory subtests

Picture Memory and Zoo Locations, the two new working memory subtests provide age appropriate, engaging tasks for children as young as 2 ½. These reliable and child-friendly measures were specifically designed to help detect emerging working memory difficulties for early intervention.

Expanded and Updated Factor Structure

Ages 2:6–3:11

Full Scale

Verbal Comprehension
Receptive Vocabulary
Information
Picture Naming

Visual Spatial
Block Design
Object Assembly

Working Memory
Picture Memory
Zoo Locations

Verbal Comprehension
Receptive Vocabulary
Information

Visual Spatial
Block Design
Object Assembly

Working Memory
Picture Memory
Zoo Locations

Vocabulary Acquisition
Receptive Vocabulary
Picture Naming

Nonverbal
Block Design
Object Assembly
Picture Memory
Zoo Locations

General Ability
Receptive Vocabulary
Information
Picture Naming
Block Design
Object Assembly

The following resources are available for WPPSI–IV A&NZ.

Training

Introductory online training series

This pre-recorded 20–30 minute session allows you to learn at your leisure. All you need is internet access and sound enabled on your computer. Please note the session may take a few minutes to load.

• Overview of WPPSI–IV revision goals
• Developmentally appropriate features
• Working memory
• Core factor structure

WPPSI–IV Manual Supplement

Results of the WPPSI–IV special group validity studies (USA): WPPSI–IV Technical and Interpretive Manual Supplement

Getting started with Q-global: training series

View these brief training modules about Q-global:

• Module 1: Gaining access to Q-global
• Module 2: Signing in and setting up your account
• Module 3: Managing sub-accounts
• Module 4: How to generate reports
• Module 5: WPPSI–IV Score Reports using Q-global

Content modification (Australia & New Zealand)

We wish to advise a content modification to pages 364–365 of the Administration and Scoring Manual, Table D.5 “Base Rates of Normative Sample Obtaining Various Differences Between the GAI and Selected WPPSI–IV Composite Scores, by Overall Sample.” Following review, all table data are correct. This modification does not affect norms, reliability, or validity. To improve clarity, column headings are being updated and will appear in the next printing.

Please choose one of the following options:

1. Download replacement pages to print and glue over pages 364–365.
2. Manually modify pages by switching the “–” and “+” labels on pages 364–365. Manual edits >
3. Request a sticker to place over the existing labels. Please call or email Client Services for replacement stickers: info@pearsonclinical.com.au

If you have any questions, please contact our Client Services team on 1800 882 385 (AUS, toll-free) or 0800 942 722 (NZ, toll-free), or email us at info@pearsonclinical.com.au.

 

WPPSI–IV A&NZ reports on Q-global

Score Reports

• Automatically converts total raw scores to subtest scaled scores
• Automatically converts sums of scaled scores to composite scores (FSIQ and index scores)
• Provides strengths-and-weaknesses analysis at index and subtest levels
• Performs score comparisons at index and subtest levels
• Generates score reports with tables and graphs

• Score report sample – 2 years 6 months
• Score report sample – 6 years

Interpretive Report

In addition to full scoring information, this report includes narrative interpretation of scores, including:

• Narrative summary of the child’s background, history, and test behaviours
• Interpretation of the Full Scale IQ and all primary and ancillary index scores
• Integration of the reason for referral in test-score interpretation
• Recommendations based on WPPSI–IV A&NZ performance
• Optional Parent Summary Report

• WPPSI–IV A&NZ Interpretive Report

 

Test Framework, Revision Goals, and General Practice Issues

How has the test structure changed?

The changes in the test structure were influenced by contemporary structural models of intelligence, neurodevelopmental theory and neurocognitive research, clinical utility and factor-analytic studies. Changes include new and separate Visual Spatial and Fluid Reasoning index scores for ages 4:0–7:7, new measures of working memory, and a new working memory composite. The separation of Visual Spatial and Fluid Reasoning composites results in greater interpretive clarity, and the addition of working memory enhances the scale's clinical utility due to its sensitivity to a wide variety of clinical conditions and important outcomes (e.g., achievement).

Were expressive language requirements reduced?

Yes. New picture items were added to Similarities and Comprehension to ensure that children aged 4:0–7:7 with expressive language issues can indicate responses to some items even if they cannot or do not speak at all. These items provide children with expressive language issues an opportunity to demonstrate verbal concept formation and comprehension without a verbal response. Only Vocabulary and Picture Naming require expressive responses on the floor items, and neither of these subtests are core to the primary index scores or FSIQ for either age band. Also, two ancillary index scores, the Verbal Acquisition Index (VAI) and the Nonverbal Index (NVI), provide additional information about the performance of children with expressive language issues.

Why were Working Memory subtests added?

Working memory is a key aspect of intellectual functioning, with strong ties to fluid reasoning. It is also implicated in a wide variety of academic problems and clinical conditions that affect young children. Accordingly, the incorporation of working memory measures was a revision goal from the beginning of WPPSI-IV development.

What are the language requirements for the Working Memory subtest instructions?

The instructions for the Working Memory subtests are succinct, supported by active demonstration and practice to supplement verbal instruction. These were tested with very young children and those with intellectual disabilities to ensure accessibility. Studies showed no significant differences between English Language Learners and control groups.

Why are the Working Memory subtests visual/visual-spatial rather than auditory/verbal?

Traditional verbal working memory tasks are often developmentally inappropriate for children in this age range. Visual working memory is more suitable and linked to processing efficiency. Auditory working memory remains relevant for older age groups but was limited here to reduce verbal demand variability.

Why were the Processing Speed subtests changed?

The new subtests are more play-like and developmentally appropriate. They use familiar stimuli, an ink dauber instead of a pencil, and simplified instructions to suit young children’s cognitive and motor development.

Was the WPPSI-IV designed to align with Cattell-Horn-Carroll (CHC) theory?

The WPPSI-IV reflects CHC theory and other structural models but was not based solely on any one theory. It integrates neurodevelopmental research and clinical utility, aligning with CHC domains such as Gc, Gv, Gf, Gsm, and Gs.

Does the WPPSI-IV take longer to administer than the WPPSI-III?

Testing time is comparable to the WPPSI-III and varies depending on which composite scores are selected. Some administrations may be shorter or slightly longer depending on practitioner choices.

Are clinical groups included in the normative sample?

Yes. Representative proportions of children with clinical conditions and giftedness were included to reflect the population accurately. Their inclusion is minimal and does not distort the normative data.

When should I use the WPPSI-IV over the WISC-IV for ages 6:0–7:7?

Use the WPPSI-IV for children with below-average ability, limited language skills, or expressive difficulties. Use the WISC-IV for high-ability children. For average-ability children, professional judgment based on test familiarity and referral reasons should guide selection.

How long do professionals have to transition from WPPSI-III to WPPSI-IV?

Most practitioners transition within 8–12 months of a new edition’s release. Ethical guidelines recommend using the most current version for valid and defensible results.

What composite should be used for ability–achievement discrepancy analyses?

The FSIQ is preferred for general ability–achievement comparisons, but other composites (VCI, VSI, FRI, GAI, or NVI) may be more appropriate depending on the child’s profile.

Does the WPPSI-IV support a pattern of strengths and weaknesses approach?

Yes. The Q-global WPPSI-IV/WIAT-III combination reports support PSW analyses through automated discrepancy evaluations unavailable in paper form.

Subtests

Why were Vocabulary and Comprehension not chosen as core subtests?

Decisions on core versus supplemental subtests considered psychometric properties, construct coverage, reliability, validity, and feedback from practitioners. Vocabulary and Comprehension still provide valuable qualitative insights into expressive and receptive language.

Why was Vocabulary replaced by Information?

Information was chosen due to strong reliability, efficiency, and minimal expressive demand. Both Vocabulary and Information are valid measures of crystallised knowledge (g), but Information offers faster administration and equivalent reliability.

Why was Word Reasoning dropped?

It overlapped with Vocabulary and lacked strong validity as a fluid reasoning measure. With improved floors on Similarities and Comprehension, its inclusion was unnecessary.

Why was Picture Completion dropped?

To reduce emphasis on processing speed and accommodate new subtests, such as those measuring working memory.

How does Zoo Locations work with children with motor deficits?

Depending on severity, the task may still be appropriate. The grids are large, but if not feasible, Zoo Locations can be omitted without affecting FSIQ (though WMI or ancillary scores may be unavailable).

Composite Scores and Indexes

How is the WPPSI-IV FSIQ different than the WPPSI-III FSIQ?

The WPPSI-IV includes working memory and more developmentally appropriate measures of processing speed, offering a more balanced and comprehensive FSIQ.

What is the fundamental difference between the FSIQ and primary index scores?

The FSIQ reflects overall ability (g), while the indexes represent specific cognitive domains (e.g., verbal, visual-spatial, reasoning, working memory, processing speed).

What is the difference between the FSIQ and the GAI?

The GAI provides an estimate of general ability with reduced influence from working memory and processing speed, useful for children with attention or processing difficulties.

What does the Working Memory Index (WMI) measure?

Visual working memory, attention, concentration, and the ability to hold and manipulate information.

What is the difference between primary and ancillary index scores?

Primary indexes are factor-based measures (VCI, VSI, FRI, WMI, PSI). Ancillary indexes (VAI, NVI, GAI, CPI) provide additional clinical insight, such as verbal acquisition or nonverbal reasoning.

Can subtests be substituted or prorated?

One substitution is permitted for multi-subtest composites (e.g., FSIQ, NVI, GAI, CPI). Proration is available for FSIQ only under defined conditions. Substitutions must stay within the same cognitive domain.

Kit Materials

How do the ink daubers affect fine motor assessment?

Ink daubers minimise fine-motor demands, ensuring tasks are developmentally suitable for young children. Separate fine-motor tools like the Beery VMI can be used if needed.

Are the ink daubers safe, washable, and replaceable?

Yes. They are washable, non-toxic, and replacement daubers can be purchased. Each kit includes two daubers.

Q-global Scoring and Reporting

What is Q-global?

Q-global is a web-based scoring and reporting platform offering online scoring, automatic report generation, and secure storage. Reports can be reprinted without charge when demographic data are changed.

When are WPPSI-IV scoring and interpretive reports available?

Scoring reports are currently available on Q-global. Interpretive reports generally follow within six months of the test’s release.

Why are some score comparisons unavailable when subtest substitutions are used?

Substituting a core subtest removes dependent comparisons (e.g., if Vocabulary replaces Information, VCI-based comparisons are disabled).