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

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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

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

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).

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

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

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.

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

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.

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.

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.

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

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.

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

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