IQ Part 2: Visual Spatial
Welcome back to the next part of my deep dive into what IQ is and how it is comprised. The last post looked at Verbal Comprehension and its various aspects. In today’s post we will examine the second component of the overall IQ: Visual Spatial.
As a reminder, I am using the WISC-V as my guide since it is the main cognitive assessment I use in my evaluations. The WISC-V is intended for children ages 6-16. The WAIS-IV, which is used when assessing adults, contains a component called Perceptual Reasoning, which is similar to Visual Spatial.
What is Visual Spatial?
In my neuropsychological reports, I describe Visual Spatial as: “Visual Spatial measures the individual’s ability to evaluate details and understand and manipulate visual/spatial relationships.” When considering this description, three words really stand out:
Evaluate
Understand
Manipulate
Visual Spatial skills typically involve the ability to recognize shapes and patterns (evaluate and understand) AND physically or mentally arrange those shapes and patterns into certain orders (manipulate). Individuals with strong Visual Spatial skills often enjoy and thrive at tasks that involve building, designing, and replicating two and three dimensional objects. Relevant career interests that take advantage of strong Visual Spatial skills include architecture, engineering, visual arts, and construction.
How is It Calculated?
The Visual Spatial index score is comprised of two main subtests: Block Design and Visual Puzzles. However, only one of these subtests is actually used in the computation of the overall IQ. Typically the Block Design subtest is used in this computation, but Visual Puzzles can be used if the Block Design index score is unavailable for any reason.
The Block Design subtest provides the examinee with a certain amount of blocks that he or she must arrange to match the design the examiner provides. Depending on the age of the examinee, he or she may start out with two or four blocks and a time limit of one minute. As the testing progresses, eventually the examinee will manipulate nine blocks with a time limit of two minutes. Generally, the quicker the examinee is able to arrange the blocks, the better his or her score will be.
The Visual Puzzles subtest asks the examinee to select three two-dimensional figures from a group of six that can be arranged in order to match a figure presented by the examiner. The shapes can be flipped and rotated as necessary, but the subtest does not provide any actual hands-on objects with which to work. Rather, the examinee must evaluate the shapes visually and determine their arrangement without the use of physical manipulation. As the subtest progresses, the figures and shapes become more complex and angled. There is a 30 second time limit on each one.
It is important to note that due to use of blocks, the Block Design subtest is very difficult, if not impossible, to administer in a virtual setting. In this case, a Visual Spatial index score is unable to be calculated, and the Visual Puzzles subtest is substituted in the computation of the overall IQ. Although in these instances a Visual Spatial index score cannot be obtained, it is still possible to make inferences regarding an individual’s visual spatial abilities.
Similar to the other index scores, the Visual Spatial index score provides a summed score that is converted into a standard score with the following descriptions:
130 or above: Very Superior
120-129: Superior
110-119: High Average
90-109: Average
80-89: Low Average
70-79: Borderline
Below 70: Extremely Low
Most students fall in the 80-120 range.
What Does the Score Tell Us?
The Visual Spatial score gives us some good insight into how an individual is able to see and manipulate objects, shapes, and designs. These skills are actually on display at quite an early age. My seven year old is obsessed with Legos right now. Not only are Legos a parent’s best friend, but they give kids an opportunity to test their visual spatial skills by building both from the directions and simply by their own creative minds. As kids age, their natural proclivity for tasks involving visual spatial skills may increase or decrease as well. Determining if this is a strength for your child may help direct your decisions into which schools, camps, and extracurricular activities he or she may enjoy.
Not surprisingly, many students who struggle in Algebra do very well in Geometry. This is usually due to a strong Visual Spatial ability in relation to their other cognitive skills. Additionally, I have evaluated many students who may experience reading and writing challenges but thrive on tasks involving visual spatial skills. Typically visual spatial involves a different part of the brain than many other cognitive skills, so it is good to identify these strengths and weaknesses. Understanding one’s cognitive ability can really help shape his or her future. As mentioned above, students with strong visual spatial skills may tend towards architecture, design, construction, and visual arts.
In the next post we will continue our look at the IQ, focusing on Fluid Reasoning.