Provides a brief, robust measure of crystallized and fluid cognitive ability

Walter C. Shipley, Ph.D.

• Age Range: 7-89 years
• Time: 20-25 minutes

Since its original publication in 1940, the Shipley Institute of Living Scale has been widely used to assess cognitive ability and impairment. Revised and restandardized, with updated norms and expanded age range, and a nonverbal Block Patterns Scale. Brief and easily administered to individuals or groups, it is well-suited to educational, clinical, rehabilitation, geriatric, neuropsychological, forensic, and human resource applications.

Because it is straightforward and brief, the Shipley-2 is an excellent choice for quick screening for cognitive dysfunction or to qualify participants for research studies. It also functions well as a component in complex assessments in neuropsychological, clinical, and forensic settings.

It is ideal for:

• Intake screening
• Assessing brain injuries
• Determining eligibility for disability benefits
• Measuring the effects of toxic exposure
• Guiding treatment and rehabilitation
• Informing educational or job placement decisions
• Identifying cognitive problems
• Monitoring cognitive decline 

A Brief Measure of Crystallized and Fluid Abilities
Because it assesses both kinds of ability, the Shipley-2 can be used not only to obtain a quick estimate of overall intelligence but also to reveal cognitive impairment. Research shows that crystallized ability is relatively stable, while fluid reasoning is affected by aging, injury, and psychopathology. By uncovering discrepancies between the two, the Shipley-2 can detect evidence of cognitive deterioration.

• Crystallized Knowledge – gained through education and experience
• Fluid Reasoning – the capacity to use logic to learn and acquire new information or solve problems

The Shipley-2 measures Crystallized Ability through a 40-item Vocabulary Scale. Each item requires the respondent to match the target word to one of four choices, which is closest in meaning.

To assess Fluid Ability, the Shipley-2 offers two options. The Abstraction Scale presents 25 sequence-completion items. The new Block Patterns Scale includes 12 multiple-choice items, based on the well-known Kohs Cube designs.

The test produces standard scores for the scales administered, as well as percentiles, age-equivalents, and confidence intervals. It also provides a Composite score, formed by combining the Vocabulary score with either the Abstraction Score or the Block Patterns score. In addition, the Shipley-2 provides a useful Impairment Index. Calculated only for adults, it represents the discrepancy between Vocabulary and Abstract Thinking.

Composite A                        Composite B

Vocabulary score                  Vocabulary score

           +                                        +                                          

Abstraction score                  Block Patterns score

Composites A and B are interpreted very similarly. Both are standard scores that reflect overall cognitive ability.

Easy Administration, Scoring, and Interpretation
The Shipley-2 can be administered to individuals or groups in just 20 to 25 minutes, and scored in 5 minutes more. Norms are based on a sample of 2,826 individuals representative of the U.S. population in regard to ethnicity, gender, and educational level. They are presented separately for children (7 to 19) and adults (17 to 89) and stratified by age.

The Manual offers detailed interpretive guidance related to issues of response validity, differential cognitive functioning, item analysis, and retesting over time. Case examples from various settings are also included.

 Click here to open the Shipley-2 calculator.

The Shipley-2 is one of those rare instruments that has withstood the test of time, and its continuing use testifies to its value as a quick yet accurate measure of general intellectual functioning.

Continuing Education Credit is available by completing and returning the CE Questionnaire and Evaluation Form.

 

The Shipley-2 Paper/Pencil Kit (32118P) includes 20 Vocabulary AutoScore Forms, 10 Abstraction AutoScore Forms, 10 Block Patterns Forms, and the Manual. 

Case Examples

Ruling Out Neurological Impairment

Mrs. Miles was a 68-year-old woman whose behavior had changed in the year following the death of her husband. She was referred by her daughter, who was concerned about her mother’s increasing forgetfulness, tendency to “space out,” and neglect of her physical health.

The Shipley-2 was included in the psychological test battery to provide a quick index of Mrs. Miles’s overall intellectual functioning and to screen for neurological problems. Scale scores showed average ability, though her Impairment Index score was calculated to be 88—just below the “within normal limits” cutoff. Though not alarming, this score warranted additional neuropsychological testing, which revealed nothing unusual. A depression rating scale, however, indicated significant depressive symptoms.

Mrs. Miles was diagnosed as suffering from an adjustment disorder with depressed mood. She was treated with a combination of antidepressant medication and psychotherapy, and after 3 months of treatment, she reported improved mood. Additionally, her forgetfulness decreased, and her daughter reported that Mrs. Miles seemed “more like her old self.”

Confirming Ability for Job Placement

Mr. Lewis, a 32-year-old male, was given the Shipley-2 when he applied for a position in financial sales and management. Although Mr. Lewis had a very successful and stable work history, he had only a high school education. His prospective employer wanted to make sure that Mr. Lewis had the cognitive flexibility and problem solving skills required in the position for which he was being considered. 

His Shipley-2 scores revealed average ability on the Vocabulary scale (standard score = 100), which was consistent with his level of education. However, his Abstraction score was well above average (126), indicating that he had sufficient reasoning ability to do the job. By quickly assessing both crystallized and fluid intelligence, the Shipley-2reassured the employer that Mr. Lewis was qualified even though his acquired knowledge was less than that of other applicants.   

Mr. Lewis was hired and very early on proved to be a strong manager.

Clarifying Other Test Results

Nine-year-old Alison was referred by her teacher for a comprehensive psychoeducational evaluation. Her teacher described Alison as “painfully shy,” preferring solitary activities, and performing poorly in a classroom that utilized cooperative learning.

On the WISC-IV, Alison’s Full Scale IQ was 89. Her performance abilities were strong, while her verbal skills appeared weak. However, the school psychologist was not convinced that these results were a valid reflection of Alison’s verbal abilities because Alison had appeared timid and wary during test administration. The psychologist thought the social interaction aspect of the WISC-IV might have affected Alison’s scores.   

Therefore, the Shipley-2 was administered to see if Alison would do better on a paper-and-pencil test. As suspected, she performed significantly better on the Shipley-2Vocabulary scale than she had on the WISC-IV Vocabulary Subtest. The psychologist concluded that her Composite A score (104) was a more accurate reflection of Alison’s overall ability than her WISC-IV Full Scale IQ.

Given these results, the psychologist administered depression and anxiety scales and found that Alison was exhibiting clinically significant difficulties that were affecting both her social interaction and her academic performance.

Determining Eligibility for Disability Benefits

Ms. Smith, a 24-year-old female, was referred by the state for an evaluation to determine eligibility for disability benefits. She reported that she suffered from cognitive limitations that prevented her from successfully obtaining and keeping a job. Ms. Smith had no known psychological or psychiatric diagnoses and no general health problems.

The WAIS-III indicated that Ms. Smith had a Verbal IQ of 70, Performance IQ of 76, and Full Scale IQ of 70. The examiner noted that Ms. Smith seemed to respond somewhat haphazardly to items, and an examination of her protocol revealed atypical response patterns (easier items missed while more difficult items were answered correctly).   

Due to concerns about the validity of the WAIS-III results, the Shipley-2 was administered, and the standard scores were as follows: Vocabulary = 83, Abstraction = 84, and Composite A = 83. Again, item analysis called Ms. Smith’s scores into question. On the Vocabulary scale, she responded correctly to the first 18 items, then missed 5 in a row before answering 3 more correctly. On the Abstraction scale, she answered Item 23 correctly, which should have been far beyond her ability level.

To clarify these scores, a complete reevaluation was done. Results indicated that Ms. Smith did not suffer from cognitive impairment. She was denied disability benefits and referred to vocational training courses.

• Shipley-2 Profile Forms- for use in interpreting and reporting results