Multidimensional Aptitude Battery-II

(MAB-II)
Extended Report
Name: Sam Sample
Ag e : 30 (Age Group 25 - 34)
Gender : Male
Report Date: July 21, 2024

The profile and report below are based upon your responses to the Multidimensional Aptitude Battery-II
(MAB-II). Your scores indicate how your aptitudes relate to those of other people of the same age.

These scores do not indicate all of your capabilities. They reflect your aptitude for problem solving and
logical thinking. These aptitudes are shaped by your previous experiences, amount of education, and how
well you understand new information. The processes measured by the ten scales are interrelated. Thus,
some of the skills used in one task will also be necessary for the completion of another. Therefore, the
individual scores are best examined as a unit.

Your results from the Multidimensional Aptitude Battery-II can be a valuable source of information.
People usually know how well they can do certain tasks and therefore might not be surprised by their
results. Your profile shows you how your scores compare to those of your peers. A high score suggests
that you could probably do some tasks better or faster than most of your peers, while a low score suggests
that some others could probably do that task with less effort.

When you receive your profile, study it carefully in relation to the scale descriptions included in this
report. Do not interpret the scale names alone, but consider the entire scale description.

Before continuing, check to see that this report correctly indicates your name at the top. If it contains
someone else's name, you should return it and ask for the report with your name on it.

Copyright © 1985, 1999 by

SIGMA Assessment Systems, Inc.
P.O. Box 610757
Port Huron, MI, USA 48061-0757
MAB-II Extended Report Date: July 21, 2024 Page: 2
Report for Sam Sample

Profile of Scores
Scores Age Corrected Scaled Scores
Scales Raw SS SS 0 10 20 30 40 50 60 70 80 90 100
Information 40 83 80
. . . . . . . . . . .

Comprehension 24 62 59
. . . . . . . . . . .

Arithmetic 17 67 64
. . . . . . . . . . .

Similarities 24 56 53
. . . . . . . . . . .

Vocabulary 25 54 53
. . . . . . . . . . .

Digit Symbol 24 56 52
. . . . . . . . . . .

Picture Completion 24 58 54
. . . . . . . . . . .

Spatial 35 62 59
. . . . . . . . . . .

Picture Arrangement 7 42 37
. . . . . . . . . . .

Object Assembly 8 47 44

The Raw Score for each test indicates the number of questions that the respondent answered correctly.
The first set of Scaled Scores (SS) are not age-based and are used to calculate Verbal, Performance and
Full Scale IQ scores. The Age-Corrected Scaled Scores (SS) and the associated bar graph compare the
respondent's results with those of people in the same age group.

Scores Intelligence Quotient (IQ)

Scales Sum IQ 70 85 100 115 130 145
Verbal 322 120
. . . . . .

Performance 265 100

. . . . . .

Full Scale 587 112

The average IQ score is 100. Approximately 68% of the general population obtain IQ scores falling
between 85 and 115 inclusive.
MAB-II Extended Report Date: July 21, 2024 Page: 3
Report for Sam Sample

Verbal Scale Descriptions

Scale Description

Information The Information score reflects the degree to which an individual has
accumulated a fund of knowledge about diverse topics. This fund of information
is influenced by an individual's level of curiosity, extensiveness of reading, and
motivation to learn new things. Long term memory is required for the
Information test.

Comprehension Comprehension assesses the ability to evaluate social behavior, to identify

behavior that is more socially desirable, and to give the reasons why certain laws
and social customs are practiced. It requires not only general verbal ability, but a
degree of incidental social acculturation, social intelligence, and knowledge of
conventional standards for moral and ethical judgment.

Arithmetic This test, requiring the solution of numerical problems, reflects reasoning and
problem solving abilities. High scorers have the capacity to abstract those
elements of a problem necessary for its solution and to arrive at a correct answer
quickly.

Similarities Similarities requires an individual to conceptualize and order likenesses and

differences as properties of an object and to compare these abstract likenesses to
those of another object, identifying the one that is most appropriate. Such a task
requires flexibility and adjustment to novelty as well as an appreciation for and
comprehension of properties of objects, long-term memory, and the capacity for
abstract thought. Unlike certain other verbal tests, Similarities requires more
than simply retrieving knowledge from long term memory; in addition, it is a
measure of how effectively one can use this knowledge.

Vocabulary In its narrow interpretation, Vocabulary is an indication of the number of words

or verbal concepts that have been learned and stored. But more broadly, it
indicates the individual's openness to new information and concepts and reflects
the capacity effectively to store, categorize, and retrieve this information
appropriately. Persons scoring high on vocabulary can be expected, not only to
be able to use words effectively, but to demonstrate a higher level of subtlety and
depth of thought processes, and of conceptual and classificatory skills in the
verbal domain.
MAB-II Extended Report Date: July 21, 2024 Page: 4
Report for Sam Sample

Performance Scale Descriptions

Scale Description

Digit Symbol Digit Symbol requires the learning of a new coding and its use in a context in
which visual-motor activity is important. Thus, like other Performance subtests
but unlike most of the Verbal Scale, it involves adaptation to a novel set of
demands. The application in a novel combination of abilities -- visual acuity,
figural memory, motor skills, speed of information processing, and motivation
and persistence -- is a further task requirement. It is markedly affected by age
and by impairment of visual-motor performance.

Picture Completion The identification of important missing elements in a picture requires knowledge
of a variety of common objects and the rules used for simplified sketches. Other
task requirements are the perceptual skills necessary to interpret a percept
meaningfully, the analytical skills required to distinguish important, critical
details from unessential omissions, the ability to avoid the competition of
irrelevant details in arriving at a solution, and the verbal ability to identify
quickly the first letter of the name of the missing detail.

Spatial The Spatial subtest requires the ability to visualize abstract visual objects in
different positions in two-dimensional space and to be sensitive to critical
differences among alternatives. More generally, it requires reasoning in the
figural-spatial domain combined with visual and imaginal processes, processes
which for high scorers must be evoked quickly and automatically, for the task is
timed. An excessive degree of checking responses as a result of cautiousness will
impair speed of performance. Age also affects performance substantially.

Picture Arrangement Picture Arrangement requires the respondent to identify a meaningful sequence
from a random sequence, where the meaningful sequence often has a humorous
interpretation. As such, it requires, first, an ability to decode perceptually a
number of drawings, to abstract their intent and meaning, second, to integrate
these separate perceptions into a meaningful temporal pattern, third, to locate the
letter sequence corresponding to the correct sequence, and to follow these steps
as quickly as possible in recognition of the timed nature of the task. Thus, the
task requires both perceptual abilities and sufficient social intelligence to have
insight into others' behavior, permitting evaluation of alternative outcomes.

Object Assembly Object Assembly requires that the respondent identify a meaningful object from
a left-to-right sequence of disarranged segments. For such a task, perceptual
analytical skills are required to visualize how the separate parts might be
reassembled, or, alternatively, first to identify elements of familiar objects in the
disarranged segments and to form a judgment about the integration of the
segments into a whole. Because the parts are printed, rather than in a
manipulable form, visualization skills are also required to imagine the form of
the figure when parts are re-arranged.
MAB-II Extended Report Date: July 21, 2024 Page: 5
Report for Sam Sample

Multidimensional Aptitude Battery-II (MAB-II)

Professional File Summary
Name: Sam Sample
Ag e : 30 (Age Group 25 - 34)
Gender : Male
Report Date: July 21, 2024

Profile of Scores

Scores Age Corrected Scaled Scores

Scales Raw SS SS 0 10 20 30 40 50 60 70 80 90 100
Information 40 83 80
. . . . . . . . . . .

Comprehension 24 62 59
. . . . . . . . . . .

Arithmetic 17 67 64
. . . . . . . . . . .

Similarities 24 56 53
. . . . . . . . . . .

Vocabulary 25 54 53
. . . . . . . . . . .

Digit Symbol 24 56 52
. . . . . . . . . . .

Picture Completion 24 58 54
. . . . . . . . . . .

Spatial 35 62 59
. . . . . . . . . . .

Picture Arrangement 7 42 37
. . . . . . . . . . .

Object Assembly 8 47 44

Scores Intelligence Quotient (IQ)

Scales Sum IQ 70 85 100 115 130 145
Verbal 322 120
. . . . . .

Performance 265 100

. . . . . .

Full Scale 587 112

Copyright © 1985, 1999, SIGMA Assessment Systems, Inc.