Psychological Testing: Raven's Progressive Matrices. Raven's Progressive Matrices and Vocabulary tests measure. Matrices and Vocabulary Scales. Manual for Raven's Progressive Matrices and Vocabulary Scales. Research supplement no. 1: The 1979 British standardisation of the Standard Progressive Matrices and Mill Hill Vocabulary Scales, together with comparative data from earlier studies in the UK, US, Canada, Germany, and Ireland, Oxford Psychologists Press, Oxford (1981). Manual for Raven's Progressive Matrices and Vocabulary Scales. Research supplement no. 1: The 1979 British standardisation of the Standard Progressive Matrices and Mill Hill Vocabulary Scales, together with comparative data from earlier studies in the UK, US, Canada, Germany, and Ireland, Oxford Psychologists Press, Oxford (1981).
- Manual For Raven Progressive Matrices And Vocabulary Scales Section 1 1
- Manual For Raven Progressive Matrices And Vocabulary Scales Section 12
- Manual For Raven Progressive Matrices And Vocabulary Scales Section 1 2
- Manual For Raven's Progressive Matrices And Vocabulary Scales. Section 1 General Overview
The cover of a test booklet for Raven's Standard Progressive Matrices
Raven's Progressive Matrices (often referred to simply as Raven's Matrices) or RPM is a nonverbal group test typically used in educational settings. It is usually a 60-item test used in measuring abstract reasoning and regarded as a non-verbal estimate of fluid intelligence.[1] It is the most common and popular test administered to groups ranging from 5-year-olds to the elderly.[2] It is made of 60 multiple choice questions, listed in order of difficulty.[2] This format is designed to measure the test taker's reasoning ability, the eductive ('meaning-making') component of Spearman'sg (g is often referred to as general intelligence). The tests were originally developed by John C. Raven in 1936.[3] In each test item, the subject is asked to identify the missing element that completes a pattern. Many patterns are presented in the form of a 6×6, 4×4, 3×3, or 2×2 matrix, giving the test its name.
Problem structure[edit]
Manual For Raven Progressive Matrices And Vocabulary Scales Section 1 1
An IQ test item in the style of a Raven's Progressive Matrices test. Given eight patterns, the subject must identify the missing ninth pattern
All of the questions on the Raven's progressives consist of visual geometric design with a missing piece. The test taker is given six to eight choices to pick from and fill in the missing piece.[4]
Raven's Progressive Matrices and Vocabulary tests were originally developed for use in research into the genetic and environmental origins of cognitive ability. Raven thought that the tests commonly in use at that time were cumbersome to administer and the results difficult to interpret. Accordingly, he set about developing simple measures of the two main components of Spearman's g: the ability to think clearly and make sense of complexity (known as eductive ability) and the ability to store and reproduce information (known as reproductive ability).
Raven's tests of both were developed with the aid of what later became known as item response theory.
Raven first published his Progressive Matrices in the United Kingdom in 1938. His three sons established Scotland-based test publisher J C Raven Ltd. in 1972. In 2004, Harcourt Assessment, Inc. a division of Harcourt Education acquired J C Raven Ltd. Harcourt was later acquired by Pearson PLC.
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Versions[edit]
The Matrices are available in three different forms for participants of different ability:
- Standard Progressive Matrices: These were the original form of the matrices, first published in 1938. The booklet comprises five sets (A to E) of 12 items each (e.g., A1 through A12), with items within a set becoming increasingly difficult, requiring ever greater cognitive capacity to encode and analyze information. All items are presented in black ink on a white background.[4]
- Colored Progressive Matrices: Designed for children aged 5 through 11 years-of-age, the elderly, and mentally and physically impaired individuals. This test contains sets A and B from the standard matrices, with a further set of 12 items inserted between the two, as set Ab. Most items are presented on a coloured background to make the test visually stimulating for participants. However the very last few items in set B are presented as black-on-white; in this way, if a subject exceeds the tester's expectations, transition to sets C, D, and E of the standard matrices is eased.[4]
- Advanced Progressive Matrices: The advanced form of the matrices contains 48 items, presented as one set of 12 (set I), and another of 36 (set II). Items are again presented in black ink on a white background, and become increasingly difficult as progress is made through each set. These items are appropriate for adults and adolescents of above-average intelligence.[4]
In addition, 'parallel' forms of the standard and coloured progressive matrices were published in 1998. This was to address the problem of the Raven's Matrices being too well known in the general population. Items in the parallel tests have been constructed so that average solution rates to each question are identical for the classic and parallel versions. A revised version of the SPM – the Standard Progressive Matrices Plus – was published at the same time. This was based on the 'parallel' version but, although the test was the same length, it had more difficult items in order to restore the discrimination that the original SPM had among more able adolescents and young adults when it was first published. This new test, developed with the aid of better sampling arrangements and developments in the procedures available to implement the item response theory, has turned out to have exemplary test properties.[citation needed]
Uses[edit]
The tests were initially developed for research purposes. C direct download xbmc hub wizard for windows. Because of their independence of language and reading and writing skills, and the simplicity of their use and interpretation, they quickly found widespread practical application. For example, all entrants to the British armed forces from 1942 onwards took a twenty-minute version of the SPM, and potential officers took a specially adapted version as part of British War Office Selection Boards. The routine administration of what became the Standard Progressive Matrices to all entrants (conscripts) to many military services throughout the world (including the Soviet Union) continued at least until the present century. It was by bringing together these data that James R. Flynn was able to place the intergenerational increase in scores beyond reasonable doubt.[5] Flynn's path-breaking publications on IQ gains around the world have led to the phenomenon of the gains being known as the Flynn effect. Among Robert L. Thorndike[6] and other researchers who preceded Flynn in finding evidence of IQ score gains was John Raven,[7] reporting on studies with the RPM.
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A 2007 study provided evidence that individuals with Asperger syndrome, a high-functioning autism spectrum disorder, score higher than other individuals on Raven's tests.[8] Another 2007 study provided evidence that individuals with classic autism, a low-functioning autism spectrum disorder, score higher in Raven's tests than in Wechsler tests. In addition, the individuals with classic autism were providing correct answers to the Raven's test in less time than individuals without autism, although erring as often.[9][10]
The Triple Nine Society, a high IQ society, used to accept the Advanced Progressive Matrices as one of their admission tests. They required a score of at least 35 out of 36 on or before June 2017 on the RAPM.[11] The International Society for Philosophical Enquiry (ISPE) accepts the RAPM as a qualification for admission,[12] and so does the International High IQ Society.[13]
See also[edit]
References[edit]
- ^Bilker, Warren B.; Hansen, John A.; Brensinger, Colleen M.; Richard, Jan; Gur, Raquel E.; Gur, Ruben C. (2012-09-01). 'Development of abbreviated nine-item forms of the Raven's standard progressive matrices test'. Assessment. 19 (3): 354–369. doi:10.1177/1073191112446655. ISSN1552-3489. PMC4410094. PMID22605785.
- ^ abKaplan, R. M., & Saccuzzo, D. P. (2009). Standardized tests in education, civil service, and the military. Psychological testing: Principles, applications, and issues (7 ed. pp. 325–327). Belmont, CA: Wadsworth.
- ^Raven, J. C. (1936). Mental tests used in genetic studies: The performance of related individuals on tests mainly educative and mainly reproductive. MSc Thesis, University of London.
- ^ abcdDomino, George; Domino, Marla L. (2006-04-24). Psychological Testing: An Introduction. Cambridge University Press. ISBN9781139455145.
- ^Flynn, James R. (March 1987). 'Massive IQ Gains in 14 Nations: What IQ Tests Really Measure'(PDF). Psychological Bulletin. 101 (2): 171–191. doi:10.1037/0033-2909.101.2.171. Retrieved 13 May 2013.
- ^Thorndike, R. L. (1977). 'Causation of Binet IQ decrements'. Journal of Educational Measurement. 14 (3): 197–202. doi:10.1111/j.1745-3984.1977.tb00036.x.
- ^Raven, J. (1981). Manual for Raven's Progressive Matrices and Vocabulary Scales. Research Supplement No.1: The 1979 British Standardisation of the Standard Progressive Matrices and Mill Hill Vocabulary Scales, Together With Comparative Data From Earlier Studies in the UK, US, Canada, Germany and Ireland. San Antonio, Texas: Harcourt Assessment
- ^Hayashi et al. (2007)
- ^Dawson M, Soulières I, Gernsbacher MA, Mottron L (2007). 'The level and nature of autistic intelligence'. Psychol Sci. 18 (8): 657–62. doi:10.1111/j.1467-9280.2007.01954.x. PMC4287210. PMID17680932. Lay summary – ScienceDaily (2007-08-05).
- ^Dawson M, Gernsbacher MA, Mottron L (2011). 'The level and nature of autistic intelligence II: What about Asperger Syndrome?'. PLoS ONE. 6 (9): 657–62. Bibcode:2011PLoSO..625372S. doi:10.1371/journal.pone.0025372. PMC3182210. PMID21991394. Lay summary – ScienceDaily (2011-09-02).
- ^'Test Scores'. www.triplenine.org. Retrieved 21 January 2019.
- ^'Archived copy'. Archived from the original on 2012-07-23. Retrieved 2012-08-06.CS1 maint: Archived copy as title (link)
- ^'The International High IQ Society - Sign-up'. www.ihiqs.org. Retrieved 21 January 2019.
Bibliography[edit]
- Raven, J., Raven, J.C., & Court, J.H. (2003, updated 2004) Manual for Raven's Progressive Matrices and Vocabulary Scales. San Antonio, TX: Harcourt Assessment.
- Raven, J., & Raven, J. (eds.) (2008) Uses and Abuses of Intelligence: Studies Advancing Spearman and Raven’s Quest for Non-Arbitrary Metrics. Unionville, New York: Royal Fireworks Press.
- The above Manual is only available to qualified psychologists, chapter 1 of this book is a more generally available source
External links[edit]
Retrieved from 'https://en.wikipedia.org/w/index.php?title=Raven%27s_Progressive_Matrices&oldid=908596401'
Results 1 - 10 of 263
What one intelligence test measures: A theoretical account of the processing
- in the Raven Progressive Matrices Test. Psychological Review, 1990
Abstract - Cited by 228 (9 self) - Add to MetaCart
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Adult age differences in task switching
'.. Age differences in 2 components of task-set switching speed were investigated in 118 adults aged 20 to 80 years using task-set homogeneous (e.g., AAAA.. ) and task-set heterogeneous (e.g., AABBAABB..) blocks. General switch costs were defined as latency differences between heteroge-neous and homog ..'
Abstract - Cited by 87 (6 self) - Add to MetaCart
Age differences in 2 components of task-set switching speed were investigated in 118 adults aged 20 to 80 years using task-set homogeneous (e.g., AAAA.. ) and task-set heterogeneous (e.g., AABBAABB..) blocks. General switch costs were defined as latency differences between heteroge-neous and homogeneous blocks, whereas pecific switch costs were defined as differences between switch and nonswitch trials within heterogeneous blocks. Both types of costs generalized over verbal, figural, and numeric stimulus materials; were more highly correlated to fluid than to crystallized abilities; and were not eliminated after 6 sessions of practice, indicating that they reflect basic and domain-general aspects of cognitive control. Most important, age-associated increments in costs were significantly greater for general than for specific switch costs, suggesting that the ability to efficiently maintain and coordinate 2 alternating task sets in working memory instead of 1 is more negatively affected by advancing age than the ability to execute the task switch itself. Cognitive control processes are generally seen as responsible for the regulation and organization of behavioral activity (Baddeley, 1986; Norman & Shallice, 1986). Influenced by the neuropsycho-logical research tradition, developmental researchers have become increasingly interested in the role of cognitive control processes for the regulation of behavior and in their relationship to age-related decrements in fluid intelligence or the mechanics of cog-nition (e.g., Baltes, 1993). Theoretical considerations about aging models of cognitive control are dominated by the frontal lobe hypothesis of aging, which assumes that age-related ecline in intellectual functioning is associated with age-based changes in the frontal lobe (Dempster, 1992; Duncan, 1995; Prull, Gabrieli, & Bunge, in press). This line of thinking has been primarily influ-enced by clinical observations of behavioral deficits in frontal obe patients (Reitan & Wolfson, 1994; Shallice & Burgess, 1993;
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The stability of individual differences in mental ability from childhood to old age: Follow-up of the 1932 Scottish Mental Survey
Manual For Raven Progressive Matrices And Vocabulary Scales Section 12
'.. All Scottish children born in 1921 and attending school on June 1, 1932 (N = 87,498) undertook a validated test of psychometric intelligence, The Moray House Test. We followed up 101 of these people at age 77 and re-administered the same mental ability test. Concurrent validity data are provided for ..'
Abstract - Cited by 49 (13 self) - Add to MetaCart
All Scottish children born in 1921 and attending school on June 1, 1932 (N = 87,498) undertook a validated test of psychometric intelligence, The Moray House Test. We followed up 101 of these people at age 77 and re-administered the same mental ability test. Concurrent validity data are provided for the Moray House Test at age 11 (n = 1,000) and age 77 years (n = 97). The correlation between Moray House Test scores at age 11 and age 77 was 0.63, which adjusted to 0.73 when corrected for attenuation of ability range within the re-tested sample. This, the longest follow-up study of psychometric intelligence reported to date, shows that mental ability differences show substantial stability from childhood to late life.
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A Bayesian Analysis of Human Decision-Making on Bandit Problems
'.. The bandit problem is a dynamic decision-making task that is simply described, well-suited to controlled laboratory study, and representative of a broad class of real-world problems. In bandit problems, people must choose between a set of alternatives, each with different unknown reward rates, to ma ..'
Abstract - Cited by 43 (4 self) - Add to MetaCart
The bandit problem is a dynamic decision-making task that is simply described, well-suited to controlled laboratory study, and representative of a broad class of real-world problems. In bandit problems, people must choose between a set of alternatives, each with different unknown reward rates, to maximize the total reward they receive over a fixed number of trials. A key feature of the task is that it challenges people to balance the exploration of unfamiliar choices with the exploitation of familiar ones. We use a Bayesian model of optimal decision-making on the task, in which how people balance exploration with exploitation depends on their assumptions about the distribution of reward rates. We also use Bayesian model selection measures that assesses how well people adhere to an optimal decision process, compared to simpler heuristic decision strategies. Using these models, we make inferences about the decision-making of 451 participants who completed a
Manual For Raven Progressive Matrices And Vocabulary Scales Section 1 2
The intricate relationships between monitoring and control in metacognition: lessons for the cause-and-effect relation between subjective experience and
'.. Do we run away because we are frightened, or are we frightened because we run away? The authors address this issue with respect to the relation between metacognitive monitoring and metacognitive control. When self-regulation is goal driven, monitoring affects control processes so that increased proc ..'
Abstract - Cited by 35 (3 self) - Add to MetaCart
Do we run away because we are frightened, or are we frightened because we run away? The authors address this issue with respect to the relation between metacognitive monitoring and metacognitive control. When self-regulation is goal driven, monitoring affects control processes so that increased processing effort should enhance feelings of competence and feelings of knowing. In contrast, when self-regulation is data driven, such feelings may be based themselves on the feedback from control processes, in which case they should decrease with increasing effort. Evidence for both monitoring-based control and control-based monitoring occurring even in the same situation is presented. The results are discussed with regard to the issue of the cause-and-effect relation between subjective experience and behavior.
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Manual For Raven's Progressive Matrices And Vocabulary Scales. Section 1 General Overview
Sources of openness/intellect: Cognitive and neuropsychological correlates of the fifth factor of personality
'.. ABSTRACT We characterize Openness/Intellect as motivated cognitive flexibility, or cognitive exploration, and develop a neuropsychological model relating it to dopaminergic function and to the functions of the prefrontal cortex (PFC). Evidence is reviewed for sources of Openness/ Intellect shared wi ..'
Abstract - Cited by 34 (13 self) - Add to MetaCart
ABSTRACT We characterize Openness/Intellect as motivated cognitive flexibility, or cognitive exploration, and develop a neuropsychological model relating it to dopaminergic function and to the functions of the prefrontal cortex (PFC). Evidence is reviewed for sources of Openness/ Intellect shared with Extraversion and sources unique to Openness/Intel-lect. The hypothesis that the cognitive functions of the dorsolateral PFC are among the latter was tested using standard measures of cognitive ability and a battery of tasks associated with dorsolateral PFC function This study was made possible by support from the Social Sciences and Humanities
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Knowledge structures and the acquisition of a complex skill
'.. The purpose of this study was to examine the viability of knowledge structures as an operationalization of learning in the context of a task that required a high degree of skill. Over the course of 3 days, 86 men participated in 9 training sessions and learned a complex video game. At the end of acq ..'
Abstract - Cited by 27 (2 self) - Add to MetaCart
The purpose of this study was to examine the viability of knowledge structures as an operationalization of learning in the context of a task that required a high degree of skill. Over the course of 3 days, 86 men participated in 9 training sessions and learned a complex video game. At the end of acquisition, participants ' knowledge structures were assessed. After a 4-day nonpractice interval, trainees completed tests of skill retention and skill transfer. Findings indicated that the similarity of trainees ' knowledge structures to an expert structure was correlated with skill acquisition and was predictive of skill retention and skill transfer. However, the magnitude of these effects was dependent on the method used to derive the expert referent structure. Moreover, knowledge structures mediated the relationship between general cognitive ability and skill-based performance. Formal evaluation is essential to establishing the effectiveness of training programs. One commonly used criterion for evaluating training is measuring the amount of learning that has occurred (Kirkpatrick, 1976, 1996). Recently, much discussion has focused on the empirical relationships shared between different types of training criteria (Alliger & Janak, 1989; Alliger, Tannenbaum,
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Intellect as distinct from Openness: Differences revealed by fMRI of working memory
- Journal of Personality and Social Psychology, 2009
'.. Relatively little is known about the neural bases of the Big Five personality trait Openness/Intellect. This trait is composed of 2 related but separable aspects, Openness to Experience and Intellect. On the basis of previous behavioral research (C. G. DeYoung, J. B. Peterson, & D. M. Higgins, ..'
Abstract - Cited by 21 (10 self) - Add to MetaCart
Relatively little is known about the neural bases of the Big Five personality trait Openness/Intellect. This trait is composed of 2 related but separable aspects, Openness to Experience and Intellect. On the basis of previous behavioral research (C. G. DeYoung, J. B. Peterson, & D. M. Higgins, 2005), the authors hypothesized that brain activity supporting working memory (WM) would be related to Intellect but not to Openness. To test this hypothesis, the authors used functional magnetic resonance imaging (fMRI) to scan a sample of 104 healthy adults as they performed a difficult WM task. Intellect (and not Openness) was found to correlate with WM accuracy and with accuracy-related brain activity, in left lateral anterior prefrontal cortex and posterior medial frontal cortex. Neural activity in these regions mediated the association between Intellect and WM performance, implicating these regions in the neural substrate of Intellect. Intellect was also correlated significantly with scores on tests of intelligence and WM capacity, but the association of Intellect with brain activity could not be entirely explained by cognitive ability.
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Auditory Processing Deficits in Dyslexia: Task or Stimulus Related
'.. The nature of the fundamental deficit underlying reading disability is the subject of a long-standing debate. We previously found that dyslexics with additional learning difficulties (D-LDs) perform poorly in simple auditory tasks. We now tried to determine whether these deficits relate to stimulus ..'
Abstract - Cited by 21 (3 self) - Add to MetaCart
The nature of the fundamental deficit underlying reading disability is the subject of a long-standing debate. We previously found that dyslexics with additional learning difficulties (D-LDs) perform poorly in simple auditory tasks. We now tried to determine whether these deficits relate to stimulus or task complexity. We found that the degree of impairment was dependent on task rather than stimulus complexity. D-LDs could adequately detect and identify mild frequency changes in simple pure tones and minimal phonemic changes in complex speech sounds when task required only simple same--different discriminations. However, when task required the identification of the direction of frequency change or the ordinal position of a repeated tonal or speech stimulus, D-LDs ’ performance substantially deteriorated. This behavioral pattern suggests that D-LDs suffer from a similar type of deficits when processing speech and nonspeech sounds. In both cases, the extent of diffi-culties is determined by the structure of the task rather than by stimulus composition or complexity.
Age-related changes in task-switching components: The role of task uncertainity
'.. The present study examined age differences in executive functioning, using an externally cued task-switching paradigm. Two components of task switching were assessed: the ability to maintain and select among task sets (general switch costs) and the ability to switch between task sets (specific switc ..'
Abstract - Cited by 21 (0 self) - Add to MetaCart
The present study examined age differences in executive functioning, using an externally cued task-switching paradigm. Two components of task switching were assessed: the ability to maintain and select among task sets (general switch costs) and the ability to switch between task sets (specific switch costs). In contrast to previous findings, we found large age-related differences in specific switch costs, especially when the number of potentially relevant task sets is increased from two to four. Age-related differences in general switch costs were absent when external task cues subserved executive processing in task switching. Generally, the find-ings suggest that age-related impairments in task-switching components vary as a function of task uncertainty, such as the presence of environmental prompts to behavior. ª 2002 Elsevier Science (USA) Key Words: aging; executive control; attention; task switching; cognition; environmental prompts; task uncertainty. In recent years, cognitive aging researchers have become increasingly interested in whether age-related differences in executive functioning may contribute to an un-derstanding of age-related decline in various intellectual abilities such as fluid intelli-
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