Ravens Progressive Matrices

Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.

1. RAVENS PROGRESSIVE MATRICES By J Raven, J C Raven and J H Court Hemangi Narvekar Clinical Psychologist

2. CONTENTS Introduction History SPM APM CPM Scoring and Interpretation Strengths and Weaknesses Applications Summary References

3. INTRODUCTION Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning. They were constructed to measure the eductive component of g as defined in Spearman’s theory of cognitive ability. They are made up of a series of diagrams or designs with a part missing which the person has to complete by choosing the correct part from six or eight alternatives. Patterns are arranged in order of increasing difficulty. SPM, APM and CPM are the three tests that together comprise Raven’s Progressive Matrices.

4. HISTORY The SPM has a extensive history of research, with more than 60 years of studies that support its usefulness as a measure of general mental ability. They were originally developed for use in research into the genetic and environmental origins of cognitive ability. Raven found those difficult to administer and interprete . Accordingly, he developed these simple measures of two main components of Spearman’s g: Eductive ability and Reproductive Ability. Raven published his progressive matrices in the UK in 1938.

5. STANDARD PROGRESSIVE MATRICES Test Description It comprises of 5 sets (A to E) of 12 items each. Total Items: 60 Ages: 8 to 65 years Colour: Black and White Time: Untimed and usually takes 15-45 Min

6. Psychometric Properties of SPM Standardization It was first fully standardized by J.C. Raven on 1407 children in Ipswich, England in 1938. Reliability Internal consistency studies using either the split-half method corrected for length or KR20 estimates result in values ranging from 0.60 to 0.98. Test-retest correlations range from a low of 0.46 for an 11 year interval to a high of 0.97 for a two day interval.

7. Raven provided test-retest coefficients for several age groups: Validity Concurrent validity coefficients between the SPM and the Stanford- Binet and Wechsler scales range between 0.54 and 0.88, with the majority in the .70s and .80s.

8. ADVANCED PROGRESSIVE MATRICES Test Description The APM was originally drafted in 1943 for use by British War Office Selection Boards, who needed a version of Progressive Matrices which would be more difficult, and provide better discrimination at the upper levels, than the standard version of the test. Designed for ages 11 and above or specifically, for gifted students. Total Items: 12 Items (Set I) and 36 Items (Set II) Colour: Black and White Time: 40 Min

9. Psychometric Properties of APM Norms The standardization of the APM in Jordan was carried out in 1986. The test was given to a sample of 1300 males and 1242 females ranging in age from 11 to 40 years. Reliability Test-Retest Reliability retested after 6 to 8 weeks Manual reports that APM set II has good internal consistency, with split-half reliability coefficients varying between 0.83 and 0.87. Validity In a sample of 149 college applicants, APM scores correlated 0.56 with maths scores on the American College Test (Koenig, Frey & Detterman , 2007). In a study using 104 university students, Frey and Detterman (2004) reported that scores from the APM correlated 0.48 with scores on the Scholastic Assessment Test (SAT). Sample Size Sample Age Group Reliability Coefficient 109 10 ½ years 0.76 92 11 ½ years 0.86 243 Adults 0.91

10. COLOURED PROGRESSIVE MATRICES Test Description Constructed by Raven in 1947 as an alternative to SPM Age Group: 5-11 years Also designed for elderly and people with moderate or severe learning difficulties. Contains sets A and B from the standard matrices, with a further set of 12 items inserted between the two, as set Ab. Colour: Most items are presented on coloured background. However few last items are black and white.

11. Psychometric Properties of CPM Norms CPM was standardized on a sample of 986 from Yemen from the ages 6 to 11 years old. Younger children performed better than the older children. Reliability Raven determined test-retest reliability of 0.80 at the age of 9.5 and 0.60 at the age of 6.5 . The CPM was administered to a sample of 259 children in Lithuania and re-administered 2 years later wherein the test-retest reliability was 0.49. Validity Raven states the correlation of CPM with Terman-Merill L Scale of 0.66 and with Crichon Vocabulary Test of 0.65 ( at the age of 9 years).

12. PARALLEL AND PLUS VERSIONS Parallel: To address the problem of the Raven’s Matrices being too well known in the general population. Plus: More difficult items to discriminate between more abled population.

13. ADMINISTRATION Each version of the RPM is administered by use of a booklet containing the version specific matrices. The subjects are given clear instructions on how to answer the test as well as practice item is given for better understanding. There are Easy Score Answersheets on which the subjects have to write the answers. The test is usually untimed but time taken to answer the test is to be noted down.

14. Scoring The RPM produces a single raw score using scoring keys.

15. SCORING The total score is the total number of matrices completed correctly. The RPM, thus, produces a single raw score that can be converted to a percentile based on normative data collected from various groups.

16. INTERPRETATION Classification of Person according to the score he obtains: GRADE PERCENTILES Grade I or “Intellectually Superior” At or above 95 th percentile Grade II or “ Definitely above the average in Intellectual Capacity” At or above 75 th percentile Grade II + At or above 90 th percentile Grade III or “ Intellectually Average” Between 25 th and 75 th percentile Grade III + Greater than median or 50 th percentile Grade III - Lesser than median Grade IV or “ definitely below average intellectual capacity” At or below 25 th percentile Grade IV- At or below 10 th percentile Grade V or “Intellectually Impaired” At or below 5 th percentile

17. STRENGTHS AND WEAKNESSES R PM is very easy to administer. The test authors provide extensive norming, validation, and standardization data that facilitate inferences drawn about examinees . The test includes excellent support documentation such as the technical manual and the administration and scoring manual . Scores are relatively unaffected by linguistic and ethnic background. Scholars and clinicians often hold polarized views on suitability of RPM to determine cognitive abilities in cross-cultural population. They doesn’t take into consider one’s verbal ability and emotional intelligence.

18. APPLICATIONS C an be given to hearing and speech impaired children as well as non-English speakers. As a psycho educational tool to obtain a comprehensive assessment of general cognitive functioning To provide reliable and valid data in academic and educational settings To identify cognitive strengths and weaknesses in a variety of neurological conditions As part of an assessment battery to identify learning difficulties and giftedness To provide valuable information for clinical and neuropsychological evaluation To guide treatment planning and placement decisions To provide reliable and valid data for research purpose Computerized versions of the test are also available expanding the usage of the test

19. SUMMARY Raven’s Progressive Matrices enjoy a long and famous history in the assessment of general cognitive abilities in persons. They usefully provide an assessment of non-verbal abiity , an important feature for our ethnically diverse population. RPM comes in 3 formats: SPM ( For use with general population) APM ( Top 20% of the population) CPM ( For use with children and elderly)

20. REFERENCES Frey, M.C., & Detterman , D.K. (2004).Scholastic Assessment or g? The relationship between the Scholastic Assessment Test and general cognitive ability. Psychological Science , 15(6), 373-378 . Koenig, K.A., Frey, M.C., & Detterman , D.K.(2007). ACT and General Cognitive Ability . Intelligence , 1-8 . Raven, J., Raven, J.C., & Court, J.H. (2000). Raven’s Manual: Section 3, Standard Progressive Matrices. USA: Pearson. Raven, J.C. (1956). Guide to using the Coloured Progressive Matrices. Raven, J.(2000). The Raven’s Progressive Matrices: Change and Stability over Culture and Time . Cognitive Psychology , 41, 1-48. Psychological testing Retrieved on September 26, 2016 from www.gulfbend.org/poc/view_doc.php?type=doc&id=8221&cn=18

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