Ravens Progressive matrices (Plus) By Janeeta Areej

SPM+
(Standard Progressive Matrices) A nonverbal test of ability (NOT a test of nonverbal ability), ex making meaning out of confusion, handling complexity.
Structure:
Divided into five sets (A-E) of 12 problems, consisting of nonverbal stimuli (diagrammatic puzzles), incl. visual patterns and shapes.
A cyclical format: Each set starts with a self-evident problem and continues with progressively more difficult problems. If administered according to standard procedures the test therefor provides a built-in training program and assesses the ability to learn from experience.
Can be administered in a group setting or individually.
This version is intended for children ages 7-18.
MHV
(Mill Hill Vocabulary)
A verbal measure of general ability. Designed for use with the SPM+
Structure:
Consists of a list of words (88 words arranged in 2 sets), which are to be defined by the test persons.
One set requires written descriptions, the other set includes a multiple-choice option.
Two forms: Form 1 has open-ended definitions for the first set of words and multiple-choice answers for the second. Form 2 the sets are reversed.
Can be administered in a group setting or individually.
This edition is intended for children ages 7-18.SPM+ The SPM+ has been standardised numerous times on different populations. The majority of standardisations have been completed on the Classic Form, from which the SPM+ has been developed.
1930s-1960s:
Standardised in Ipswich. Extensive collection of adult norms during Second World War + standardisation along with MHV on schoolchildren. Additional accumulation of data on older adults in 1940s. Check-up on accuracy of norms in 1950s and 1960s.
1970s:
Testing 3700 Irish schoolchildren aged 6-12. A large-scale German standardisation. Testing 3500 British schoolchildren (incl. special schools) aged 6-16.
1980s-1990s:
Further data collected on various age groups in various countries, incl. USA, New Zealand, Australia, China, Switzerland, France and Great Britain, Belgium, USA and China (adults). Data for hard-of-hearing young people was also collected.
2002/2003:
A nationally representative sample of 2755 Romanians aged 6-80, were administered the SPM+ in their homes.

1. Raven Progressive Matrices Plus BY: Janeeta Areej

2. Topics to Cover • Introduction Brief verbal and non-verbal screening measures of general ability Development of the vocabulary scale Contemporary rules for RPM and vocabulary scales Evidence of reliability Different fonts of Validity

3. Raven, J. (2008): Standard Progressive Matrices – Plus version SPM+ (Standard Progressive Matrices): A nonverbal test of ability (NOT a test of nonverbal ability), ex making meaning out of confusion, handling complexity. Structure: Divided into five sets (A-E) of 12 problems, consisting of nonverbal stimuli (diagrammatic puzzles), incl. visual patterns and shapes. A cyclical format.  Each set starts with a more or less self-evident problem and continues with progressively more difficult problems. If administered according to standard procedures the test therefor provides a built-in training program and also assesses the ability to learn from experience. Can be administered in a group setting or individually. This version is intended for children ages 7-18.

4. A verbal measure of general ability. Designed for use with the SPM+ Structure: Consists of a list of words (88 words arranged in 2 sets), which are to be defined by the test persons.  One set requires written descriptions, the other set includes a multiple choice option.  Two forms: Form 1 has open-ended definitions for the first set of words and multiple-choice answers for the second.  Form 2 the sets are reversed. Can be administered in a group setting or individually.

5. Brief nonverbal and verbal screening measures of general ability. For use in educational and clinical settings Group or individual administration Intended as a screening measure of aspects of general ability allows for comparison with peers SPM+ and MHV can be administered together or on their own Provide a fairer assessment of:  children from diverse populations with different language and cultural backgrounds children with hearing impairments children experiencing language ability disorders.  When used in combination, SPM+ and MHV can measure the difference between verbal and nonverbal aspects of general ability.

6. Raven’s Progressive Matrices have been in use for more than 70 years.  The first series were based on a test used by Spearman.  1938 – Standard Progressive Matrices (SPM)  1941 – Advanced Progressive Matrices (APM)  1947 – Coloured Progressive Matrices (CPM)  Each version has been revised since their initial publications, including shortening and re-sequencing (the APM) and developing parallel versions (SPM and CPM). The SPM+ One of the most significant developments of the Progressive Matrices.  Developed as a consequence of evidence of the Flynn effect, i.e. that Eductive ability had been increasing in the general population, producing a ceiling effect. The new developments therefore included more difficult items .

7. DEVELOPMENT OF THE VOCABULARY SCALES The MHV The development of MHV began in the late 1930s.  The words were sampled from a dictionary and arranged in increasing order of difficulty. Many forms of the MHV are/have been available, ex MHV all open definitions, MHV short form, MHV multiple choice only.  Latest standardisation in 2008, completed in the UK with 926 children age 7-18 years.

8. CONTEMPORARY ISSUES FOR THE RAVEN’S PROGRESSIVE MATRICES AND VOCABULARY SCALES  The Flynn Effect Large rises in mean scores since initial publication (also seen in other psychometric tests, ex WISC).  Much work on the Flynn Effect has come from analysis of Raven’s Progressive Matrices.  Flynn showed that on average, IQ scores increased by 0,3 IC points every year and had been doing so throughout most of the 20th century.  He argues that the rise is due to the increasing influence of scientific ways of thinking. The Flynn Effect appears to be universal with similar results being reported in over 14 countries. 

9. EVIDENCE OF RELIABILITY Group vs. Individual Administration of the SPM+ Sample size = 105, ages 7-18 Setup: 2 groups.  Group A is first administered SPM+ in a group setting and (with a time delay) then individually. While group B is first administered SPM+ individually, and after a time delay in a group setting.  Results: Higher raw scores were achieved when the SPM+ was administered individually at first, and afterwards in the group setting (Group B).  This setup was also used to calculate the test-retest reliability (r = 0,833). 

10. Different forms of validity  Content validity : whether the measure adequately represents relevant aspects of the construct being measured.  Construct validity : whether the test measures the construct it claims to measure. Evidence of construct validity often comes from factor analysis, expert reviews, multi-trait multimethod studies, clinical investigations etc.  Criterion-related validity: whether scores are shown to be related to some external criteria, ex performance on another measure. SPM+ (Evidence of SPM+ validity also comes from SPM-C data as the two are similar in form and content.)  Content validity : Item analysis shows that the properties of SPM+ are relatively stable. SPM-C has face validity in cross-cultural settings, i.e. its form is not culturally biased, but appears to people from various cultures to be a measure of the basic ability to reason. 

11. T HANKS FOR WATCHING