Report on Ravens Standard Progressive Matrices test

Bhavikaa Sagar
Department of Psychology, Christ University Bangalore
BPSYH 152- Experimental Psychology
Dr. Hemanthakumara
November 24, 2022
 RAVEN’S STANDARD PROGRESSIVE MATRICES

Introduction

Raven’s Progressive Matrices is a non-verbal test typically used to measure general human

intelligence and abstract reasoning and is regarded as a non-verbal estimate of fluid

intelligence.

Intelligence involves mental abilities such as logic, reasoning, problem-solving. Psychologist Robert
Sternberg defined intelligence as "the mental abilities necessary for adaptation to, as well as
shaping and selection of, any environmental context (1997, p. 1). Thorndike defines
intelligence as “one's capacity to deal effectively with situations. Intelligence is defined as
“the ability to learn, understand and think in a logical way about things,” by Oxford. Binet
and Simon (1905) who are remember as the pioneers of intelligence defined intelligence as
“the ability to judge, reason and understand well.”

Intelligence can be classified into verbal and non – verbal

1. Verbal intelligence is a person’s ability to think and express thoughts and feelings
through words. It influences a person’s social life and is important for academic
success and
2. Non-verbal intelligence refers to the analytical and problem-solving ability of an
individual using visual cues. It involves understanding visual information, visual
analogies, and internalized reasoning without relying on language. It plays an
important role in time management and organisation skills.
In 1983 an American developmental psychologist Howard Gardener described 9 types of intelligence:

 Spatial intelligence: picture smart

 Bodily-kinesthetic intelligence: body smart
 Musical intelligence: sound smart
 Linguistic intelligence: word smart
 Logical-mathematical intelligence: number/reasoning smart
 Interpersonal intelligence: people smart
 Intrapersonal intelligence: self smart
 Naturalistic intelligence: nature smart
Theoretical Framework

Standard Progressive Matrices, which are one part of Raven’s Standard Progressive Matrices were
designed to measure human intelligence and abstract reasoning. The test is based on the
theories of intelligence.

The concept of intelligence was coined by Alfred Binet who defined intelligence as a set of abilities
that an individual can use to solve problems in their environment. There are two general
approaches to intelligence;

1. Psychometric Approach: This approach defines intelligence as an aggregate of

abilities that are expressed in terms of a single set of cognitive abilities.
2. Information Processing Approach: It focuses on the processes used by an intelligent
individual to solve problems in their environment.

Most theories of intelligence can be placed under one of these approaches.

Examples of some theories under the Psychometric Approach are;

1. One Factor Theory: This was the first theory of intelligence, given by Albert Binet. It
attempted to understand intelligence as a single set of similar abilities that allowed an
individual to adapt to their environment.
2. Two Factor Theory: It was given by Charles Spearman in 1927. He proposed that
intelligence consisted of two factors, the general factor (primary mental abilities that
are common to all) and the specific factor (specific abilities that allow excellence in
their domains). It is to be noted that Reven, the developer of this test,was a student of
Charles Spearman, and was influenced by his theories of intelligence while
developing this test. Spearman argued that the g factor is made of two abilities;
educative ability or meaning making and reproductive ability or the ability to
reproduce explicit information. The Raven’s Proggressive Matrices were designed to
test educative abilities.
3. Theory of Primary Mental Abilities: This was given by Louis Thurstone, who stated
that intelligence is made up of 7 primary mental abilities. These are;
 Verbal Comprehension
 Numerical Abilities
 Spatial Relations
  Perceptual Speed
 Word Fluency
 Memory

 Inductive reasoning

It is to be noted that Standard Proggressives Matrices will determine an individual’s ability in

Spatial Relations and Perceptual Speed

4. Hierarchical Model of Intelligence: In this theory of intelligence, Arthur Jensen

proposed that there are 2 levels of intelligence. Level 1 is associative learning, where
no unique output is produced. Level 2 is called cognitive competence, which involves
higher order thinking skills.
5. Structure of Intellect Model: This was given by J P Guilford, who classified
intellectual traits into 3 dimensions; operations, contents and products.

All above theories exemplify the Psychometric Approach to studying intelligence. That is, they
believe in one single scale to measure each and every factor of the intellect.

Some theories that can be classified under the Information Processing Approach are;

1. Triarchic Theory of Intelligence: This was given by Robert Sternberg, who proposed
three basic types of intelligence. These are;
 Componential Intelligence: People high on this type of intelligence possess great
analytical and critical thinking skills, and tend to succeed academically.
 Experiential Intelligence: This involves using past experiences creatively to solve new
problems are come up with unique and novel ideas.
 Contextual Intelligence: It involves the ability to deal with the day to day problems in
practical and effective ways
2. PASS Model: PASS Model, or the Planning, Attention- Arousal, Simultaneous-
Successive Model of intelligence was given by J. P. Das, Jack Nagleiri and Kirby.
They attempted to explain independence as combined and interdependent functioning
of three neurological components.

Aside from the two approaches, there is a major theory of intelligence that does not fall under either
approach.
This is the Theory of Multiple Intelligences by Howard Gardener. He postulated 8 different types of
intelligence that are independent but work together to adapt to the environment. These
intelligences are Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinaesthetic,
Interpersonal, Intrapersonal and Naturalistic

Hence, the major theories of intelligence and what approach they use to study intelligence have been
covered. It is on the basis of these that the Standard Progressive Matrices was formed.

Introduction to the test:

The Standard Progressive Matrices (SPM) is a group or individually administered test that nonverbally
assesses intelligence in children and adults through abstract reasoning tasks. It is sometimes
called Raven's, although the SPM is only one of three tests that together comprise Raven's
Progressive Matrices. Raven's progressive matrices (RPM), referring to the original version
of the test as the SPM began in the 1940s, when alternate versions of the RPM were created
(coloured progressive matrices and advanced progressive matrices). The Standard
Progressive Matrices (SPM) is a group or individually administered test that nonverbally
assesses intelligence in children and adults through abstract reasoning tasks. It is sometimes
called Raven's, although the SPM is only one of three tests that together comprise Raven's
Progressive Matrices. Appropriate for ages 8 - 65, the SPM consists of 60 problems (five sets
of 12), all of which involve completing a pattern or figure with a part missing by choosing the
correct missing piece from among six alternatives. Patterns are arranged in order of
increasing difficulty. The test is untimed but generally takes 15 - 45 minutes and results in a
raw score which is then converted to a percentile ranking. The test can be given to hearing
and speech-impaired children, as well as non-English speakers. The Standard Progressive
Matrices is usually used as part of a battery of diagnostic tests, often with the Mill Hill
Vocabulary Scales. The SPM is part of a series of three tests (Raven's Progressive Matrices)
for persons of varying ages and/or abilities, all consisting of the same kind of nonverbal
reasoning problems. The SPM is considered an "average"-level test for the general
population. The Coloured Progressive Matrices (CPM), which includes the two easiest sets
from the SPM and a dozen other questions of similar difficulty, is designed for five- to 11-
year-olds, persons with mental or physical handicaps, and non-English speakers. The
Advanced Progressive Matrices (APM) is generally for ages 11 to adult or, specifically, for
gifted students. It consists of a practice and screening test (Set I) and a 36-problem series for
use with persons of above-average intellectual ability.
About:

Raven's Progressive Matrices (often referred to simply as Raven's Matrices) or RPM is a non-verbal
test typically used to measure general human intelligence and abstract reasoning and is
regarded as a non-verbal estimate of fluid intelligence. It is one of the most common tests
administered to both groups and individuals ranging from 5-year-olds to the elderly. It
comprises 60 multiple-choice questions, listed in order of increasing difficulty. This format is
designed to measure the test taker's reasoning ability, the eductive ("meaning-making")
component of Spearman's g (g is often referred to as general intelligence).

The tests were originally developed by John C. Raven in 1936. 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:

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.

The questions consist of a visual geometric design with a missing piece, with six to eight choices that
fill in the piece.

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 the information (known as
reproductive ability).

Raven's tests of both were developed with the aid of what later became known as item response
theory.

Versions:

The Matrices are available in three different forms for participants of different abilities:

 Standard Progressive Matrices (RSPM): 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
complex, requiring the ever greater cognitive capacity to encode and analyze
information. All items are presented in black ink on a white background.
 Colored Progressive Matrices (RCPM): 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 last few items in set B are presented as black-on-white; in this
way, if a subject exceeds the tester's expectations, the transition to sets C, D,
and E of the standard matrices is eased.
 Advanced Progressive Matrices (RAPM): 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
complex as progress is made through each set. These items are appropriate for
adults and adolescents of above-average intelligence

Uses of the test:

The tests were initially developed for research purposes. 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 RSPM, 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. 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 and other researchers who
preceded Flynn in finding evidence of IQ score gains was John Raven, reporting on studies
with the RPM.

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. 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.

The high IQ societies Intertel and the International Society for Philosophical Enquiry (ISPE) accept
the RAPM as a qualification for admission, and so does the International High IQ Society.
The Triple Nine Society used to accept the Advanced Progressive Matrices as one of their
admission tests. They still accept a raw score of at least 35 out of 36 on Set II of the RAPM if
scored before April 2014.

Review of Literature

Paper 1:
So young and already victims of stereotype threat: Socio-economic status and performance of 6 to 9
years old children on Raven’s progressive matrices:
The purpose of this study was to determine whether stereotype threat affects children from low
socioeconomic status (SES). First graders (6 to 7 years old) and third graders (8 to 9 years
old) completed Raven's progressive matrices, a standard psychological intelligence test.
Depending on whether non-evaluative instructions were used or the (evaluative) instructions
 recommended by Raven et al. (1998), the test was administered. The SES of the children and
their perceptions about how SES relates to disparities in academic ability were also evaluated.
The findings showed that participants' beliefs that students from high SES are more
academically successful than those from low SES were formed as early as first grade. In
addition, low SES participants performed worse on the Raven's matrices than under the non-
evaluation condition. High SES individuals' performance was unaffected by the experimental
instructions. The discussion looks at how these findings might affect how children from low
SES families are evaluated intellectually on standardized tests.

Paper 2:
Left and Right Intelligence: Case Studies of Raven's Progressive Matrices Following Brain Bisection
and Hemidecortication:
Two patients with commissurotomies and two patients with hemispherectomy under went independent
testing on the book version of Raven's Standard Progressive Matrice exam for each
hemisphere (RSPM). With the help of a contact lens approach that allows for unfettered
unilateral ocular scanning and visual guidance, the two patients who had undergone total
cerebral commissurotomy were examined unilaterally. The two further patients were
evaluated for free vision after undergoing dominant (right) and non-dominant (left)
hemispherectomy for post-infantile lesions. Using RSPM scores, IQ estimates for the left
hemisphere ranged from 74 to 103 (mean 87), and for the right hemisphere, they ranged from
74 to 93. (mean 83).

While on the RSPM a tiny and negligible trend for left hemisphere dominance was found.
The significant focused deficits that frequently accompany unilateral cerebral injury, such as unilateral
neglect of space or dramatically lower RPM scores, are not seen in either the isolated or the
unconnected hemisphere.

Our data indicate that, to the extent that RSPM evaluates general intelligence ("g"), "g" is bilaterally
represented, but in varying amounts for certain parts of the exam. The primary abilities model
of intelligence, which incorporates localised and neurologically distinct cerebral organisation,
is thus supported by the data more strongly than a hierarchical model that incorporates a
concept of "g" that is present in all intellectual functions and is uniformly represented in the
 cerebral cortex. There is a possibility that "g" contains at least two separate variables, 9L and
gR.

Methodology

Objective: To measure the participant’s non-verbal intelligence

Plan: To assess the participant’s non-verbal intelligence using Raven standard progressive matrices

Participant -

Name: B.S

Age: 18
Gender: Female

Occupation: Student

Procedure:

The participant was seated comfortably. Rapport was established. The details of the subject were
recorded. It was ensured that the participant is comfortable and has free time (30-45 mins) to complete
the test. The participant was briefed about the intelligence test and was encouraged to ask questions if
any. After that the instructions for the test were given.

Instructions

The following instructions were given to the subject;

A Raven’s Progressive Matrices Test is a test designed to measure your non-verbal, abstract and
cognitive functioning. In the test, you will be presented with geometric designs, with one piece
missing. Your job is to choose the right diagram, from a set of given answers, that completes a pattern
in the matrix that you have to figure out. The questions and answers are all completely non-verbal.
The test consists of 60 items (5 series). Each series contains tasks of increasing difficulty. There is no
time limit.
Analysis

After completing all the series, the finish button was clicked. IQ score was automatically calculated
and the result was displayed on the screen.

Results and Discussion

Aim - To measure participant’s non-verbal intelligence.

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

Name Raw Score IQ Interpretation

B.S 36 110 High Average

Result Table 1-

Table 2-

Norms Sets A B C D E Total

Subject 11 6 5 9 5 36
score
Norms of 11 10 7 8 2 38
Empirical
scores
Difference 0 -4 -2 1 3
s

Explanation- In this test the participant is presented with 5 sets of questions A, B, C, D, E

each with 12 sub questions, total of 60 questions. The test is progressive in the sense that
questions get harder as the test progresses. The participant has to determine the missing
element in a pattern which is generally presented in the form of a matrix. Each correct answer
in each set is given score ‘1’. The table one contains the raw score of the participant, that is
the total of correct answers in each set. Table 2 contains the score of the participant and the
expected score and the difference between them. After completing the test, the finish button
was clicked. IQ score was automatically calculated and the result was displayed on the
screen.
Interpretation – The IQ score of the participant came out to be 110, which is interpretated to
be high average. According to this score, the participant has high average intelligence, but
 with proper share of perseverance and diligence, the participant can develop her abilities and
reach heights in any field of activity.
Conclusion - The participant’s non-verbal intelligence was measured using Raven’s
Progressive Matrices and has an I.Q. score of 110

References

1. Uppal, S. (2021). Psychology Textbook for Class 12. New Delhi: National Council for
Educational Research and Training.
2. John, Raven, J. (2003). Raven Progressive Matrices. In: McCallum, R.S. (eds)
Handbook of Nonverbal Assessment. Springer, Boston, MA.
https://doi.org/10.1007/978-1-4615-0153-4_11
3. Vital, M. (2014, March 17). Adioma. Retrieved from 9 types of intelligence -
Infographic:
https://blog.adioma.com/9-types-of-intelligence-infographic/#disqus_thread
4. Cherry, K. (2022, November 3). verywellmind. Retrieved from Theories of
intelligence in psychology: https://www.verywellmind.com/theories-of-intelligence-
2795035
5. Ruhl, C. (2020, July 16). SimplyPsychology. Retrieved from Intelligence: Definition,
Theories and Testing: https://www.simplypsychology.org/intelligence.html
6. Désert, M., Préaux, M. & Jund, R. So young and already victims of stereotype threat:
Socio-economic status and performance of 6 to 9 years old children on Raven’s
progressive matrices. Eur J Psychol Educ 24, 207 (2009).
https://doi.org/10.1007/BF03173012