Experiment - Raven\'s Standard Progressive Matrices PDF

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Raven Standard Progressive Matrices Table no. 3

Date : 25.10.2021

Administrator : Srishti Srinivas 2133579

Participant : S.P.S

Introduction Background Intelligence is one of the fundamental unifying factors in all human beings. It is a descriptive term, mentioning not one specific quality but a set of characteristics that an individual should possess. Over the last few decades numerous psychologists have attempted at defining the term intelligence. Binet and Simon (1905), who are remembered as the pioneers of intelligence testing, defined intelligence as “The ability to judge, reason and understand well”. Wechsler in 1944 defined intelligence as “The aggregate capacity or global capacity of the individual to act purposefully, to think rationally and to deal with his/her environment effectively”. Intelligence can come in many forms – creative, verbal or experiential intelligence. In short, it is related to higher cognitive processes in our mind. It is measured using the Intelligence quotient (IQ), but it is important to note that IQ does not take into consideration other aspects of intelligence such as adaptability, creativity, etc. 1. Creative intelligence is the ability to create something new out of existing material and requires the engaging of emotions. 2. Emotional Intelligence is the ability to understand and regulate our emotions, recognize others’ emotions and use emotions to support thinking and our actions. 3. Componential intelligence, essentially is being “book smart” and people with this type of intelligence are very good at problem solving and analytical reasoning. This type of intelligence is largely measured by IQ tests. 4. Contextual intelligence is better understood as being “street smart”. It describes the person's ability to adapt to changing environments quickly. Another way to classify intelligence is either verbal or non-verbal. 1. Verbal intelligence is a person’s ability to think and express their thoughts and feelings through words. It is important for academic success and influences a person’s social life as well. 2. Non-verbal intelligence refers to the analytical and problem-solving ability 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. Theoretical Framework 1. Alfred Binet’s Uni-Factor Theory conceptualized intelligence as consisting of one similar

set of abilities which can be used for solving any or every problem in an individual’s environment. 2. In 1927, Charles Spearman proposed a two-factor theory of intelligence consisting of a general factor (g-factor) which includes mental operations which are primary and common to all performances; and some specific factors (s-factors) which allow a person to excel in their respective domains. Standard Progressive Matrices (SPM) is used to measure a person’s g-factor intelligence. 3. Thorndike proposed the Multifactor theory or atomistic theory of intelligence. He highly opposed Sternberg’s theory of general intelligence and rather proposed that an individual’s intelligence is a combination of factors. Each factor is a minute element of one’s abilities. 4. Louis Thurstone's Theory of primary intelligence states that intelligence consists of 7 primary abilities: verbal comprehension, numerical abilities, spatial relations, perceptual speed, word fluency, memory, and inductive reasoning. 5. Arthur Jensen's hierarchical model consists of abilities operating at two levels: level I in which output is more or less similar to the input; and Level II, called cognitive competence, involves higher-order skills as they transform the input to produce an effective output. 6. J.P. Guilford 's structure-of-intellect model classifies intellectual traits among three dimensions: operations (what the respondent does), contents (nature of information on which operations are performed), and products (form in which information is processed by the respondent). 7. Raymond Cattel classified intelligence into two types, crystalised and fluid. Crystalised intelligence refers to facts and concrete knowledge whereas fluid intelligence refers to problem solving capabilities and higher order thinking. 8. Howard Gardner’s theory of multiple intelligences proposed that intelligence is not a single entity; rather distinct types of intelligences exist: linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal, and naturalistic. 9. Robert Sternberg’s Triarchic Theory of intelligence states three basic types of intelligence: componential, experiential, and contextual. 10. The Planning, Attention-arousal, and Simultaneous-successive (PASS) Model of Intelligence by J.P. Das, Jack Naglieri, and Kirby states that intellectual activity involves the interdependent functioning of three neurological systems, called the functional units of the brain. These units are responsible for arousal/attention, coding or processing, and planning respectively. Introduction of the Test Raven’s progressive matrices or the Standard Progressives Matrices, is an intelligence test developed by John C Raven in 1936, in the United Kingdom. The test measures ‘eductive ability’ of general intelligence, a concept originating from Spearman’s factor theory of intelligence. Originating from the Latin word ‘educere’ meaning ‘to draw out’, it refers to the ability to understand and make sense of complex situations and make clear judgements. The scores are in terms of non-verbal IQ scores which checks how the participant understands spatial and visual relationships without the use of language. The test comprises 60 multiple choice questions, listed in order of increasing difficulty. 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. Applications Primarily used for research as theoretically-based tools, they have also found applications in clinical, educational and occupational practice. Educational: The test is a cost-effective and quick method to get most of the useful information that can be obtained through longer, full-length intelligence tests. This information also gives them a more detailed support to interpret discrepancies in longer intelligence tests. Another specific use of the test is in creating another criterion for entry into Gifted Education Programs, along athletic, artistic, musical, academic and leadership abilities. Clinical: Conventional psychometric indicators of validity and reliability are high among a healthy population, indicating that differing results can be predicted in clinical populations. A lower score would indicate lower cognitive function, caused by emotional factors like high 4 levels of depression and anxiety. These may also be symptoms of underlying mental issues like acute schizophrenia or cerebral trauma. Occupational: It has been used in many selection procedures in companies. Since higher scores measure the quality of being innovative, the test helps identify more effective supervisors, operatives, entrepreneurs, administrators and managers. Limitations ● Care should be taken while analysing the results of the test administered in clinical conditions. No diagnosis should be made simply on the basis of the test. ï Success in a professional environment not only depends on deductive ability but also personal motivations. ● The evaluation of ‘success’ may depend on many other criteria, relying on the different types of self-motivation competencies. ● For a good performance, deductive ability is only one of the many required capabilities. Therefore, relying on it completely to judge a person’s ability is not accurate. Reliability (Burke, 1972, p. 253) In the study by Burke and Bingham, the untimed Raven showed a surprising split-half corrected reliability coefficient, .96 (N= 91, Age M= 35.1. SD=8.7). To investigate further the reliability of the Raven, 567 answer sheets were found in their files of veterans (black and white) who had taken this test when referred for vocational counseling. The Raven was always administered without a time limit. These answers were rescored for odds and evens. The Pearson product-moment correlation between the two sets of scores was found to be .93 (Age M = 35.5, SD= 9.1, Age range = 18-64). Application of the Spearman-Brown formula for predicting the reliability of a test of Double length (8, p. 194) yielded a reliability coefficient, .96. Validity (Burke, 1972, p. 253) In terms of Concurrent Validity, previous studies indicated that Scores on Raven's Progressive Matrices correlated as well with scores on WAIS Verbal (r = .80, r = .65) and WAIS Performance (r = .79, r = .76) as these did with another (r = .77, r = .70). Even when this general

factor was determined by verbal context, the RPM loaded about as significantly on a general factor of intellectual functioning as the Cohen factor scores for the WAIS (.80,.74,.72 vs..76; and.79,.47,.34 vs..53) in both a principal component analysis and a varimax factor analysis. Review of Literature Paper 1 A study was conducted by Reem Al-Sabah, Abdullah Al-Taiar, Abdur Rahman, Lemia Shaban, Anwar Al-Harbi & Olusegun Mojiminiyi on students from 12 public middle schools, Kuwait to investigate factors associated with cognitive functioning in healthy adolescents in 2020. The test was conducted on 1370 adolescents aged 11 to 16 years. A non-verbal test, Raven's standard progressive matrix of intelligence, was used to measure the cognitive functioning of the study participants. A school-based cross-sectional study was conducted using a self-administered questionnaire. Weight and height were measured and blood samples were tested. Multivariable linear regression analysis showed that factors such as gender, the season of birth, parent’s educational level, sleeping hours, frequency of consumption of sugary drinks were associated with the SPM score. Paper 2 In 2000, A study was conducted by Richard Lynn, Juri Allikb, Helle Pullmannb, Kaia Laidrab on a sample of 2689, 12 to 18-year-olds in Estonia to test the theories - there is a small difference favouring female from the age of approximately 9 to 14 years and a difference favouring male from the age of 16 onwards reaching approximately 2.4 IQ points among adults. Data was reported from a standardization of the progressive matrices. The results confirm the Lynn theory showing a female advantage of 3.8 IQ points among 12 to 15-year-olds and a male advantage of 1.6 IQ points among 16 to 18-year-olds providing further confirmation that early adolescent girls outperform boys on abstract reasoning ability, but that in later adolescent boys outperform girls. Boys had a significantly larger standard of deviation than girls. Method Objective To measure the participant’s non-verbal intelligence Plan To measure the participant’s non-verbal intelligence, or the eductive component of“ g” as defined in Spearman’s Two Factor theory using Raven’s Standard Progressive Matrices Participant: Name: S.P.S Date of Birth: 30.06.2001 Age: 20 Sex: F Date of conduction: 25.10.2021

Description The Raven’s Standard Progressive Matrices test was developed by J Raven, J.C. Raven and H. C. Court. It consists of 60 non verbal items divided into 5 sets A, B, C, D, E each comprising 12 problems. The test was constructed to measure the eductive component of g, as defined in Spearman’s theory of intelligence. The problems are simple in the beginning and become more and more difficult as one proceeds towards the last item. Procedure The participant was seated comfortably. A friendly conversation was carried out in order to establish rapport. 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 he completed the test, his answer sheet was taken for scoring. When the subject felt at ease, he was asked if he was ready for the test to begin. After an affirmative answer from her, he was given the following instructions. 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." Ethical considerations The participant was well informed about the test and the test was administered only after voluntary consent. The participant was assured that their personal information would remain confidential. The participant was given the right to withdraw from the test if they should feel the need to. Scoring Scoring is done by hand, with the help of a scoring key. Right answers are given 1 mark and wrong answers are given zero. Then all the marks for each column are added. Thereafter, a a single score is obtained by adding the total scores of the five columns. The percentile score and grades corresponding to this are noted down from the manual for analysis. Discrepancy score The difference between the score a person obtains on each set and that normally expected for his total score is called the discrepancy score shown numerically as 0, -1, +2, -2, +1 . If a person’s score on one of the sets deviates by more than 2, his total score on the scale cannot be expected at its face value as a consistent estimate of his general capacity for intellectual activity.

However for general purposes the total score appears to be relatively valid even when discrepancies of more than 2 points occur in the break up Results and Discussion Discrepancy scores SETS

A

B

C

D

E

TOTAL SCORE

ACTUAL SCORE

12

12

12

12

11

59

EXPECTED SCORE

12

12

12

12

11

59

DISCREPANCY

0

0

0

0

0

0

RAW SCORE

PERCENTILE

GRADE

INTERPRETATION

59

95

I

Above Average, Intellectually Superior

Analysis and Interpretation The raw score obtained by the subject was 59 and his score on five sets A, B, C, D and E was 12, 12, 12, 12 and 11 respectively. The discrepancies corresponding to raw scores came out to be 0 for each. Since the discrepancies are not deviating from +2 , -2, the scores are accepted to be valid measures of a person’s general intellectual capacity. ( Even if discrepancies of more than 2 points occur in the break up, for general purposes the total score can be taken as relatively valid ). My subject obtained a percentile score of 95, corresponding to grade I. This implies that he has an above average capacity to forge new insights and to discern meaning in confusion. He has a high ability to perceive and identify relationships. his ability to generate new, largely non-verbal concepts, which make it possible to think clearly, are also high. This shows his superior capacity to think clearly. Conclusion My subject has obtained a percentile score of 95, corresponding to grade I, which implies that he is intellectually superior. References ● Al-Sabah, R., Al-Taiar, A., Rahman, A., Shaban, L., Al-Harbi, A., & Mojiminiyi, O.

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(2020). Season of birth and sugary beverages are predictors of Raven’s Standard Progressive Matrices Scores in adolescents. Scientific Reports, 10(1). https://doi.org/10.1038/s41598-020- 63089-2 Aspan, N., Bozsik, C., Gadoros, J., Nagy, P., Inantsy-Pap, J., Vida, P., & Halasz, J. (2014). Emotion Recognition Pattern in Adolescent Boys with AttentionDeficit/Hyperactivity Disorder. BioMed Research International, 2014, 1–8. https://doi.org/10.1155/2014/761340 J C Raven Ltd. Applications, Raven’s progressive matrices and vocabulary scales. https://www.jcravenltd.com/applications.htm Logsdon, A. (2019). The Importance of Nonverbal Intelligence. https://www.verywellfamily.com/what-is-nonverbalintelligence2162165#:~:text=Nonverbal%20intelligence%20is%20the%20ability,world %20without%20 necessarily%20using%20words. Lynn, R., Allik, J., Pullmann, H., & Laidra, K. (2004). Sex differences on the progressive matrices among adolescents: some data from Estonia. Personality and Individual Differences, 36(6), 1249–1255. https://doi.org/10.1016/s0191-8869(02)00240-4 Mentalup (2019, November) What is Verbal-Linguistic Intelligence? How to develop it? https://www.mentalup.co/blog/what-is-linguistic-intelligence-how-to-improveverbalintelligence The National Council of Educational Research and Training (NCERT). (2015) Psychology for class 12. Henry R. Burke (1972) Raven's Progressive Matrices: Validity, Reliability, and Norms, The Journal of Psychology, 82:2, 253-257, DOI: 10.1080/00223980.1972.9923815...