Introduction to Raven’s Standard Progressive Matrices (RPM)
Raven’s Progressive Matrices (RPM) is a non-verbal test used to measure general human intelligence and abstract reasoning, often considered an estimate of fluid intelligence. The Standard Progressive Matrices version of it is used for adults with average intellgence.
Creator: Developed by John C. Raven in 1936.
Format: Consists of 60 multiple choice questions that increase in difficulty.
Purpose: Measures reasoning ability, specifically the eductive component of Spearman’s g (general intelligence). Remember that it is a test of observation and clear thinking l, and not “general intelligence”.
Spearman believed that individual differences in g were most evident in the ability to use three principles of cognition:
Apprehension of Experience: Understanding and perceiving experiences based on prior knowledge.
Eduction of Relations: The ability to discern relationships between different concepts.
Eduction of Correlates: The ability to apply inferred relationships to new domains or problems.
For example, solving analogies like HAMMER:NAIL::SCREWDRIVER:? requires apprehending what each term represents (experience), understanding the relationship between hammer and nail (eduction of relations), and applying this relationship to identify the correct analogy (screwdriver:screw) (eduction of correlates).
Structure of RPM
Question Format
Visual geometric designs with a missing piece to be identified from six to eight choices.
Matrix Patterns
Patterns are presented in various matrices like 6×6, 4×4, 3×3, or 2×2 grids.
Versions of Raven’s Progressive Matrices (RPM)
Standard Progressive Matrices (SPM)
These were the original form of the matrices, first published in 1938.
The booklet of Standard Progressive Matrices comprises five sets (A to E) of 12 items each (e.g., A1 through A12), with items within a set becoming increasingly complex, requiring ever greater cognitive capacity to encode and analyze information.
All items are presented in black ink on a white background.
Colored Progressive Matrices (CPM)
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, transition to sets C, D, and E of the standard matrices is eased.
Advanced Progressive Matrices (APM)
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.
Practical Applications of RPM
- Initially developed for genetic and environmental cognitive ability research.
- Used by British armed forces since 1942.
- Adapted for British War Office Selection Boards.
- Routine administration to military conscripts worldwide, including the Soviet Union.
- RPM data helped James R. Flynn demonstrate intergenerational IQ score increases. Known as the Flynn effect.
Instructions for Using Standard Progressive Matrices
SPM Can be administered in the following ways:
· Individual
- Self-administered / Group Administered
INDIVIDUAL ADMINISTRATION
Materials
Test Books: A set of test books is required for repeated use.
Record Forms and Pencils: Each participant needs a record form and a pencil.
Preparing for the Test
Before administering the test, it is essential to fill in the particulars of the person being tested on the record form.
The person conducting the test opens the test book to the first illustration and begins the instructions.
The responses are recorded by the tester.
Giving Instructions
1. Introduction to the Test:
The tester starts by pointing to the upper figure of the first illustration and says:
“Look at this (pointing to the upper figure). It is a book at the first illustration, A1 and these bits below (he points to each in turn) is the right shape to fit the space but they do not all complete the pattern.”
He then says: you “point to the piece which is quite right.” If the person does not point to the right piece he par continues his explanation until the nature of the problem to be solved is clearly grasped.
2. Demonstrating the Process:
The tester demonstrates why certain pieces do or do not fit. For instance, he points out why pieces 1 and 2 might fit but aren’t correct, and why one specific piece is the right fit.
3. Explaining the Patterns:
The tester explains that on each page of the book, there is a pattern with a part left out. The person being tested is instructed to point to the piece that completes the pattern. The tester reassures them by saying the patterns start simple and become more challenging as they progress.
4. Instructions for Proceeding:
The tester instructs the person to work at their own pace, emphasizing that there is no need to hurry and that careful attention is required.
Conducting the Test
During the test, the tester may need to guide the person’s attention to each problem in its standard order but should refrain from assisting with the method of solving.
THE SELF-ADMINISTERED OR GROUP TEST
Materials
Test Books: A set of test books is required for repeated use.
Record Forms and Pencils: Each participant needs a record form and a pencil.
Demonstration Tools: Enlarged illustrations of the record form and test items can be used for demonstration.
Accommodation
The Standard Progressive Matrices can be administered to any group size.
The setup should ensure that each participant is seated comfortably at a table with enough space for their test books and record forms.
Seating should prevent copying, and space should be left for supervisors to move around without causing disturbances.
All participants should face the person in charge of the test.
Conducting the Test
1. Instructions:
The person in charge provides instructions, similar to those for the individual test, and starts the timing once they say, “Turn over your books and begin.”
2. Timing and Monitoring:
Approximately one hour is allowed for each group. The start and end times of the test are noted as the forms are handed in.
3. Recording Responses:
Participants are required to enter their responses on the record form. If multiple responses are given for a single item, only the final response is counted.
Supervision and Ending
Supervise up until the first 5 problems, see if the individual has grasped the nature of the problems.
After that, don’t offer any additional assistance in the method of reasoning, but do see if the individual is recording the choices correctly.
After half an hour ask them to indicate when they have finished. Make sure the record forms are filled correctly.
As participants finish, they are instructed to hand in their books and leave or proceed to the next test if applicable.
The person in charge ensures that the process runs smoothly and efficiently, with minimal disruption to the participants.
Recording Responses
1. Individual Test:
The tester records the number of the piece pointed to for each problem on the record form.
If the test-taker points to more than one piece, the final piece they choose is recorded as their response.
2. Group Test:
Participants write their chosen numbers on their record forms.
If a participant marks more than one number for an item, they must be instructed to cross out all but the correct one.
If this error is noticed only after the test, the number on the extreme right is considered, regardless of its correctness.
Scoring:
A person’s score on the test is the total number of problems solved correctly.
The score is recorded on the record form.
Interpreting the Results
Discrepancies
They represent the consistency of a person’s performance across different sets of problems is assessed to ensure the reliability of their total score.
By subtracting a person’s score on each set from the score normally expected for their total score on the scale, the discrepancies can be evaluated.
The expected scores are provided in TABLES I or II.
A deviation of more than 2 points on any set indicates that the total score may not be a consistent estimate of the person’s intellectual capacity.
Chance Selections
In cases where participants complete the entire scale, the number of correct responses by chance is proportional to the number of problems failed.
Lower total scores typically have a higher proportion of chance selections, making them less consistent and reliable than higher scores.
GRADING INTELLECTUAL CAPACITY
For practical purposes, scores are interpreted in terms of their frequency among people of the same age. This method allows for the classification of intellectual capacity without assuming uniform intellectual development across all ages.
Percentile-Based Classification (Tables III, IV, and V)
Grade I: Intellectually superior (at or above the 95th percentile).
Grade II: Definitely above average (at or above the 75th percentile).
Grade II+: At or above the 90th percentile.
Grade III: Intellectually average (25th to 75th percentile).
Grade III+: Above the median (greater than the 50th percentile).
Grade III-: Below the median (less than the 50th percentile).
Grade IV: Definitely below average (at or below the 25th percentile).
Grade IV-: At or below the 10th percentile.
Grade V: Intellectually defective (at or below the 5th percentile).
Validity of Scores
The self-administered or group test generally provides a more reliable sample of a person’s intellectual activity compared to the individual test, which may introduce emotional factors.
For individuals over 30 years of age, there is insufficient data to distinguish between Grade IV and lower grades, so they are classified simply as Grades I, II, III, or IV.
Summarizing Test Results (Example)
Total score: 46
Number of Items Omitted: 0
Grade: III+ (Intellectual Level)
Discrepancies: 0, +1, -2, +2, -1
Time: 38 minutes
