Raven`s
Standard
Progressive
Matrices
Raven`s Standard Progressive Matrices [RSPM]
Aim: To measure educative component of ‘g’ as defined in Spearman`s Two factor theory
using Raven`s Standard Progressive Matrices.
Basic Concept:
Differences in the functioning of two individuals, dull vs bright, quick vs slow, adaptive vs
non-adaptive etc. can be attributed to intelligence. But what is intelligence?
Many definitions have been given:
• Ability to adjust
• Ability to learn
• Ability to carry out abstract thinking
According to oxford dictionary, intelligence is the ability of perceiving, learning,
understanding and knowing.
Alfred Binet was one of the first psychologists to define intelligence as the ability to judge
well, reason well and understand well. “It seems to us that in intelligence there is a fundamental
faculty, the alteration or the lack of which, is of the utmost importance for practical life. This faculty is
judgment, otherwise called good sense, practical sense, initiative, the faculty of adapting one’s self to
circumstances.”
Wechsler defined it as the global capacity of an individual to think rationally and act purposefully.
Thorndike had suggested three types of intelligence:
• Abstract intelligence – ability to deal with symbols, words, formulas and numbers
• Social intelligence – ability to deal effectively with people and capacity to behave in
social situations.
• Concrete/mechanical intelligence – ability to deal effectively with machines and
equipments.
Charles Spearman proposed two-factor theory of intelligence. According to this, intelligence
consisted of general factor and specific factor based on factor analysis. The `G` factor consists
of mental functions that are primary. In addition, individuals have specific factors too.
Louis Thurston proposed the theory of primary mental abilities which states that intelligence
consists of 7 primary abilities, which are:
• Verbal comprehension
• Spatial relations
• Numeric abilities
• Perceptual speed
• Word fluency
• Memory
• Inductive reasoning
Harvard professor Howard Gardner has identified eight different types of intelligences that
each individual has the capacity to possess. The idea of multiple intelligences is important
because it allows for educators to identify differing strengths and weaknesses in students and
also contradicts the idea that intelligence can be measured through IQ.
Visual/Spatial - Involves visual perception of the environment, the ability to create and
manipulate mental images, and the orientation of the body in space.
Verbal/Linguistic - Involves reading, writing, speaking, and conversing in one's own or
foreign languages.
Logical/Mathematical - Involves number and computing skills, recognizing patterns and
relationships, timeliness and order, and the ability to solve different kinds of problems through
logic.
Bodily/Kinesthetic - Involves physical coordination and dexterity, using fine and gross motor
skills, and expressing oneself or learning through physical activities.
Musical - Involves understanding and expressing oneself through music and rhythmic
movements or dance, or composing, playing, or conducting music.
Interpersonal - Involves understanding how to communicate with and understand other people
and how to work collaboratively.
Intrapersonal - Involves understanding one's inner world of emotions and thoughts, and
growing in the ability to control them and work with them consciously.
Naturalist - Involves understanding the natural world of plants and animals, noticing their
characteristics, and categorizing them; it generally involves keen observation and the ability to
classify other things as well.
Assessment of Intelligence
Standardized Intelligence testing has been called one of psychology's greatest successes. It is certainly
one of the field's most persistent and widely used inventions.
Since Alfred Binet first used a standardized test to identify learning-impaired Parisian children in the
early 1900s, it has become one of the primary tools for identifying children with mental retardation
and learning disabilities. It has helped the U.S. military place its new recruits in positions that suit their
skills and abilities.
In 1908, Alfred Binet gave the concept of Mental Age [MA] which is a subject`s intellectual
development with respect to others of his/her age group. Chronological Age [CA] is the
biological age.
IQ=MA/CA X 100
History and description
It is the most common and popular test administered to groups ranging from 5-year-olds to the
elderly. It is made of 60 multiple choiceitems, listed in order of difficulty that’s why it`s called
progressive. The original form of the matrices was first published in 1938. This test measures
abstract intelligence of an individual
The tests were 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 SPM.
Reliability
Over forty studies dealing with the reliability of the SPM have been reported in the literature.
They cover very wide range, many cultural groups and clinical as well as normal population.
Results have been summed up in the table 1.1
Age Range [years] SPM Retest MHV Retest Correlation
Reliability Reliability between SPM and
MHV Scores
13+ -1 .88 .87 .57
Under 30 .93 .97 .60
30-39 .88 .91 .51
40-49 .87 .98 .45
50 and above .83 .90 .44
❖ MHV – Mill Hill Vocabulary Scale – companion measure to SPM and asses verbal
reasoning ability in the general population.
Validity
The concurrent and predictive validities of SPM vary with the age, sex and the homogeneity
of the sample and the conceptual relevance of the criterion to which the SPM will be related
and the quality of its assessment. For English speaking children and adolescents, reliable
correlation of SPM with the Binet and Wechsler Scales range from .54 to .86. Some American
studies with the adults have yielded very high correlations between SPM and WAIS scores.
Preliminaries
Name:
Age:
Gender:
Class:
Place of conduction: Psychology Lab
Time:
Materials Required
SPM booklet, response sheet, SPM manual, pen/pencil
Precautions
1. Optimal conditions for testing were ensured before the test begun
2. Time of start and finish were noted
3. If the subject got stuck on a question, then they should move to the next question.
4. The tester should ensure that no question is left unanswered
Rapport Formation
Rapport was established between the subject and the tester, prior to the test so that he/she could
feel comfortable and at ease. In such a state, she/he should answer the questions in a calm
manner and any doubts should be cleared before starting the test.
Instructions
The following instructions were given:
1. This is a test which consists of a booklet containing 5 sets, each set has 12 items that sums
up to be 60 items in total.
2. The difficulty level of the test increases progressively.
3. Attempt all the items.
4. Choose the correct item that you think is the right answer and write it on the response sheet.
5. If you have any doubt, then clarify it right now.
6. There is no time limit but try to finish as soon as possible.
Test Administration
After the instructions were given, the subject was asked to fill in the necessary details. The
tester ensured that the instructions were clear and understood.
Introspective report/Verbal Report
The subject wrote “The first three sets were quite easy but gradually items became difficult and
required high level on concentration. Towards the end I didn’t feel like completing the test.”
Scoring
The total no. of problems solved correctly were scored which was calculated with the help of
the answer key. Thereafter, a single score is obtained by adding the total scores of the five
columns. The percentile score and grade 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:
Sets Set - A Set - B Set - C Set - D Set - E
Actual Score
Expected
Score
Discrepancy
Score
Total score:
Percentile:
Grade:
Interpretation
The aim of administrating the SPM was to access the level of mental ability of the subject.
SPM is a test of person`s capabilities of abstract reasoning at the time of the test. This is done
by providing figures/patterns and measuring the ability to figure out patterns between them.
The subject`s raw score was _______ which corresponds to ____ percentile and grade _____.
Conclusion [For Grade – 1]
The subject`s score shows that he is Intellectually Superior as his score lies at 95th percentile
for people of his age group. This shows that he has the following characteristics:
• superior abilities to reason, generalize or problem solve, high intelligence
• learns new things rapidly
• very perceptive, good sense of observation
• wide range of interests, overwhelmed by many interests and abilities
• long attention span, sustains concentration on topics of interest, persistent
OR [For Grade – 2]
The subject`s score shows that he has Above-Average Intellectual Capacity as his score lies
between 90th Percentile- 75th percentile for people of his age group. This shows that he has
the following characteristics:
• Easily recognizes patterns
• Very good memory.
• Advanced reasoning skills
• More curious than most students. Asks a lot of questions
OR [For Grade – 3]
The subject`s score shows that he has Average Intellectual capacity as his score lies between
25th Percentile-75th percentile for people of his age group. This shows that he has the
following characteristics:
• make judgments and form opinions autonomously
• better able to construct and handle abstractions
• They usually respond and relate well to parents, teachers, and other adults.
• They exhibit an intrinsic motivation to learn
References
1. NCERT Psychology Textbook
2. SPM Manual, Author – J.C. Raven
3. Baron RA 2001/Indian Reprint Psych
Interpretation of Results for RPM
Grade 1 – Intellectually Superior – If the score lies at or above the 95th percentile for people
of his/her age group
Grade 2 – Above average intellectual capacity – If the score lies at or above the 75th to 90th
percentile.
Grade 3 – Intellectual average – If the score lies between the 25th percentile and 75th percentile,
if the score is greater than the median and 3 -, if the score is less than the median.
Grade 4 – Below average intellectual capacity – If the score lies at or above the 25th percentile
4-, if the score lies at or below the 10th percentile.
Percentile Norms
Percentile Age 13-25 years
95 55
90 54
75 49
50 44
25 37
10 30
5 25
