Raven’s Progressive Matrices

Introduction

Raven’s Progressive Matrices introduced in 1938. It is a nonverbal test of inductive

reasoning based on figural stimuli. It was originally designed as a measure of Spearman’s g

factor (Raven, 1938). For this reason, Raven chose a special format for the test that

presumably required the exercise of g. Spearman defined g as the education of correlates. The

term education refers to the process of figuring out relationships based on the perceived

fundamental similarities between stimuli. In particular, to correctly answer items on the RMP,

examinees must identify a recurring pattern or relationship between figural stimuli organized

in a 3×3 matrix. The items are arranged in order of increasing difficulty, hence the reference

to progressive matrices.

RPM is multiple choice intelligence tests of abstract reasoning. It is used from the age

of 5 years to the elderly. It consists of 60 multiple choice questions, listed in ascending order

of difficulty level. In each item, the subject is asked to identify the missing item that

completes a pattern. Minimum time limit for the test is 40 minutes.

Formats for Raven’s Progressive Matrices

There are three formats in Raven’s Progressive Matrices.

• Standard Progressive Matrices

• Colored Progressive Matrices

• Advanced Progressive Matrices

Standard Progressive Matrices

It is a test designed to measure the person’s capacity or ability to form perceptual relations.

It is normed for examinees from 6 years and up, although most of items are so difficult that

the test is best suited for adults. This test consists of 60 items grouped into 5 sets (A, B, C, D,

and E) of 12 progressions. Scale can be given either as an individual, self administered or as a

group. A person’s total score provides index of his intellectual capacity. Its split-half

reliability is .86, although lower values are found with younger subjects. Limited time for

SPM is 40 minutes.

Colored Progressive Matrices

Colored Progressive Matrices is reported in 1986. It is used extensive across a wide

variety of settings in South Asia. Separate norms for Mexican America and African American

children are included. This test is a 36 item test designed for children from 5 to 11 years of

age. Raven incorporated colors into this version of the test to hold the attention of the young

children. This test contains three sets A, B, and Ab. The CPM items are arranged to assess

cognitive development up to the stage when a person is sufficiently able to reason by analogy
and adopt this way of thinking. Limited time for CPM is 20 to 45 minutes. Its split half

reliabilities in the range of .65 to .94 and reliability coefficients as low as .71 are reported.

Advanced Progressive Matrices

APM is developed for people of superior intellect. There are two sets in APM. There

are 12 problems in Set I and 36 problems in Set II. It breaks down into two factors that may

have separate predictive validities (Dillon, Pohlmann, and Lohman, 1981). The first factor is

composed of items in which the solution is obtained by adding or subtracting patterns.

Individuals performing well on these items may excel in rapid decision making and in

situations where part-whole relationships must be perceived. The second factor is composed

of items in which the solution is based on the ability to perceive the progression of a pattern.

Persons who perform well these items may possess good mechanical ability as well as good

skills for estimating projected movement and performing mental relations. However, the

skills represented by each factor are conjectural at this point and in need of independence

confirmation. Limited time for APM is 15 to 30 minutes and it is developed for the age of 11

years to older. For normal adults in their late teens or older, reliability coefficient .71 are

reported.

Validity

Jensen (1980) pointed out the validity of Raven’s Matrices, which was highly

attested. It is virtually that ideal of test construction, a uni factorial test. However for

advantage children whose attainment may not reflect their real ability, Raven Progressive

Matrices is highly useful for them.

Reliability

The internal consistency of RPM scale is highly greater than .9. There are hardly

surprising given the homogeneity of the items (Kline, 1993).

Norms

The original British norms for this test were restricted in size and are by now out of

date. Recently norms for adults and various occupations have been produced can be found in

updates 1994 professional manual (Kline, 1993).

Applications

Raven’s Progressive Matrices have a wide variety of application including:

In educational settings the Matrices have a long history of applications and uses. Scores are

relatively unaffected by linguistic and ethnic background and can be used as good predictor

of success in an educational context for both children and adults. In clinical settings the

reliability of the measures and lack of bias makes them ideal tools in neuropsychological

assessment, working with elderly people and many clinical groups.

For many years the Matrices have found wide variety applications in numerous research

studies. This strong theoretical background, lengthy citation count and application across

multiple languages, ethnic and cultural groups make them ideal tools for investigations

requiring measurements of cognitive abilities in a wide range of organizational, educational

and clinical settings.

 Report

Purpose

The purpose of this test is to measure the intelligence Quotient, Immediate

observation, clarity of thinking and reasoning ability of the subject.

Subject

N.K, 21 year old female, student of M.sc Applied psychology part 1. She got A grade

in Matric, B grade in Intermediate and A grade in Graduation, her academic performance

shows that she is an average student. Her hobby is reading.

Instrument

Raven Booklets, Answer sheet, answer key, pencil, and eraser.

Test administration

Test was individually administered in group setting. The room was well lighted. The

environment of the room was comfortable. The instruction was given to her and asked her to

follow instruction clearly. She was very excited for the test freedom of time to response the

answer sheet. Test was complete in 1 hour 30 minutes.

Result

Result was analyzed through quantitative and qualitative analysis. Quantitative

analysis

Table shows the Raw Score, Percentile, Discrepancy Grade and IQ of subject.

Raw Score Percentile Discrepancies Grade Intellectual Capacity

51 87th 0,0,-2,0,2 II+ Above the average

Qualitative analysis

Raw Score of N.K is 51. Percentile of individual is 87 which means 13

percent people are above 74 people are below the subject. The sdiscrepancies are 0, 0,-2, 0, 2

which shows that profile is valid. Grade of individual is 2 intellectual capacity of individual is

above the average.

Discussion

N.K has above average intellectual capacity. This result related with her academic and

behavioral observation during test. She is an above average student in her academics.

Conclusion

Result quantitative and qualitative analysis reveal that subject has above average IQ.