Journal articles: 'Raven’s Progressive Matrices'

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Paul, Steven M. "The Advanced Raven’s Progressive Matrices." Journal of Experimental Education 54, no. 2 (January 1986): 95–100. http://dx.doi.org/10.1080/00220973.1986.10806404.

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van der Ven, A. H. G. S., and J. L. Ellis. "A Rasch analysis of Raven’s standard progressive matrices." Personality and Individual Differences 29, no. 1 (July 2000): 45–64. http://dx.doi.org/10.1016/s0191-8869(99)00177-4.

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Flynn, James R., and Lilia Rossi-Casé. "Modern women match men on Raven’s Progressive Matrices." Personality and Individual Differences 50, no. 6 (April 2011): 799–803. http://dx.doi.org/10.1016/j.paid.2010.12.035.

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Shibaev, Vladimir, Andrei Grigoriev, Ekaterina Valueva, and Anatoly Karlin. "Differential Item Functioning on Raven’s SPM+ Amongst Two Convenience Samples of Yakuts and Russians." Psych 2, no. 1 (January 9, 2020): 44–51. http://dx.doi.org/10.3390/psych2010005.

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National IQ estimates are based on psychometric measurements carried out in a variety of cultural contexts and are often obtained from Raven’s Progressive Matrices tests. In a series of studies, J. Philippe Rushton et al. have argued that these tests are not biased with respect to ethnicity or race. Critics claimed their methods were inappropriate and suggested differential item functioning (DIF) analysis as a more suitable alternative. In the present study, we conduct a DIF analysis on Raven’s Standard Progressive Matrices Plus (SPM+) tests administered to convenience samples of Yakuts and ethnic Russians. The Yakuts scored lower than the Russians by 4.8 IQ points, a difference that can be attributed to the selectiveness of the Russian sample. Data from the Yakut (n = 518) and Russian (n = 956) samples were analyzed for DIF using logistic regression. Although items B9, B10, B11, B12, and C11 were identified as having uniform DIF, all of these DIF effects can be regarded as negligible (R2 <0.13). This is consistent with Rushton et al.’s arguments that the Raven’s Progressive Matrices tests are ethnically unbiased.

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Raudies, Florian, and Michael E. Hasselmo. "A model of symbolic processing in Raven’s progressive matrices." Biologically Inspired Cognitive Architectures 21 (July 2017): 47–58. http://dx.doi.org/10.1016/j.bica.2017.07.003.

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Troncone, Alda, Antonietta Chianese, Angela Zanfardino, Crescenzo Cascella, Santino Confetto, Laura Perrone, and Dario Iafusco. "Nonverbal intelligence and scholastic performance in children with type 1 diabetes." Journal of Health Psychology 24, no. 2 (June 27, 2017): 229–39. http://dx.doi.org/10.1177/1359105317715093.

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This study examined nonverbal intelligence and scholastic achievement in children with type 1 diabetes. In a retrospective case–control study, 69 children (35 males) ages 5–10 years with type 1 diabetes and 69 healthy controls matched to patients by age, gender and socioeconomic status were compared according to their performance on Raven’s Coloured Progressive Matrices and their scholastic grades. No differences in nonverbal intelligence and grades were observed between children with type 1 diabetes and healthy control subjects. Raven’s Coloured Progressive Matrices scores inversely correlated with duration of illness both in children with early onset of type 1 diabetes and poor metabolic control. Possible explanations of the results and implications are discussed.

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Lúcio, Patrícia Silva, Hugo Cogo-Moreira, Marina Puglisi, Guilherme Vanoni Polanczyk, and Todd D. Little. "Psychometric Investigation of the Raven’s Colored Progressive Matrices Test in a Sample of Preschool Children." Assessment 26, no. 7 (November 9, 2017): 1399–408. http://dx.doi.org/10.1177/1073191117740205.

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The present study investigated the psychometric properties of the Raven’s Colored Progressive Matrices (CPM) test in a sample of preschoolers from Brazil ( n = 582; age: mean = 57 months, SD = 7 months; 46% female). We investigated the plausibility of unidimensionality of the items (confirmatory factor analysis) and differential item functioning (DIF) for sex and age (multiple indicators multiple causes method). We tested four unidimensional models and the one with the best-fit index was a reduced form of the Raven’s CPM. The DIF analysis was carried out with the reduced form of the test. A few items presented DIF (two for sex and one for age), confirming that the Raven’s CPM items are mostly measurement invariant. There was no effect of sex on the general factor, but increasing age was associated with higher values of the g factor. Future research should indicate if the reduced form is suitable for evaluating the general ability of preschoolers.

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Suwartono, Christiany, Cahyo Pratomo Amiseso, and Restu Tri Handoyo. "Uji Reliabilitas dan Validitas Eksternal The Raven’s Standard Progressive Matrices." HUMANITAS 14, no. 1 (February 1, 2017): 1. http://dx.doi.org/10.26555/humanitas.v14i1.5772.

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Waschl, N., T. Nettelbeck, S. Jackson, and N. Burns. "Seeing reason: The dimensionality of the Advanced Raven’s Progressive Matrices." Personality and Individual Differences 101 (October 2016): 525. http://dx.doi.org/10.1016/j.paid.2016.05.344.

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Salahodjaev, Raufhon, Bekhzod Omanbeyev, Meerim Karybava, Nurhazhan Bostonova, and Richard Lynn. "A Standardization of Raven’s Standard Progressive Matrices Test in Kyrgyzstan." Mankind Quarterly 57, no. 3 (2017): 443–47. http://dx.doi.org/10.46469/mq.2017.57.3.13.

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Waschl, Nicolette A., Ted Nettelbeck, and Nicholas R. Burns. "The Role of Visuospatial Ability in the Raven’s Progressive Matrices." Journal of Individual Differences 38, no. 4 (November 2017): 241–55. http://dx.doi.org/10.1027/1614-0001/a000241.

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Abstract. Debate surrounding the role of visuospatial ability in performance on the Raven’s Progressive Matrices (RPM) has existed since their conception. This issue has yet to be adequately resolved, and may have implications regarding sex differences in scores. Therefore, this study aimed to examine the relationship between RPM performance, visuospatial ability and fluid ability, and any sex differences in these relationships. Data were obtained from three samples: two University samples completed the Advanced RPM and one population-based sample of men completed the Standard RPM. All samples additionally completed an alternative measure of fluid ability, and one or more measures of visuospatial ability. Structural equation modeling was used to examine the relationships between performance on the visuospatial and fluid ability tests and performance on the RPM. Visuospatial ability was found to significantly contribute to performance on the RPM, over and above fluid ability, supporting the contention that visuospatial ability is involved in RPM performance. No sex differences were found in this relationship, although sex differences in visuospatial ability may explain sex differences in RPM scores.

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Irrgang, M., M. Dorenkamp, P. Reohr, and P. Vik. "C-28 Raven’s Progressive Matrices: Validation of a Short Form." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 1057. http://dx.doi.org/10.1093/arclin/acz034.190.

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Abstract Objective The Raven’s Standard Progressive Matrices (RSPM) is a 60-item measure of non-verbal abstract reasoning. The length of the RSPM presents a potential barrier to its use. Consequently, Bilker et al. (2012) identified a 9-item short form (RSPM-SF). The purpose of this study is to (a) provide descriptive statistics for the RSPM-SF from a non-patient sample, and (b) validate the RSPM-SF by exploring correlations with congruent and divergent cognitive measures. Method Twenty men and 23 women, aged 55 to 83 (M = 67.79), completed a test battery that included the SPM-SF and global, memory, verbal, and executive measures. Results The mean score for the RSPM-SF was 4.40 (median = 4, mode = 4, SD = 1.92). RSPM-SF correlated best with the Montreal Cognitive Assessment (r = .548, CI: .297 to .729) and poorest with letter fluency (r = .065, CI: -.456 to .127). Correlations with executive measures ranged from a low of .308 (Tower Test; CI: .019 to .549) to a high of .470 (Trail Making Test Part-B; CI: .197 to .675). The average correlation with executive scores was .412. Average correlation with learning (both verbal and non-verbal) was .435, and with recall was .296. Conclusions RSPM historically was viewed as a non-verbal global estimate of cognitive ability. Present findings support using the RSPM-SF as a global measure, as it correlated well with both verbal and nonverbal, and executive and memory tests. Descriptive data suggested that the RSPM-SF items ranged from easy to difficult.

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LYNN, RICHARD, EDUARDO BACKHOFF, and L. A. CONTRERAS. "ETHNIC AND RACIAL DIFFERENCES ON THE STANDARD PROGRESSIVE MATRICES IN MEXICO." Journal of Biosocial Science 37, no. 1 (December 8, 2004): 107–13. http://dx.doi.org/10.1017/s0021932003006497.

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Raven’s Standard Progressive Matrices test was administered to a representative sample of 920 white, Mestizo and Native Mexican Indian children aged 7–10 years in Mexico. The mean IQs in relation to a British mean of 100 obtained from the 1979 British standardization sample and adjusted for the estimated subsequent increase were: 98·0 for whites, 94·3 for Mestizos and 83·3 for Native Mexican Indians.

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Basiaga-Pasternak, Joanna, Henryk Duda, and Agnieszka Wojtowicz. "Diagnosis of general intelligence within the aspect of training young football players at sports championship schools." Journal of Kinesiology and Exercise Sciences 30, no. 90 (June 30, 2020): 63–69. http://dx.doi.org/10.5604/01.3001.0014.7772.

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Introduction. Psychological diagnostics in competitive sport is very useful in the selection process. Therefore, proper diagnostic methods are used to be predictive for both teachers and trainers. Aim of research. The aim of the study was to establish the best method for diagnosing football players’ level of intelligence. Materials and methods. Raven’s Progressive Matrices - APIS-P(R), football tests were used. All of the 177 participants (males) practised football. Results. In research, it has been shown that intelligence tests examining crystallised intelligence are not useful in the aspect of training, but may be a clue in the teaching process for teachers. The results of liquid intelligence tests (Raven’s Progressive Matrices) indicate positive correlations with the level of tactical and technical knowledge, as well as efficiency of the tested footballers. Conclusions. In the diagnosis of team sports players, it is useful to test liquid intelligence.

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Gintilienė, Gražina, and Dovilė Butkienė. "RAVENO SPALVOTŲ PROGRESUOJANČIŲ MATRICŲ STANDARTIZACIJA LIETUVOJE." Psichologija 32 (January 1, 2005): 22–34. http://dx.doi.org/10.15388/psichol.2005..4330.

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J. C. Raveno 1947 metais sukurtos Spalvotos progresuojančios matricos (Coloured Progressive Matrices, toliau CPM) plačiai taikomos pasaulyje 5–11 metų vaikų neverbaliniams arba produktyviesiems gebėjimams vertinti. Šiame straipsnyje, remdamosi 2004 metais atlikto reprezentacinės 6–11 metų Lietuvos vaikų imties (n = 1067) tyrimo rezultatais, pirmą kartą pristatome lietuviškąsias CPM normas, kurios skiriasi nuo britiškų bei amerikietiškų. Atliekant CPM standartizaciją dalijimo pusiau ir vidinio suderinamumo metodu buvo patvirtintas CPM patikimumas ir turinio validumas. Įvertindamos veiksnius, galėjusius turėti įtakos CPM rezultatams, nustatėme, kad aplinkos veiksniai (vaiko gyvenamoji vieta ir tėvų išsilavinimas) yra kur kas reikšmingesni vaiko neverbalinių gebėjimų raidai nei biologinis lyties veiksnys. Straipsnyje pristatomi rezultatai leidžia teigti, kad sudarytas CPM normas galima naudoti vaiko neverbaliniams gebėjimams vertinti formalizuotos atrankos tikslais.Pagrindiniai žodžiai: spalvotos progresuojančios matricos, neverbaliniai gebėjimai, Lietuvos vaikai, aplinkos veiksniai, lytis. A LITHUANIAN STANDARTIZATION OF THE RAVEN’S COLOURED PROGRESSIVE MATRICESGražina Gintilienė, Dovilė Butkienė SummaryThis study established for the first time a Lithuanian standardisation of the Raven’s Coloured Progressive Matrices (CPM) a nonverbal instrument widely used in the world to assess productive abilities of young children. A representative sample of 1067 Lithuanian children between ages six and eleventh was tested after selecting a stratified sample of schools/kindergartens by place of residence and language of instruction in year 2004. Within schools, sampling was carried out randomly within age and gender groups including special needs children receiving education services within mainstream schools. The sample for age 6 included children who were not attending school as well as those who were at school or in kindergartens. Social demographic and academic information on children was gathered using parents questionnaire. Means and Standard deviations were generated at half a year intervals between age 5 years and 9 months to 11 years 2 months. Based on these calculations, smoothed percentile scores by age were derived. Data analysis based on methods of internal consistency, item analysis and comparison of data between different groups of children showed adequate psychometric properties of the Raven’s CPM. The variables of gender, age and SES were used for the data analysis. The gender differences in CPM scores were minimal and not significant. The significant correlation between age and CPM means confirmed expectation that raw scores of children should increase with age. Factors affecting CPM results were place of residence and level of parent’s education. The means of CPM scores of children groups living in different areas showed that rural children were lower than the group living in the big towns. A progressive increase in CPM score means according to parents educational level was obtained. These data suggest looking at SES variables in home and school environment that may affect the opportunity to develop child’s cognitive abilities. Using current data the CPM appears to be reliable and valid instrument for use in screening Lithuanian children.Keywords: Coloured, Progressive Matrices, nonverbal abilities, Lithuanian children, environmental factors, gender.

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Smirni, Daniela. "The Raven’s Coloured Progressive Matrices in Healthy Children: A Qualitative Approach." Brain Sciences 10, no. 11 (November 20, 2020): 877. http://dx.doi.org/10.3390/brainsci10110877.

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Studies on the structure of intelligence refer to two main theoretical models: the first one considers intelligence as a unitary construct, the second one assumes the involvement of a plurality of factors. Studies using Raven’s Coloured Progressive Matrices (RCPM) tasks have often highlighted the involvement of different cognitive abilities and brain structures, but in the clinical setting, RCPM measurement continues to be used as a single score. The current study aimed to analyse the RCPM performance following qualitative clustering, in order to provide an interpretation of the intelligence assessment through a factorial criterion. The RCPM have been administered to a large group of typically developing children between 6 and 11 years of age. The sample was divided into twelve age groups, and the performance of each age group was shown. Three qualitative item clusters were identified through a factorial criterion. Data showed that performance on RCPM may arise from different cognitive abilities, starting from basic attentional skills up to the more complex ones that require perceptual or analogical reasoning. The qualitative parameters could provide more effective diagnostic and treatment suggestions than a single total score in the clinical setting, and may be crucial for focusing on strength and weakness in the intellectual functionality evaluation of children.

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Philippe Rushton, J., and Jelena Čvorović. "Data on the Raven’s Standard Progressive Matrices from four Serbian samples." Personality and Individual Differences 46, no. 4 (March 2009): 483–86. http://dx.doi.org/10.1016/j.paid.2008.11.020.

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Vigneau, François, and Douglas A. Bors. "Items in Context: Assessing the Dimensionality of Raven’s Advanced Progressive Matrices." Educational and Psychological Measurement 65, no. 1 (February 2005): 109–23. http://dx.doi.org/10.1177/0013164404267286.

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Weichbold, Viktor, and Hermann Herka. "Performance of hearing impaired children on Raven’s Coloured Progressive Matrices Test." International Journal of Pediatric Otorhinolaryngology 67, no. 11 (November 2003): 1213–17. http://dx.doi.org/10.1016/j.ijporl.2003.07.011.

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Ziada, Khaled Elsayed, Hanaa Abdelazim Mohamed Metwaly, Salaheldin Farah Bakhiet, Helen Cheng, and Richard Lynn. "GENDER DIFFERENCES IN INTELLIGENCE OF 5- TO 11-YEAR-OLDS ON THE COLOURED PROGRESSIVE MATRICES IN EGYPT." Journal of Biosocial Science 51, no. 1 (March 5, 2018): 154–56. http://dx.doi.org/10.1017/s0021932018000020.

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SummaryThis study was based on data for a sample of 1756 Egyptian primary school children (863 boys and 893 girls) aged 5–11 years assessed for intelligence with Raven’s Coloured Progressive Matrices (CPM). The results showed that boys obtained a slightly higher IQ than girls and had greater variance.

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Partchev, Ivailo. "Diagnosing a 12-Item Dataset of Raven Matrices: With Dexter." Journal of Intelligence 8, no. 2 (May 6, 2020): 21. http://dx.doi.org/10.3390/jintelligence8020021.

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We analyze a 12-item version of Raven’s Standard Progressive Matrices test, traditionally scored with the sum score. We discuss some important differences between assessment in practice and psychometric modelling. We demonstrate some advanced diagnostic tools in the freely available R package, dexter. We find that the first item in the test functions badly—at a guess, because the subjects were not given exercise items before the live test.

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Carvalho, Irene P., Ana Costa, Sofia Silva, Bárbara Moreira, Agostinho Almeida, André Moreira-Rosário, António Guerra, et al. "Children’s performance on Raven’s Coloured progressive matrices in Portugal: The Flynn effect." Intelligence 82 (September 2020): 101485. http://dx.doi.org/10.1016/j.intell.2020.101485.

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te Nijenhuis, Jan, Yu Yong Choi, Michael van den Hoek, Ekaterina Valueva, and Kun Ho Lee. "Spearman’s hypothesis tested comparing Korean young adults with various other groups of young adults on the items of the Advanced Progressive Matrices." Journal of Biosocial Science 51, no. 6 (April 22, 2019): 875–912. http://dx.doi.org/10.1017/s0021932019000026.

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AbstractSpearman’s hypothesis tested at the subtest level of an IQ battery states that differences between races on the subtests of an IQ battery are a function of thegloadings of these subtests, such that there are small differences between races on subtests with lowgloadings and large differences between races on subtests with highgloadings. Jensen (1998) stated that Spearman’s hypothesis is a law-like phenomenon. It has also been confirmed many times at the level of items of the Raven’s Progressive Matrices. This study hypothesizes that with concern to Spearman’s hypothesis, subtests and items function in fundamentally the same way, and tested whether Spearman’s hypothesis is confirmed at the item level for White–East Asian comparisons. A group of Korean young adults (N=205) was compared with other groups of young adults from Canada, the US, Russia, Peru and South Africa (totalN=4770) who took the Advanced Progressive Matrices. Spearman’s hypothesis was strongly confirmed with a sample-size-weightedrwith a value of 0.63. Computing thegloadings of the items of the Raven with either the Raven-gor the Wechsler-gled to the same conclusions. Tests of Spearman’s hypothesis yielded less-strong outcomes when the 36-item Advanced Progressive Matrices were used than when the 60-item Standard Progressive Matrices were used. There is a substantial correlation between sample size and the outcome of Spearman’s hypothesis. So, all four hypotheses were confirmed, showing that a part of the subtest-level nomological net replicates at the item level, strengthening the position that, with concern to Spearman’s hypothesis, subtests and items function fundamentally the same. It is concluded that Spearman’s hypothesis is still a law-like phenomenon. Detailed suggestions for follow-up research are made.

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Bürkner, Paul-Christian. "Analysing Standard Progressive Matrices (SPM-LS) with Bayesian Item Response Models." Journal of Intelligence 8, no. 1 (February 4, 2020): 5. http://dx.doi.org/10.3390/jintelligence8010005.

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Raven’s Standard Progressive Matrices (SPM) test and related matrix-based tests are widely applied measures of cognitive ability. Using Bayesian Item Response Theory (IRT) models, I reanalyzed data of an SPM short form proposed by Myszkowski and Storme (2018) and, at the same time, illustrate the application of these models. Results indicate that a three-parameter logistic (3PL) model is sufficient to describe participants dichotomous responses (correct vs. incorrect) while persons’ ability parameters are quite robust across IRT models of varying complexity. These conclusions are in line with the original results of Myszkowski and Storme (2018). Using Bayesian as opposed to frequentist IRT models offered advantages in the estimation of more complex (i.e., 3–4PL) IRT models and provided more sensible and robust uncertainty estimates.

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Forthmann, Boris, Natalie Förster, Birgit Schütze, Karin Hebbecker, Janis Flessner, Martin T. Peters, and Elmar Souvignier. "How Much g Is in the Distractor? Re-Thinking Item-Analysis of Multiple-Choice Items." Journal of Intelligence 8, no. 1 (March 9, 2020): 11. http://dx.doi.org/10.3390/jintelligence8010011.

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Distractors might display discriminatory power with respect to the construct of interest (e.g., intelligence), which was shown in recent applications of nested logit models to the short-form of Raven’s progressive matrices and other reasoning tests. In this vein, a simulation study was carried out to examine two effect size measures (i.e., a variant of Cohen’s ω and the canonical correlation RCC) for their potential to detect distractors with ability-related discriminatory power. The simulation design was adopted to item selection scenarios relying on rather small sample sizes (e.g., N = 100 or N = 200). Both suggested effect size measures (Cohen’s ω only when based on two ability groups) yielded acceptable to conservative type-I-error rates, whereas, the canonical correlation outperformed Cohen’s ω in terms of empirical power. The simulation results further suggest that an effect size threshold of 0.30 is more appropriate as compared to more lenient (0.10) or stricter thresholds (0.50). The suggested item-analysis procedure is illustrated with an analysis of twelve Raven’s progressive matrices items in a sample of N = 499 participants. Finally, strategies for item selection for cognitive ability tests with the goal of scaling by means of nested logit models are discussed.

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Witkowska, Ewa. "Secular score gains on Raven’s Progressive Matrices in a population of Polish adolescents." Polish Psychological Bulletin 45, no. 2 (June 1, 2014): 142–46. http://dx.doi.org/10.2478/ppb-2014-0019.

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Abstract The paper presents findings on secular score gains in Raven’s Progressive Matrices during six decades (1948- 2009) in Polish adolescents. Seven groups are being compared, comprising of 20, 490 subjects in total. The representative groups examined in 2000 (N=1,331) and 2009 (N=3,650) are those of special interest as they are the most numerous and allowing formal means comparison using standard test for comparison of means and Welch’s test. Possible causes for the noted effect are being discussed, with special emphasis on the economic growth and its implications - such as improved nutrition, education changes, growth of adolescent’s well-being and child upbringing practices.

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Bakhiet, Salaheldin Farah Attallah, Yossry Ahmed Sayed Essa, Ismael Salamah Albursan, Nasser Sayed Gomaa Abdelrasheed, and Richard Lynn. "Sex Differences in High School Students on Raven’s Advanced Progressive Matrices in Yemen." Mankind Quarterly 57, no. 1 (2016): 99–103. http://dx.doi.org/10.46469/mq.2016.57.1.14.

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Bilker, Warren B., John A. Hansen, Colleen M. Brensinger, Jan Richard, Raquel E. Gur, and Ruben C. Gur. "Development of Abbreviated Nine-Item Forms of the Raven’s Standard Progressive Matrices Test." Assessment 19, no. 3 (May 17, 2012): 354–69. http://dx.doi.org/10.1177/1073191112446655.

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Mazhirina, K. G., M. E. Mel’nikov, M. A. Pokrovskii, E. D. Petrovskii, A. A. Savelov, and M. B. Shtark. "Raven’s Progressive Matrices in the Lexicon of Dynamic Mapping of the Brain (MRI)." Bulletin of Experimental Biology and Medicine 160, no. 6 (April 2016): 850–56. http://dx.doi.org/10.1007/s10517-016-3325-2.

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Garcia-Garzon, Abad, and Garrido. "Searching for G: A New Evaluation of SPM-LS Dimensionality." Journal of Intelligence 7, no. 3 (June 28, 2019): 14. http://dx.doi.org/10.3390/jintelligence7030014.

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There has been increased interest in assessing the quality and usefulness of short versions of the Raven’s Progressive Matrices. A recent proposal, composed of the last twelve matrices of the Standard Progressive Matrices (SPM-LS), has been depicted as a valid measure of g. Nonetheless, the results provided in the initial validation questioned the assumption of essential unidimensionality for SPM-LS scores. We tested this hypothesis through two different statistical techniques. Firstly, we applied exploratory graph analysis to assess SPM-LS dimensionality. Secondly, exploratory bi-factor modelling was employed to understand the extent that potential specific factors represent significant sources of variance after a general factor has been considered. Results evidenced that if modelled appropriately, SPM-LS scores are essentially unidimensional, and that constitute a reliable measure of g. However, an additional specific factor was systematically identified for the last six items of the test. The implications of such findings for future work on the SPM-LS are discussed.

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Yahiro, Sachiko, Aiko Matsuoka, Yasuji Miyakita, Makoto Ohno, Masamichi Takahashi, and Yoshitaka Narita. "NQPC-13 THE EFFICACY OF RAVEN’S COLORED PROGRESSIVE MATRICES FOR PATIENTS WITH BRAIN TUMOR." Neuro-Oncology Advances 1, Supplement_2 (December 2019): ii31. http://dx.doi.org/10.1093/noajnl/vdz039.142.

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Abstract BACKGROUND Mini-Mental State Examination (MMSE) and Raven’s Colored Progressive Matrices (RCPM) are cognitive function tests used to assess speech and visual cognitive functions in patients with brain tumor and aphasia, respectively. We investigated the distribution and correlation between MMSE and RCPM scores in patients with brain tumor, who underwent tumor resection, to identify the test characteristics. METHOD Among the 122 patients who underwent tumor resection in our hospital from April 2018 to March 2019, and potentially required rehabilitation, 43 patients (i.e., 19 men and 24 women) who underwent pre- and post-operative MMSE and RCPM were further investigated. Median age during surgery was 54 years (20–86 years). Relationship between the pre- and post-operative MMSE and RCPM scores were evaluated using the Spearman’s rank correlation coefficient. Additionally, we investigated the characteristics of patients who scored low on either of the tests. RESULTS Median pre- and post-operative MMSE scores were 29 points (14–30) and 29 points (21–30), respectively. Median pre- and post-operative RCPM scores were 33 points (25–36) and 35 points (18–36), respectively. The pre- and post-operative correlation coefficient between MMSE and RCPM scores were 0.376 and 0.699, respectively. Among the 12 patients with lower pre-operative scores on MMSE, as compared to RCPM, 8 patients had impaired attention and 4 patients had aphasia. One patient who scored lower on RCPM test, as compared to MMSE, had reduced analogical reasoning ability. Postoperatively, no patient scored low on MMSE as compared to RCPM, and one patient who scored lower on RCPM than MMSE had left hemi-spatial neglect. CONCLUSION The pre-operative cognitive functions of patients with impaired attention and aphasia can be evaluated with RCPM using visual tasks without interference caused by these impairments. Minute pre- and post-interventional cognitive changes can be assessed with both MMSE and RCPM together.

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Ambra, Ferdinando Ivano, Alessandro Iavarone, Bruno Ronga, Sergio Chieffi, Gabriele Carnevale, Leonardo Iaccarino, Francesco Cimminella, Angela Chiavazzo, and Elisabetta Garofalo. "Qualitative patterns at Raven’s colored progressive matrices in mild cognitive impairment and Alzheimer’s disease." Aging Clinical and Experimental Research 28, no. 3 (August 22, 2015): 561–65. http://dx.doi.org/10.1007/s40520-015-0438-9.

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Myszkowski, Nils. "A Mokken Scale Analysis of the Last Series of the Standard Progressive Matrices (SPM-LS)." Journal of Intelligence 8, no. 2 (May 6, 2020): 22. http://dx.doi.org/10.3390/jintelligence8020022.

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Raven’s Standard Progressive Matrices (Raven 1941) is a widely used 60-item long measure of general mental ability. It was recently suggested that, for situations where taking this test is too time consuming, a shorter version, comprised of only the last series of the Standard Progressive Matrices (Myszkowski and Storme 2018) could be used, while preserving satisfactory psychometric properties (Garcia-Garzon et al. 2019; Myszkowski and Storme 2018). In this study, I argue, however, that some psychometric properties have been left aside by previous investigations. As part of this special issue on the reinvestigation of Myszkowski and Storme’s dataset, I propose to use the non-parametric Item Response Theory framework of Mokken Scale Analysis (Mokken 1971, 1997) and its current developments (Sijtsma and van der Ark 2017) to shed new light on the SPM-LS. Extending previous findings, this investigation indicated that the SPM-LS had satisfactory scalability ( H = 0.469 ), local independence and reliability ( M S = 0.841 , L C R C = 0.874 ). Further, all item response functions were monotonically increasing, and there was overall evidence for invariant item ordering ( H T = 0.475 ), supporting the Double Monotonicity Model (Mokken 1997). Item 1, however, appeared problematic in most analyses. I discuss the implications of these results, notably regarding whether to discard item 1, whether the SPM-LS sum scores can confidently be used to order persons, and whether the invariant item ordering of the SPM-LS allows to use a stopping rule to further shorten test administration.

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Chen, Xiaoying, Maolin Ye, Lei Chang, Weigang Chen, and Renlai Zhou. "Effect of Working Memory Updating Training on Retrieving Symptoms of Children With Learning Disabilities." Journal of Learning Disabilities 51, no. 5 (June 9, 2017): 507–19. http://dx.doi.org/10.1177/0022219417712015.

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Working memory (WM) deficiency is a primary reason for the poor academic performance of children with learning disabilities (LDs). Studies have shown that the WM of typical children could be improved through training, and WM training contributes to improving their fluid intelligence and academic achievement. However, few studies have investigated WM training for children with LDs, and results have been inconsistent. The present study examined the long-term effects of WM updating training and whether it can mitigate LD symptoms. Fifty-four children with LDs were recruited and divided randomly into a training or control group. The training group underwent adaptive running WM training for 20 days. Before and after training, the 2 groups completed a 2-back task, a digit span task (forward and backward), Raven’s Standard Progressive Matrices test, and a scholastic attainment test (Chinese and math). The tests were repeated 6 months later. The results showed that, as compared with the controls, the training group exhibited significant improvements in the digit backward span task, 2-back task, and Raven’s Standard Progressive Matrices. The math scores of the training group improved significantly by 6 months after the training. The results of this study suggest that WM updating training could mitigate the cognitive deficits of LDs and improve the WM capacity, fluid intelligence, and math scores of children with LDs. Moreover, the training effects could be maintained for at least 6 months.

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Lynn, Richard. "A Study of Means and Sex Differences on Raven’s Standard Progressive Matrices Plus in Yemen." Mankind Quarterly 55, no. 3 (2015): 268–77. http://dx.doi.org/10.46469/mq.2015.55.3.7.

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Mäntyselkä, Aino, Eero A. Haapala, Virpi Lindi, Merja R. Häkkinen, Seppo Auriola, Jarmo Jääskeläinen, and Timo A. Lakka. "Associations of IGF-1 and Adrenal Androgens with Cognition in Childhood." Hormone Research in Paediatrics 91, no. 5 (2019): 329–35. http://dx.doi.org/10.1159/000501719.

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Background: Little is known about the association between adrenarche and cognition in general populations of children. We therefore studied the associations of dehydroepiandrosterone sulfate (DHEAS), androstenedione (A4), testosterone, insulin-like growth factor-1 (IGF-1), and adrenarche with cognition among prepubertal children. Methods: These cross-sectional analyses are based on baseline data of the Physical Activity and Nutrition in Children Study. A total of 387 children (183 girls, 204 boys) were included in the analyses. Raven’s Coloured Progressive Matrices (CPM) score was used to assess nonverbal reasoning. Serum adrenal androgens and IGF-1 concentrations were measured and clinical signs of androgen action were evaluated. Results: Higher IGF-1 among boys (β = 0.149, p =0.033) was related to a better Raven’s CPM score after adjustment for age and parental education. Adrenal androgens in girls or boys or IGF-1 in girls were not associated with the score. There were no differences in Raven’s CPM score between children with biochemical adrenarche (DHEAS ≥1.08 µmol/L; ≥40 µg/dL) or with clinical signs of androgen action and children without them. Conclusion: The results suggest that higher serum IGF-1 among boys is related to better cognition in prepubertal children. We could not provide evidence for the associations of adrenal maturation with cognition in prepubertal children.

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Cheremoshkina, Liubov Vasilevna. "Active internet usage as an impact on cognitive abilities of high-school children." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2013): 94–113. http://dx.doi.org/10.51314/2073-2635-2013-1-94-113.

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The article represents specific features of the long-term and systematic use of the Internet resourses. The active Internet usage influences mnemic, cognitive and attention abilities of 14—16 year old scholars. The article outlines the research results of cognitive skills by means of the Raven’s progressive matrices, attention abilities by means of the correction task as well as the results of memorizing simple, complex nonverbal material by means of the diagnosis of mnemic abilities of scholars. The length of their Internet use is till 1,5 year or from 1,5 to more than 3 years experience.

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Watanabe, Makoto, Shinichiro Maeshima, Yuko Okuyama, Sho Sasaki, Mina Ishibasi, and Shigeru Sonoda. "The distinct influence of Raven’s Colored Progressive Matrices and Mini-Mental State Examination scores on ADL improvement in stroke patients." Nosotchu 38, no. 1 (2016): 14–21. http://dx.doi.org/10.3995/jstroke.10329.

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Waschl, N. "Performance on the Raven’s Progressive Matrices: The role of fluid ability, visuospatial ability and sex differences." Personality and Individual Differences 101 (October 2016): 525. http://dx.doi.org/10.1016/j.paid.2016.05.343.

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Savage-McGlynn, Emily. "Sex differences in intelligence in younger and older participants of the Raven’s Standard Progressive Matrices Plus." Personality and Individual Differences 53, no. 2 (July 2012): 137–41. http://dx.doi.org/10.1016/j.paid.2011.06.013.

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Colonia-Willner, Regina. "Investing in Practical Intelligence: Ageing and Cognitive Efficiency among Executives." International Journal of Behavioral Development 23, no. 3 (September 1999): 591–614. http://dx.doi.org/10.1080/016502599383711.

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This paper has two objectives. (1) To review in part empirical evidence obtained in a recent study on practical intelligence in bank managers (Colonia-Willner, 1998). (2) To discuss the implications of these findings for the study of practical intelligence, expertise, and compensatory abilities. The first goal of the initial study was to determine whether managerial practical intelligence is preserved in older bank managers whereas differences in psychometric measures of reasoning are associated with age. The second was to verify whether practical intelligence measures better predict managerial job performance than traditional psychometric tests. Two hundred bank managers (43 experts and 157 nonexperts) participated in the initial study. Increased age appeared to be associated with lower performance in the Raven’s Advanced Progressive Matrices (Raven’s) and the Verbal Reasoning subtest of the Differential Aptitude Test (DAT), but less so with the Tacit Knowledge Inventory for Managers (TKIM). Although scoring lower on psychometric reasoning measures, the best performing older managers, on average, exhibited high levels of tacit knowledge, an instantiation of practical knowledge acquired in situations where information is not openly expressed. TKIM predicted managerial skill; DAT and Raven’s did not. These findings suggest: (1) that stabilisation of some aspects of intelligence may occur in old age; and (2) that domain-specific knowledge may contribute to compensation for age-related losses in functioning.

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Nęcka, Edward, and Agata Lulewicz. "Capacity, Control, or Both – Which Aspects of Working Memory Contribute to Children’s General Fluid Intelligence?" Polish Psychological Bulletin 47, no. 1 (April 1, 2016): 21–28. http://dx.doi.org/10.1515/ppb-2016-0003.

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Abstract Starting from the assumption that working memory capacity is an important predictor of general fluid intelligence, we asked which aspects of working memory account for this relationship. Two theoretical stances are discussed. The first one posits that the important explanatory factor is storage capacity, roughly defined as the number of chunks possible to hold in the focus of attention. The second one claims that intelligence is explained by the efficiency of executive control, for instance, by prepotent response inhibition. We investigated 96 children at the age between 10 and 13. They completed a version of the n-back task that allows assessment of both storage capacity and inhibitory control. They also completed Raven’s Progressive Matrices as the fluid intelligence test and the Test for Creative Thinking - Drawing Production, for control purposes. We found that Raven’s scores correlated negatively with the number of unnecessary responses to irrelevant stimuli but they did not correlate with the number of signal detections. We conclude that children’s fluid intelligence depends on inhibitory control, with no relationship with storage capacity.

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Reeve, Robert A., Fiona Reynolds, Jacob Paul, and Brian L. Butterworth. "Culture-Independent Prerequisites for Early Arithmetic." Psychological Science 29, no. 9 (June 22, 2018): 1383–92. http://dx.doi.org/10.1177/0956797618769893.

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In numerate societies, early arithmetic development is associated with visuospatial working memory, executive functions, nonverbal intelligence, and magnitude-comparison abilities. To what extent do these associations arise from cultural practices or general cognitive prerequisites? Here, we administered tests of these cognitive abilities (Corsi Blocks, Raven’s Colored Progressive Matrices, Porteus Maze) to indigenous children in remote northern Australia, whose culture contains few counting words or counting practices, and to nonindigenous children from an Australian city. The indigenous children completed a standard nonverbal addition task; the nonindigenous children completed a comparable single-digit addition task. The correlation matrices among variables in the indigenous and nonindigenous children showed similar patterns of relationships, and parallel regression analyses showed that visuospatial working memory was the main predictor of addition performance in both groups. Our findings support the hypothesis that the same cognitive capacities promote competence for learners in both numerate and nonnumerate societies.

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Kunda, Maithilee, Keith McGreggor, and Ashok K. Goel. "A computational model for solving problems from the Raven’s Progressive Matrices intelligence test using iconic visual representations." Cognitive Systems Research 22-23 (June 2013): 47–66. http://dx.doi.org/10.1016/j.cogsys.2012.08.001.

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Orylska, Anna, Aneta Brzezicka, Ewa Racicka-Pawlukiewicz, Rafał Albinski, and Grzegorz Sedek. "Parent-Teacher Concordance in Rating Preschooler Difficulties in Behavioural and Cognitive Functioning and Their Dyadic Predicting of Fluid Intelligence." Polish Psychological Bulletin 47, no. 1 (April 1, 2016): 81–91. http://dx.doi.org/10.1515/ppb-2016-0009.

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Abstract Objective: Present research examined children’s behavioural and cognitive functioning by using data from a screening study based on reports given by parents and teachers, and investigated the strongest predictors of children’s fluid intelligence. Method: Scales: Conners Early Childhood Behaviour Scale (CEC BEH [S]) and Behaviour Rating Inventory of Executive Function-Preschool (BRIEF-P) were filled out by parents and teachers of preschool children. Raven’s Coloured Progressive Matrices (CPM) was used to measure fluid intelligence among preschool children. Results: Parent-teacher concordance was low to moderate. Working memory in BRIEF-P estimated by teachers and parents mediated the relationship between inattention/hyperactivity in CEC BEH [S] and fluid intelligence among preschoolers. The difficulties with working memory assessed by teachers and parents were significant predictors of Raven scores; however, predictions based on teachers’ assessments were stronger. Conclusion: Clinicians should collect reports from various observers in order to implement prevention programs and optimize clinical diagnoses for children. Information from both parents and teachers give significant and complementary contribution to understanding difficulties with cognitive and behavioural functioning of preschoolers.

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Czermainski, Fernanda Rasch, Rudimar dos Santos Riesgo, Luciano Santos Pinto Guimarães, Jerusa Fumagalli de Salles, and Cleonice Alves Bosa. "Executive Functions in Children and Adolescents With Autism Spectrum Disorder." Paidéia (Ribeirão Preto) 24, no. 57 (April 2014): 85–94. http://dx.doi.org/10.1590/1982-43272457201411.

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The literature has shown a strong relationship between executive dysfunction and Autism Spectrum Disorder (ASD), although there is no consensus on which subprocesses of executive functioning are impaired and/or preserved in this condition. This study aimed to investigate executive function and working memory in children and adolescents with ASD (n= 11) compared to children and adolescents with typical development (n= 19) matched by age, formal education, and nonverbal IQ. The tests used were: Raven’s Colored Progressive Matrices, Stroop Test, Trail Making Test, Rey’s Complex Figure Test, Digit span, Pseudowords span, Working memory, Verbal fluency (orthographic and semantic) and Go/no go. The results demonstrate impairment of executive function in the clinical group, especially in planning, flexibility, inhibition, and also visuospatial working memory.

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Lüer, Gerd, Dietrich Becker, Uta Lass, Fang Yunqiu, Chen Guopeng, and Wang Zhongming. "Memory Span in German and Chinese: Evidence for the Phonological Loop." European Psychologist 3, no. 2 (June 1998): 102–12. http://dx.doi.org/10.1027/1016-9040.3.2.102.

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Three experiments are conducted with German and Chinese student subjects to investigate short-term memory performance with regard to different kinds of stimulus material. Experiment 1 demonstrates that the Chinese subjects’ superior memory span performance cannot be traced back to existing differences in intelligence (assessed with Raven’s Advanced Progressive Matrices Test). In Experiment 2 a high correlation is found between the oral reproduction time of test items in the two languages and the resulting memory span of subjects. The results of Experiment 3 show that the Chinese subjects’ superiority in performance decreases and disappears completely where it is difficult to find verbal descriptions for the items to be memorized. These findings are discussed within the framework of Baddeley’s (1990) working memory model and cross-cultural intelligence research.

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Wen, Wen, Jian Li, George Kyriacou Georgiou, Cheng Huang, and Lu Wang. "Reducing the Halo Effect by Stimulating Analytic Thinking." Social Psychology 51, no. 5 (September 2020): 334–40. http://dx.doi.org/10.1027/1864-9335/a000418.

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Abstract. The halo effect is one of the most common threats to interpersonal evaluation. In the present study, we examined the role of an alternative approach to reducing the halo effect, namely by stimulating analytic thinking. In Study 1, we established the validity of the current paradigm in inducing the halo effect. In Study 2 and Study 3, we investigated whether the halo effect could be reduced when analytic thinking was activated either with Raven’s Standard Progressive Matrices or with a writing task. Results of both studies showed that participants were less biased by the irrelevant central trait when analytic thinking was activated compared to the control group, suggesting that priming analytic thinking ahead of a judgmental task can reduce the halo effect.

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Ioannou, Kalia, and Nikoletta Christodoulou. "Η επίδραση της πολυδιάστατης διδακτικής προσέγγισης και της αναπτυξιακής διδακτικής προσέγγισης στην επιστημολογική ανάπτυξη των μαθητών της Στ’ τάξης Δημοτικού σχολείου στο μάθημα των Φυσικών Επιστημών." Preschool and Primary Education 5, no. 2 (October 27, 2017): 101. http://dx.doi.org/10.12681/ppej.14282.

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The present study explored the effects of a different type of teaching on epistemic cognition of 6th grade students through an intervention program in the science class. Epistemic cognition concerns how people acquire, understand, justify, change, and use knowledge (Greene, Sandoval, & Bråten, 2016). The study addressed the question of how the type of approach affected the development of epistemic cognition among young children, by extending previous research that examined the relation between epistemic cognition and intervention programmes in adults. Nine 6th grade classes completed paper-and-pencil instruments to measure their epistemic cognition and cognitive ability. Twelve of the students also participated in an individual semi-structured interview. Students’ epistemic cognition was assessed using a short version of Schommer’s questionnaire for students. The students’ cognitive ability was assessed through Raven’s Progressive Matrices (1998). The present study aspired to find which of the main approaches is more effective for the development of students’ epistemic cognition and if cognitive ability can predict epistemic cognition. Three of the classes were randomly put in the Control Group that had courses in science education, three were randomly put in the Experimental Group Α, following the multidimensional approach, and three were randomly put in the Experimental Group Β, following the developmental approach. The nine 6th grade classes completed paper-and-pencil instruments to measure their epistemic cognition and cognitive ability, to examine possible changes in epistemic cognition and a possible relation between epistemic cognition and cognitive ability. Students’ epistemic cognition was assessed using the short version of Schommer’s et al. questionnaire (2000) for young students. Students’ cognitive ability was assessed through the Raven’s Progressive Matrices (Raven, Raven, & Court, 1998). Then, twelve of these students participated in an individual semi-structured interview, where they were asked about the effectiveness of the intervention program. The results showed the effectiveness of multidimensional teaching, which is also confirmed through the analysis of qualitative data, in contrast to the developmental intervention. The analysis of the interviews showed that all students believed that truth can be found through research. Also, according to the results, the multidimensional teaching approach can predict cognitive ability at the level of epistemic cognition. The present study aims to assist in increasing students’ epistemic cognition which is so important for forming citizens capable of meeting the needs of the 21st century. The benefits that result from the long-term intervention will be communicated to the Ministry of Education and Culture and propose radical changes in the Curriculum in terms practices that could be implemented in the teaching of science that will help in the development of elementary school students΄epistemic cognition

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Ibrahim, Ali Mohamed, and Ali Mahdi Kazem. "A Comparison between the Psychometric Properties of Visuospatial and Verbal- Analytic Items in the Raven’s Advanced Progressive Matrices." International Journal of Learning Management Systems 4, no. 2 (July 1, 2016): 75–81. http://dx.doi.org/10.18576/ijlms/040203.

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Journal articles on the topic 'Raven’s Progressive Matrices'

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